Athletic Identity in Youth Athletes: A Systematic Review of the Literature
Abstract
:1. Introduction
2. Materials and Methods
2.1. Search Strategy
2.2. Eligibility Criteria
2.3. Data Extraction and Risk of Bias
2.4. Data Analysis
3. Results
3.1. Overview
3.2. Demographics
3.3. Sports and Physical Activity Participation
3.4. Injury
3.5. Mental Health
4. Limitations
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Full Search Strategy
- 1-
- Identity OR identities OR identif *
- 2-
- Athlete OR athletes OR athletic OR jock *
- 3-
- 1 and 2
- 4-
- (Athletic identity questionnaire) or (Athletic identity measurement scale) or aiq or aims
- 5-
- 3 OR 4
- 6-
- #5 Filters: English
Appendix B. Athletic Identity Measurement Scale, AIMS
1. | I consider myself an athlete. |
2. | I have many goals related to sport. |
3. | Most of my friends are athletes. |
4. | Sport is the most important part of my life. |
5. | I spend more time thinking about sport than anything else. |
6. | I need to participate in sport to feel good about myself. |
7. | Other people see me mainly as an athlete. |
8. | I feel bad about myself when I do poorly in sport. |
9. | Sport is the only important thing in my life. |
10. | I would be very depressed if I were injured and could not compete in sport. |
1. | I consider myself an athlete. |
2. | I have many goals related to sport. |
3. | Most of my friends are athletes. |
4. | Sport is the most important part of my life. |
5. | I spend more time thinking about sport than anything else. |
8. | I feel bad about myself when I do poorly in sport. |
10. | I would be very depressed if I were injured and could not compete in sport. |
Appendix C
ITEM | |
---|---|
APPEARANCE | |
1. | I look athletic, like a person who exercises. |
4. | My body looks in shape |
7. | I look like a person who is physically fit. |
9. | It’s obvious to others that I’m flabby and out of shape. |
17. | I look healthy- not overweight or underweight. |
COMPETENCE | |
2. | I have the ability to participate in several types of physical activities. |
5. | In most physical activities, I feel I can become skilled with enough effort and practice. |
11. | I’m confident of my athletic skills. |
14. | I have skill in several sports or physical activities. |
15. | I can perform well in at least one type of physical activity. |
18. | I know I can get better at sports, exercise, or physical activity. |
IMPORTANCE OF PHYSICAL ACTIVITY | |
3. | After illness or injury, I begin exercising/doing physical activity as soon as possible. |
6. | I’d be very upset if something prevented sports/exercise planned for me. |
8. | I don’t let things get in the way of my exercise/sports/physical activities. |
10. | I love to exercise. |
12. | I’d rather spend time playing sports or being active than sitting around or watching TV. |
13. | I love to play active sports. |
16. | I put a lot of effort into sports or exercise. |
19. | I really like to be physically active. |
ENCOURAGEMENT FROM OTHERS | |
Parents: I have parents/family who: // Best friends: My best friends: Teacher or other adult: I have a teacher or another adult outside my family who: | |
20., 27., 34. | encourage(s) me to exercise or be physically active. |
21., 28., 35. | exercise(s) or work(s) out along with me. |
22., 29., 36. | give(s) me words of confidence concerning sports or exercise. |
23., 30., 37. | watch(es) me closely and give(s) me feedback on what I’m doing. |
24., 31., 38. | have/has spent time teaching me how to play a sport or do a physical activity. |
25., 32., 39. | are/is proud of me when I exercise. |
26., 33., 40 | are/is willing to help me in every way when it comes to sports or exercise. |
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1st Author | Journal | Year | Level of Evidence | Study Design | Study Participants (n) | Age | % Female | % Non-White | Athlete Identity Scale Used | Athlete Identity Scale Measurement Results | Other Outcomes | Main Findings | Quality |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Anderson | American Journal Of Preventive Medicine | 2009 | IV | Cross-Sectional | 391 | Range 8–13 (mean 9.9) years | 53 | 46 | AIQ | Subscales used Appearance * 3.41 ± 0.69; Competence * 4.37 ± 0.57; Importance 4.07 ± 0.71; Encouragement from parents * 3.80 ± 0.85; Encouragement from friends 3.16 ± 1.07; Encouragement from teachers 3.31 ± 1.07 | PAQ-C | AI is independently and positively associated with MVPA 6 and team participation. Competence and parental encouragement are significant correlates of physical activity. | Fair |
