









































Pa
ge

 
1



Pa
ge

 
17

American Journal of  Physical Education 
and Health Science (AJPEHS)

Pride in Sports: Challenges and Coping Mechanisms Experienced by Gay and Lesbian 
Athletes

Jason V. Moncal1, Frederick Angar1, Jet C. Longakit1*, Johnlenon Aliser1

Volume 2 Issue 2, Year 2024
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v2i2.3177
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: July 08, 2024

Accepted: August 10, 2024

Published: August 13, 2024

This study explores the multifaceted perspective of  gay and lesbian athletes participating 
in sports, specifically focusing on their challenges and coping mechanisms. A total of  six 
(6) gay and lesbian athletes engaged in various sports were subjected to semi-structured 
interviews to investigate the impact of  their experiences during sports participation and the 
development of  their coping mechanisms. Despite growing endeavors towards acceptability 
and inclusion within the realm of  sport participation, gay and lesbian athletes continue to 
face substantial challenges related to negative thoughts and feelings and social problems. 
Findings suggest that gay and lesbian athletes conceal their sexual orientation, actively seek 
support from peers, family, and coaches, and develop a strong sense of  identity to navigate 
these challenges effectively. Moreover, it examines the coping mechanisms employed by 
gay and lesbian athletes to overcome these challenges, such as self-affirmation, establishing 
relationships, and coping strategies. Through exploration of  these challenges and coping 
mechanisms, this study aims to shed light on the complexities of  gay and lesbian athletes’ 
experiences in sports and provide valuable insights for fostering greater enhanced inclusivity 
and support networks within sports communities.

Keywords
Gay and Lesbians, Discrimination, 
Stereotyping, Coping

INTRODUCTION
The binary nature of  gender, consisting of  male and 
female, has emerged as a crucial factor in sports. Sexual 
orientation and prejudice occur when individuals diverge 
from the widely accepted gender roles and methods of  
self-expression (Denison et al., 2021; Baiocco et al., 2018a; 
2018b). LGBTQ+ individuals face limited opportunities 
for competitive sports and engagement, while being open 
about their sexual orientation or gender identity. This 
local and global issue has recently caused much debate 
(Marivoet, 2014; Hargie et al., 2016; Greenspan et al., 
2019). A national survey found that 24.7% of  LGBTQ 
players avoided using school sports fields or facilities due 
to feeling unsafe, and 11.3% were discouraged by school 
staff  or coaches from participating in sports because of  
their LGBTQ identity (Kosciw et al., 2018).
The role of  sports and physical activities in expressing 
gender has gained significance through participation 
in sports traditionally associated with masculinity, 
femininity, or gender neutrality, adopting specific 
approaches to playing sports, and either conforming to 
or challenging gendered expectations within the realm of  
sports. (Braumüller et al., 2020; Tanimoto & Miwa, 2021). 
In competitive sports, athletes must “align themselves 
as female and male and join the corresponding team, 
“which most do unconsciously (Martínková et al., 2021). 
Transgender athletes are challenged by needing to align 
to the sex binary and follow sports regulations that 
typically require a match of  biological sex and gender 
identification (Jones et al., 2017; Martínková et al., 2021). 
As a result, the term “homohysteria” is employed to 

conceal and protect one’s gender identity; it refers to an 
individual who experiences anxiety or fear about being 
seen by others as homosexual (Anderson et al., 2016). 
As demonstrated in the study by Hargie et al. (2016), 
persistent challenges such as homophobia, homohysteria, 
discrimination, abuse, and bullying remain prevalent in 
sports settings, with the ultimate goal of  stigmatizing and 
silencing LGBTQ athletes, parents, and coaches.
Large-scale studies in Canada (Morrison et al., 2014) 
and Australia (Symons et al., 2016) found that most 
LGBTQ+ students (89-98.4%) experienced homophobic 
language in the context of  school sports, with 47%-59% 
reporting that this behavior occurs with a high frequency. 
According to Kosciw et al. (2018), LGBTQ+ youth also 
identify sports facilities as school settings where they feel 
unsafe, and most trainers and PE teachers (92.7% of  
those surveyed) report they have heard homophobic use 
by students towards others.

