“Beyond the Rink”: A Multilevel Analysis of Social Identity Behaviors Captured Using the Electronically Activated Recorder

in Journal of Sport and Exercise Psychology

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Jordan D. HerbisonSchool of Kinesiology and Health Studies, Queen’s University Kingston, ON, Canada

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Luc J. MartinSchool of Kinesiology and Health Studies, Queen’s University Kingston, ON, Canada

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Alex J. BensonWestern University, London, ON, Canada

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Colin D. McLarenNipissing University, North Bay, ON, Canada

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Richard B. SlatcherUniversity of Georgia, Athens, GA, USA

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Ian D. BoardleyUniversity of Birmingham, Birmingham, United Kingdom

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Jordan SutcliffeUniversity of Wollongong, Wollongong, NSW, Australia

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Jean CôtéSchool of Kinesiology and Health Studies, Queen’s University Kingston, ON, Canada

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Justin M. CarréNipissing University, North Bay, ON, Canada

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Mark W. BrunerNipissing University, North Bay, ON, Canada

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DOI:
https://doi.org/10.1123/jsep.2020-0343
Keywords:
behavioral observation; daily diaries; ecological momentary assessment; ecological sampling methods; youth sport
First Published Online:
26 Oct 2021
In Print:
Volume 43: Issue 6
Page Range:
441–449
Restricted access

This study used ecological sampling methods to examine associations between youth athletes’ experiences receiving and engaging in behaviors indicative of in-group ties, cognitive centrality, and in-group affect (i.e., social identity) during a 3-day competitive ice hockey tournament. Forty-five youth (Mage = 12.39 years; SDage = 1.14 years; 94% male) from nine teams wore an electronically activated recorder that captured brief (50-s) audio observations throughout the tournament. Participants also completed daily diary questionnaires for each day of competition. Multilevel structural equation modeling demonstrated that athletes were more likely to engage in behaviors indicative of in-group affect and cognitive centrality on days when they received as higher-than-average frequency of behaviors indicative of cognitive centrality from teammates, coaches, and parents. The findings suggest that when team members interact in ways that demonstrate they are thinking about their team, they influence fellow members to behave in ways that promote a sense of “us.”

Herbison (jordan.herbison@queensu.ca) is corresponding author.

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