Anderson | American Journal Of Preventive Medicine | 2009 | IV | Cross-Sectional | 948 | Range 11–15 (mean 13.6) years | 61 | 54 | AIQ | Subscales used Appearance 3.29 ± 0.72; Competence 4.23 ± 0.70; Importance * 3.82 ± 0.82; Encouragement from parents 3.83 ± 0.91; Encouragement from friends 3.23 ± 1.04; Encouragement from teachers 3.49 ± 1.14 | MAQ-A | AI is independently and positively associated with MVPA6 and team participation. Sports team participation more positively affects athletic identity in adolescents than 7-day physical activity. | Fair |
Anderson | Journal of Physical Activity and Health | 2011 | IV | Cross-Sectional | 1830 | Mean 10.1 years (Grades 4 & 5); 13.7 years (Grades 7 & 8) | N/A ** | 64 | AIQ | Subscales used separated by ethnicity Appearance; Competence; Importance; Encouragement from parents; Encouragement from friends; Encouragement from teachers | BMI category | Gender, ethnicity and SES all significantly influenced AI responses. Non-Hispanic whites were significantly less overweight and obese and participated more in organized sports as compared to the Hispanics and non-Hispanic blacks and had higher mean value on the AIQ. | Fair |
Manuel | Adolescent Health Brief | 2002 | IV | Cross-Sectional | 48 | Mean 17 years | 58 | 85 | AIMS | Total score 47.20 ± 9.78 | Injury Severity Scale; Adolescent Cope Scale; Beck Depression Scale | AI/exclusivity scores were positively correlated with higher depressive symptoms after controlling for injury severity and gender. | Fair |
Lee 1 | Psychological Reports | 2017 | IV | Cross-Sectional | 332 | Mean 17.57 years | 32.2 | 100 | AIMS | Subscale scores Social ID: 3.81; Exclusivity: 3.55; Negative Affectivity: 3.82 | Athletic Burnout; Athletic Stress; Athlete Satisfaction; Ego Resilience | AI was found to have a positive correlation with athlete satisfaction. Athlete satisfaction negatively correlated with stress and burnout. Stress was not found to have any correlation with AI. Burnout was found to be a mediator between stress AI. | Fair |
Mitchell | Journal of Sports Sciences | 2014 | IV | Cross-Sectional | 168 | Range 16–18 years | 0 | N/A | AIMS | Total and Subscale scores Total: 40.5; Social ID: 16.4; Exclusivity: 11.5; Neg Affectivity: 12.3 | There were not any significant differences AI level when comparing across different leagues. The mean social identity within AIMS was found to be significantly different in those athletes in their first year of apprenticeship as compared to those in the second year. | Fair | |
McKay | Clinical Journal Sports Medicine | 2013 | IV | Cross-Sectional | 316 | Mean 15 years | 0 | N/A | AIMS | Total score 55.62 | Body Checking; Competitive State Anxiety Inventory-2R; Injuries | Athletes who scored low for AI (under the 25th percentile) had a 1.54 higher risk of first injury. Those athletes who scored high on the Athletic Identity Scale (above the 75th percentile) has a 2.28 increased risk of subsequent injury, which was not affected by early return to play. | Good |
Houle 2 | Journal of Sport Behavior—Study 1 | 2010 | IV | Cross-Sectional | 63 | Range 18–22 years | 100 | 6 | AIMS | Total score at age 10: 34.67; at age 15: 37.82; at age current age: 37.41 | AI significantly increased between the ages of 10 and 15 years and then plateaued. Former athletes had significantly lower current levels of AI as compared to current athletes. Non-athletes had overall lower levels of AI for all measurement times as compared to current and former athletes. | Fair | |
Houle 3 | Journal of Sport Behavior—Study 2 | 2010 | IV | Cross-Sectional | 179 | Range 19–24 years | N/A | 17 | AIMS | Total score across age time points (age 10, age 15, current age), separated according to athletic status | Fair | ||
Padaki 4 | Orthopaedic Journal of Sports Medicine | 2018 | IV | Case Series | 24 | Mean 14.5 ± 2.7 years | 50 | N/A | AIMS | Total score older age cohort: 54.1; younger age cohort: 54.5; Females: 56.6; Males: 53.4 | PTSD via Horowitz impact of event scale, sport specialization | A significant percentage of patients experienced PTSD symptoms with diagnosis of an ACL tear. AI scores did not significantly correlate with reported emotional trauma. AI was similar among males and females as well as younger and older patients. | Good |