LGBTQIA+ in Sports Participation
People’s perception of  gay and lesbian athletes has 
slowly changed as they came out, played for their 
country on a global stage, and achieved prominence in 
their chosen field (Clark & Kosciw, 2021). Numerous 
studies have discovered that homophobic language 
and attitudes continue to fuel widespread stereotyping, 
discrimination, and ongoing exclusion in athletics despite 
the representation and visibility across various fields and 
platforms (Marivoet, 2014; Denison et al., 2020; Torrance, 
2022). Despite experiencing feelings of  shame, fear, 
discrimination and distressing experiences, LGBTQ+ 

1 MSU-Iligan Institute of  Technology, College of  Education, Department of  Physical Education, Iligan City, Philippines
* Corresponding author’s e-mail: jet.longakit@g.msuiit.edu.ph



Pa
ge

 
18

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

people have remarkable resilience and are anticipated to 
thrive despite challenging situations (Baiocco et al., 2018a; 
Denison et al., 2020). Several studies have also discovered 
adverse consequences associated with participating 
in sports, such as social exclusion and perceptions of  
insecurity (Cunningham & Pickett, 2017; Eime at al., 
2013). These findings are relevant to LGBTQ youth 
toxic school environments (Kosciw et al., 2018). Studies 
conducted with transgender adults have revealed that 
sports are not safe and inclusive environments (Hargie 
et al., 2016; Symons et al., 2016). The discrimination and 
gender-biased expectations prevalent in sports contribute 
to transgender adults developing unfavorable attitudes 
towards sports (Hargie et al., 2016; Devís-Devís et al., 
2018). Consequently, this leads to decreased levels of  
engagement in sports. Research undertaken in various 
sports settings has consistently shown that LGBTQ+ 
individuals frequently face prejudice and exclusion in 
sports (Symons et al., 2010; Cunningham & Pickett, 
2017; Baiocco et al., 2018a; 2018b; Kosciw et al., 2018). 
A study by O’Brien et al. (2013) reported that 82% of  
the people who took part had witnessed homophobic 
and transphobic words used in sports, and 90% thought 
that homophobia and transphobia were still a problem 
in sports. Among transgender people, 46.2% said they 
had experienced direct prejudice over the past year. 
According to a study conducted in Scotland, 80% of  
transgender individuals believe that homo/trans negativity 
significantly hinders sports involvement and that it is a 
prevalent issue within the sporting community (O’Brien 
et al., 2013). Moreover, there is empirical proof  that the 
majority of  transgender individuals have experienced 
discrimination against transgender people in the realm of  
sports (Oakleaf  & Richmond, 2017; Pérez-Samaniego et 
al., 2019). Discrimination against LGBTQ+ youth who 
are afflicted with moderate-severe depression, engage 
in substance abuse, self-harming, or attempt suicide has 
been consistently identified by various researchers as a 
significant risk factor (Russell & Fish, 2016). 
LGBTQIA+ groups are now actively participating in sports 
tournaments. Despite their competence and excellence 
in sports, however, the visibility and representation 
of  the community continue to be recipients of  gender 
discrimination and abuse in the sporting environment 
(Baiocco et al., 2018a; 2018b; Symons et al., 2016). While 
numerous studies have pointed out the challenges 
LGBTQ+ people encounter when trying to participate 
in sports (Marivoet, 2014; Symons et al., 2016; Denison 
E. et al., 2020), very few have examined the coping 
ways in which LGBTQIA+ people, particularly gays, 
and lesbians, can overcome these challenges. This study 
aims to explore the challenges and coping mechanisms 
experienced by gay and lesbian athletes in sports. 
 
