PSY FPX 6840 Assessment 2 Diversity In Sport Psychology

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Capella University

PSY FPX 6840 Current Issues in Sport Psychology

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Diversity in Sport Psychology

To be an effective sport psychologist or consultant, it is essential for every practitioner working with athletes to be well-versed in multicultural issues. The Association for Applied Sport Psychology (AASP) plays a significant role in guiding individuals who want to specialize in sport psychology by emphasizing the importance of multicultural diversity. One of the AASP’s primary goals is to prepare students in exercise and sport psychology graduate programs for future professional work with athletes and exercisers. This preparation includes coursework and training in professional ethics, applied sport psychology (theory and practice), and multiculturalism, culminating in certification as an AASP Certified Consultant (CC-AASP) (Carter & Prewitt, 2014). Through proper training, practitioners can minimize biases toward multicultural groups.

Cultural diversity, often viewed as a broad term, encompasses differences in shared perceptions among individuals in a group based on nationality, race, and/or ethnicity (Godfrey et al., 2020). In contemporary sports, athletes from various racial and ethnic backgrounds come together, fostering cohesion and contributing to the overall success of their organizations. In sport psychology, cohesion is described as a group’s tendency to remain united in pursuit of its goals and the emotional needs of its members (Carron et al., 1998, p. 213). Practitioners who prioritize multicultural diversity in their work broaden their understanding of individuals from diverse backgrounds, potentially discovering new methods to reduce biases, which often go unnoticed.

Diversity in NFL Coaching Staff and Positions

For many years, the NFL was not known for diversity, with a predominantly Caucasian membership. However, over time, cohesion and acceptance of different races and cultures within the NFL have become integral to the league’s success. Race and sports have long been interconnected. The history of racial exclusion, contemporary media biases, and the disproportionate representation of minority coaches all reflect this connection. In response, the NFL introduced the Rooney Rule in 2003, which requires teams to interview at least one minority candidate during head coaching searches (Druckman, 2019). Coaches, regardless of the level of play, significantly impact athletes’ development throughout their careers, serving as mentors both on and off the field.

Diversity has also extended to specific positions within the NFL, such as quarterbacks and cornerbacks. Quarterbacks, often viewed as the face of the franchise, tend to be the highest-paid players on their teams. Coleman & Scott (2018) argue that race is a social construct, meaning beliefs about race are shaped by cultural interpretations within social groups. These beliefs, whether positive or negative, have influenced how positions are filled in the NFL. For example, some believe that Black athletes are physically superior due to certain genetic traits, while White athletes are perceived to possess greater intelligence, making them more suited for positions like quarterback. Coleman & Scott (2018) found that the percentage of White quarterbacks rose from 95.5% in 1960 to 97.1% in 1985, while the percentage of Black wide receivers increased from 55.3% to 61.5% during the same period. This trend illustrates the concept of “stacking,” or the racial segregation of players based on perceived athleticism or decision-making abilities (Paule, 2011). This practice has historically limited opportunities for minority athletes in positions like quarterback.

Sport psychologists play a vital role in supporting athletes facing mental challenges, such as overcoming mental blockages. Ethical code 3b of the Association for Applied Sport Psychology (2021) emphasizes that practitioners must not engage in unfair discrimination based on factors such as race, gender, ethnicity, or socioeconomic status. Given that sport psychologists and consultants work across various levels, it is critical to identify the client before beginning a consultation. This distinction profoundly influences how consultants conceptualize performance issues and approach interventions (Aoyagi & Portenga, 2010).

Personal Identity and Professional Understanding

As an African American male who grew up in a less diverse environment, I can relate to the challenges of being one of the few African Americans on a sports team. My younger brother also experienced similar treatment during athletic events. While we excelled in sports like baseball and football, we often encountered comments suggesting that our abilities were due to inherent physical traits, such as being fast because of an “extra muscle.” In reality, our success stemmed from hard work and dedication to our craft. Such ignorant comments could have easily led to resentment toward others.

Personally, I have learned to dismiss such comments and focus on bridging gaps within society. If ethical dilemmas arise in my professional life, I intend to reflect on my past experiences and approach them without bias. Understanding that everyone faces unique challenges, I aim to handle such situations sensitively, ensuring clients feel comfortable without pushing them to reveal information they are not ready to share.

Professionally, attending conventions focused on reducing bias is an effective way to enhance competence. The 2017 Multicultural Guidelines encourage psychologists to consider how identity is shaped within professional practice (APA, 2017), making it a valuable resource for sport psychologists. Additionally, using tools like the Multicultural Competence Self-Assessment can help practitioners gain insights into their reactions to various situations, contributing to the fight against multicultural bias.

References

American Psychological Association. (2017). Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality. Retrieved from: http://www.apa.org/about/policy/multicultural-guidelines.pdf

Aoyagi, M. W., & Portenga, S. T. (2010). The role of positive ethics and virtues in the context of sport and performance psychology service delivery. Professional Psychology: Research and Practice, 41(3), 253–259. https://doi.org/10.1037/a0019483

Association for Applied Sport Psychology. (2021). ETHICS CODE: AASP Ethical Principles and Standards. https://appliedsportpsych.org/about-the-association-for-applied-sport-psychology/ethics/ethics-code/

Carron, A. V., Brawley, L. R., & Widmeyer, W. N. (1998). The measurement of cohesiveness in sport groups. In J. L. Duda (Ed.), Advances in sport and exercise psychology measurement (pp. 213–226). Fitness Information Technology.

Carter, L., & Prewitt, T. (2014). Seeing, being, and doing: Addressing multicultural competency in applied sport psychology. Athletic Insight, 6(3), 221-232.