Piatt | Disability and Health Journal | 2018 | IV | Cross-Sectional | 47 | Mean 15.57 ± 1.66 years | 27.7 | N/A | AIMS | Total score Males: 37.35; Females: 39.72; Middle School cohort: 37.6; High School cohort: 39.47; Higher hours for sports practice: 43.57; low time for sport practice: 36.36 * | Time spent in sports participation, preferred amount of time in sports participation | AIMS scores were higher in those who participated in more hours of sport per week as well as those who preferred to spend more time in sport each week. No statistically significant differences in AI based on gender or academic level. | Good |
Pot 5 | European Journal of Sport Science | 2014 | II | Prospective Longitudinal Cohort | 304 | Range 10–12 years | 47 | N/A | AIMS | Average scores separated by gender and intervention | School sports participation intervention, student identity- psychological sense of school membership scale, physical activity—Moderate to Vigorous Physical Activity Measure | Regression analysis showed participation in the school football program did not influence sport or student identity in the youth cohort. | Fair |
Author/Year | Anderson 2009 | Anderson 2011 | Manuel 2002 | Lee 2017 | Mitchell 2012 | McKay 2013 | Houle 2010 | Padaki 2018 | Piatt 2016 | Pot 2014 |
Question | ||||||||||
Were the aims/objectives of the study clear? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was the study design appropriate for the stated aim(s)? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was the sample size justified? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was the target/reference population clearly defined? (Is it clear who the research was about?) | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was the sample frame taken from an appropriate population base so that it closely represented the target/reference population under investigation? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was the selection process likely to select subjects/participants that were representative of the target/reference population under investigation? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were measures undertaken to address and categorize non-responders? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the risk factor and outcome variables measured appropriately to the aims of the study? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the risk factor and outcome variables measured correctly using instruments/measurements that had been trailed, piloted or published previously? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Is it clear what was used to determined statistical significance and/or precision estimates? (e.g., p-values, confidence intervals) | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the methods (including statistical methods) sufficiently described to enable them to be repeated? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the basic data adequately described? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Does the response rate raise concerns about non-bias? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
If appropriate, was information about non-responders described? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the results internally consistent? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the results presented for all the analyses described in the methods? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the authors’ discussions and conclusions justified by the results? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were the limitations of the study discussed? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Were there any funding sources or conflicts of interest that may affect the authors’ interpretation of the results? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
Was ethical approval or consent of participants attained? | ● | ● | ● | ● | ● | ● | ● | ● | ● | ● |
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Edison, B.R.; Christino, M.A.; Rizzone, K.H. Athletic Identity in Youth Athletes: A Systematic Review of the Literature. Int. J. Environ. Res. Public Health 2021, 18, 7331. https://doi.org/10.3390/ijerph18147331
Edison BR, Christino MA, Rizzone KH. Athletic Identity in Youth Athletes: A Systematic Review of the Literature. International Journal of Environmental Research and Public Health. 2021; 18(14):7331. https://doi.org/10.3390/ijerph18147331
Chicago/Turabian StyleEdison, Bianca R., Melissa A. Christino, and Katherine H. Rizzone. 2021. "Athletic Identity in Youth Athletes: A Systematic Review of the Literature" International Journal of Environmental Research and Public Health 18, no. 14: 7331. https://doi.org/10.3390/ijerph18147331