Sport psychology scholars have long called for the field to take intersectional approaches to research and applied practice. Missing from this call is the study of intersectionality in the classroom. Therefore, the purpose of this practice paper is to provide a resource for sport psychology practitioners to take an intersectional approach in their teaching. First, the author provides a brief overview of intersectional theory and approaches to using anti-oppressive practices in the classroom. The author then reflects on their experience utilizing an intersectional lens as a neophyte instructor. Finally, the author discusses lessons learned from this teaching experience. This practice paper serves as a resource for sport psychology scholars and practitioners to integrate the study of intersectionality in their roles. While this paper is written for the higher education classroom, all readers will gain knowledge on intersectional theory and how it can be integrated in their scholarship or applied practice.
Intersectionality in the Sport Psychology Classroom: Reflections From a Neophyte Instructor
Shelby N. Anderson
Help-Seeking for Eating Pathology Among Collegiate Athletes: Examining Stigma and Perfectionism as Moderating and Mediating Mechanisms
Shelby J. Martin and Timothy Anderson
Despite elevated risk of eating pathology (EP) among athletes, utilization of EP-treatment among athletes is low. Factors that may inhibit EP-help-seeking among athletes include perceived social stigma, self-stigma, and perfectionism. Heightened stigma associated with EP and sport climates may be exacerbated by negative perfectionism characteristic of athletes and decrease intentions to seek help for EP. We tested the following moderated-mediation model among a sample of collegiate athletes (N = 201) via online questionnaires: EP indirectly relates to EP help-seeking intentions through perceived and self-stigma and these relations are conditional on negative perfectionism. EP help-seeking intentions were negatively associated with EP severity, stigma, and negative perfectionism. EP was related to eating-specific help-seeking intentions through perceived social stigma, influencing self-stigma, but this was not moderated by negative perfectionism. Targeting mental-health treatment stigma among athletes may reduce risk of untreated EP among collegiate athletes.
Investigating Intraindividual Variability of Psychological Needs Satisfaction and Relations With Subsequent Physical Activity
Erin J. Reifsteck, Derek J. Hevel, Shelby N. Anderson, Amanda L. Rebar, and Jaclyn P. Maher
Heeding recent calls to capture dynamic variability of physical activity (PA) motivation within a self-determination theory framework, this study examined the extent to which psychological needs satisfaction in PA predicted subsequent PA, disaggregating within-person and between-persons data. University students (N = 89) wore an ActiGraph GT3X accelerometer for 6 days and reported basic psychological needs satisfaction daily. Multilevel models examined whether competence, autonomy, and relatedness for the previous day’s PA (>2,020 counts per minute) predicted the following day’s minutes of PA (>2,020 counts per minute), controlling for previous-day PA. Participants who, on average, reported greater feelings of autonomy and competence tended to engage in more minutes of PA the following day. When participants reported feeling greater relatedness than what was typical for them, they tended to engage in more PA the following day. Psychological needs vary day to day, but how and to what extent they predict PA depends on the specific need.