METHODOLOGY
Design
This study employed a qualitative research method 
to examine the challenges of  gay and lesbian athletes 

experienced and the coping ways they deal with them 
while playing sports. Semi-structured questions were 
asked, which allowed the participants to share and reveal 
the challenges faced and coping mechanisms employed 
in sports participation. Consequently, it helped the study 
to gather adequate information on how these challenges 
and coping mechanisms influenced the participants’ 
sports performance and involvement. An exploratory-
descriptive approach was employed in this study to help 
understand the problem that needs to be discussed and 
illustrated.

Participants
Six (6) gay and lesbian athletes in Iligan City, Lanao del 
Norte, Philippines were chosen for this study based on 
the following criteria: They must (1) be an athlete with 
at least five years of  experience competing in various 
tournaments and (2) be openly gay or lesbian, within 
the Visibility Management Approach to carefully choose 
what to disclose and monitor how they show their 
sexuality in different settings (Twist et al., 2017).  The 
researcher collected data in person, using semi-structured 
interviews and non-participant observations. This study 
used purposive sampling based on the abovementioned 
criteria to select participants.

Procedures
Prior to data collection, a consent form was sought from 
the participants. Before the interview, the researchers 
conducted a pilot test to see if  the questionnaire was 
valid or had worked and if  they were qualified to conduct 
the interview. The final steps included interviews and 
observations with the research subjects in person. 
Following the Visibility Management approach is also 
part of  the process for making sure that the participants 
are eligible. Gay and lesbian athletes must be open 
about being gay or lesbian and have at least five years 
of  experience participating in various tournaments. 
Instructors clarified how to conduct the interview and 
store the data (by recording it on audio and video).
On the other hand, there was only one interview session, 
which gave the researchers enough time to read and 
recheck each participant’s answer. If  researchers find 
something confusing or inconsistent with the answers, 
they will be returned to the participants as soon as possible 
for clarification (members check). With the participants’ 
approval, the researchers moved on to the next step. 
Obtained data from the interviews were analyzed and 
then coded. The interview data went through three steps 
before it was coded: it was transcribed, translated from 
Cebuano to English, and checked to ensure the results 
were fair.

Data Analysis
Descriptive exploratory research methods, such as 
interviews and direct observation, enable a thematic 
analysis to assess actions, concepts, and experiences 
throughout a given data set. This study included (1) 



Pa
ge

 
19

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

sorting and classifying participant information, including 
organizing observation field notes several times to 
immerse in data, and (2) examining and verifying 
interviewee answers to determine if  the data provided 
were sufficient. Third, generate initial codes (coding, 
tagging, or labeling the data); fourth, find main themes 
from the codes; and fifth, review and define themes. 
This study used legends to identify data and its location 
rapidly. After gathering participant responses, researchers 
(6) derive findings from the analysis.

RESULTS AND DISCUSSION
The themes of  this study were determined through 

data analysis of  transcripts and participant responses 
that were organized in accordance with the research 
objectives. These themes were utilized to determine the 
primary challenges and opportunities experienced by gay 
and lesbian athletes. The six (6) athletes who participated 
in the study had the following experiences with sports 
and their daily lives. The following are summaries of  the 
personal and sports backgrounds of  the participants. 
Each participant has fantastic stories and secretly yet 
freely shares close sporting experiences. Each participant 
had competed in tournaments and leagues as athletes, 
which helped them grasp the phenomenon. Table (1) 
shows participant demographic information.

Table 1: Demographic Information of  participants
Name Gender Years of  Sports Experience Type of  Sports
Noe Gay 12 years Volleyball
Kriztian Gay 10 years Swimming
Josh Gay 12 years Soccer
Zerah Lesbian 11 years Basketball
Cristine Lesbian 9 years Volleyball
Angelique Lesbian 10 years Futsal

Table 2: Summary of  Themes and Sub-themes
Themes Sub-themes Categories
Challenges Negative Thoughts and Feelings Prejudice

Self-doubt
Social Problems Gender Discrimination

Stereotyping
Coping Mechanism Self-affirmation Improved self-esteem

Self-acceptance
Establishing Relationships Self-adjustment

Peer support
Coping Strategy Healthy Detachment

Themes
The themes of  this study were found by examining the 
transcriptions, notes, and answers that the participants 
gave that were organized and in line with the research 
questions. The themes were used to figure out what the 

six (6) gay and lesbian athletes’ most significant challenges 
were and how they dealt with them. The data were used 
to develop themes and sub-themes, listed and summed up 
below in Table 2. 

