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.
Shelby N. Anderson
Erin J. Reifsteck, Jamian D. Newton, Melinda B. Smith, DeAnne Davis Brooks, and Shelby N. Anderson
There is growing interest in how athletes’ physical activity participation may be impacted when they transition out of competitive sport; however, few studies have examined the process of physical activity transitions in collegiate student-athletes using a qualitative approach. The purpose of our study was to explore student-athletes’ perceptions of, and experiences with, physical activity in the transition out of collegiate sport. Our analysis of transcripts from 13 focus groups conducted with current and former student-athletes (n = 59) suggests that student-athletes experienced a journey from control to liberation as they transitioned into their postcompetitive lives. In this exciting yet challenging transitional journey, participants were faced with navigating newfound autonomy over their physical activity outside of the controlled environment of collegiate sports and were considering the value and meaning of physical activity within a health promoting context. We offer practical recommendations from these findings to support student-athletes in this transition.
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.