Search

Refereed/Peer-reviewed The influence of a ‘group’ is often posited as a key factor that influences behavior. This is relevant in sports, where the presence of norms develops through interactions with important others. As such, an athlete’s perception of what is normative may have a significant role in how that athlete thinks and behaves. The present study undertakes a scoping review of research on norms in sports, specifically to describe the extent, scope and range of research conducted to date. Six online databases were searched to identify research published up to January 2021, from which 124 met inclusion criteria. To be included, articles were published peer-reviewed articles, written in English and evaluated norms within an athlete sample. The results suggest that the use of theoretical frameworks and conceptualizations of norms varied considerably and were used inconsistently. Most studies included in this review used a cross-sectional research design, were conducted within North America, and focused on adult athlete populations. This study identified that the concept of ‘norms’ has been examined extensively in sport, with an opportunity to explore norms in a wider range of samples and with advanced research methodologies to progress our understanding of norms in sport.

This experimental study examined the interaction between messages conveying different levels of descriptive norms and positive outcome expectations on university students’ engagement in moderate and vigorous physical activity over an exam period. Using a pre–post design, university students entering a final examination period (N = 74) were randomly assigned to one of four message conditions, receiving a message motivating them to exercise over the exam period. Messages included both a descriptive norm (how many others reported being active during a previous exam period; high vs. low) and a positive outcome expectation (those who exercise during exams report better grades; high vs. low). The results from an analysis of covariance (ANCOVA), controlling for baseline levels of daily physical activity, revealed a significant interaction. Post hoc analyses indicated that when the descriptive norm was high, those who received a high positive outcome expectation reported being more active during the exam period compared to those receiving the low positive outcome expectation. Results provide preliminary support for the idea that activity during an exam period can be positively influenced if individuals are presented with normative messages that (a) many others are being active during the exams and (b) many of those being active also are benefiting academically. Refereed/Peer-reviewed