Challenges Experienced by Gays and Lesbians in 
Sports Participation
Based on the data findings, all six participants reported 
negative thoughts, feelings, and social problems while 
participating in sports. Most of  the participants had 
negative thoughts and feelings because of  the adverse 
effects that prejudices against their identity and sexual 
orientation had on their skills. Additionally, participants 
disclosed that they had to cope with negative emotions that 
were brought up by their self-identification. Participants 
confirmed that gender discrimination was one of  their 
continual challenges while trying to demonstrate their 

enthusiasm for sports. Among the many challenges they 
had to deal with was inequality based on gender. The 
participants openly acknowledged that the persistent 
gender stereotypes forced them to suppress or even 
public attention, and they noted that participants had 
persistently maintained their outdated views on gender 
in general. The discussion and summary of  this theme 
were designed and intended to answer research question 
1: What challenges do gay and lesbian athletes encounter 
in sports?
As mentioned above, the two biggest challenges that 
the participants had were negative thoughts and feelings 



Pa
ge

 
20

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

and social problems. Moreover, it was found that people 
have prejudices towards the participants because of  their 
gender and sexual orientation. As a result, they have had 
self-doubts as they tried to show their love for sports. 
Participants’ coaches and opposing teams doubted their 
ability and skills, got paranoid, and fell off  in training 
because of  separation; the coach belittled them for 
how they identified. This made athletes feel low during 
tournaments, uncomfortable with their skin, and self-
conscious, insecure, and suppressed. The participants 
also faced gender prejudice. Despite the benefits of  
being on the team, players had to deal with limits and 
stereotypes while playing sports. Gender discrimination, 
bullying, homophobic remarks from teammates, and 
skill criticism have happened to them. Participants also 
described being challenged by people’s preconceptions 
and preconceived notions about gender roles and dealing 
with teammates’ negative attitudes are considered social 
problems in sports (Hossain & Ferreira, 2019). A study 
by Weinhardt et al. (2021) showed that being outside the 
gender norm affects one’s self-concept and self-esteem, 
which are based on their beliefs of  meeting those norms. 
Numerous studies found that LGBTQ+ people are still 
more likely to experience shame, fear, abuse, and bad 
or traumatic events (Hossain & Ferreira, 2019; Denison 
et al., 2020). Symons et al. (2010) found that LGBTQ+ 
athletes experienced guilt and hurt due to traumatic 
events. As a result of  societal expectations that people 
should conform to gender stereotypes, some athletes may 
feel pressured to hide their sexual identity (Hossain & 
Ferreira, 2019). Some athletes may try to separate personal 
life from sporting life by avoiding conversation about 
their families, partners, and social activities, distracting 
them from training and the sports and lowering their 
performance (Weinhardt et al., 2021).
Symons et al. (2010) emphasizes that LGBTQ+ athletes 
experience homophobia in diverse forms across all 
levels of  competition. Sexual orientation or identity-
based harassment includes verbal, physical, or emotional 
harassment, insults, offensive graffiti, humiliation, 
exclusion, threats, or refusal of  care (Elling-Machartzki, 
2015; Symons et al., 2016; Nye et al., 2019). Symons 
et al. (2016) emphasize that sports discrimination, 
stigmatization, and harassment make queer athletes 
feel hopeless, alienated and apart from colleagues. 
Various studies have found that societal stress and 
stigmatization caused LGBTQ students to have low 
academic, professional, and social self-esteem in the 
classroom and across campus (Weinhardt et al., 2021; 
Kosciw et al., 2018; Eime et al., 2013). LGBTQ+ youth’s 
lack of  self-confidence and identity security may cause 
psychological pain and disorder, as participants had to 
overcome while playing sports (Weinhardt et al., 2021). 
Participants who took part in this study mentioned that 
they were frequently confronted with prejudices and 
orientation-based negative views. Russell and Fish (2016) 
determined that the mental health and well-being of  
LGBTQ individuals are profoundly affected by the long-
term effects of  dealing with prejudice and discrimination.

Coping Mechanism Employed by Gay and Lesbian 
Athletes
Considering the numerous difficulties they faced, the 
participants had to come up with coping mechanisms to 
manage the stressful situations, which ultimately proved 
beneficial in navigating experiences as gay and lesbian 
athletes in sports. The discussion and summary of  this 
theme are designed to answer research question 2: What 
are the coping mechanisms that Gays and Lesbians 
employ as an athletes?
The highlighted coping mechanisms in the study are 
self-affirmation, establishing relationships, and coping 
strategies. These three sub-themes enabled the participants 
to enhance their self-confidence, cultivate self-acceptance, 
adapt to their circumstances and get acceptance from 
others, while also avoiding potentially unfavourable 
situations. The study data hypothesized that the 
individuals encountered diverse obstacles, encompassing 
personal, discriminating, and environmental factors. 
These issues have compelled the participants to exert 
more effort to cope with the intrinsic and extrinsic 
pressures that arise from deviating from gender norms. 
According to Braumüller at al. (2020) individuals who 
self-identified as LGBT have encountered heightened 
levels of  discrimination, stigmatization, and harassment in 
comparison to non-LGBT counterparts. Various studies 
indicate that students exhibited diminished academic 
performance and professional and social self-esteem due 
to prejudice and stress in society (Weinhardt et al., 2021; 
Stallman, 2018). The absence of  self-assurance and a sense 
of  identity stability has resulted in psychological distress 
abnd maladjustment among LGBT youths, specifically 
gays and lesbians. The instances above illustrate internal 
and external stressors that place significant cognitive and 
behavioural demands on individuals.  The Coping theory 
of  Lazarus and Folkman (1984) individuals must first 
assess a situation as potentially stressful before coping 
with it. Individuals experience stress, typically classify 
the situation as a threat, a challenge, or a loss. The 
presence of  social support networks, high self-esteem, 
and healthy detachment are beneficial for gay and lebian 
athletes in managing stress (Stallman, 2020; Kawamichi et 
al., 2015). A substantial body of  research has identified 
two (2) primary functions of  coping: emotion-focused 
coping, which involves regulating the distress or emotion 
associated with the stressful situation, and problem-
focused coping, which involves directly altering the 
elements of  the stressful situation to resolve the source 
of  stress (Lazarus & Folkman, 1984; Mara et al., 2020; 
Stallman, 2020; Biggs et al., 2019). The results indicated 
that the participants employed both coping mechanisms. 
Gay and lesbian athletes regulate their emotions or 
distress due to prejudice, stereotypes, and homophobia 
they have faced. They are experiencing stressful situations, 
managing to bounce back from their experiences, and 
developing coping strategies to manage internal and 
external stressors while participating in sports.
The healthy detachment was the best coping tool an 
individual could never lose since it made everything 



Pa
ge

 
21

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

easier to handle. Detaching oneself  from the emotion 
and refraining from engaging in the situation is an ideal 
amalgamation for eliminating feelings of  humiliation and 
hurt. Desjardins et al. (2019) discovered that detachment 
is a reaction to distress that leads to heightened levels 
of  anxiety and depressive symptoms. Negative mental 
and physical well-being is linked to social isolation and 
detachment (Cornwell & Waite, 2009; Wilson et al., 
2017; Desjardins et al., 2019). Research has shown that 
employing healthy coping mechanisms, such as social 
support, relaxation training, and coping self-talk, can 
alleviate psychological stress, state anxiety, and dysphoria 
and increase positive mood states, well-being, and 
productivity (Broderick, 2005; Jain et al., 2007; Stallman 
et al., 2018). There was a noticeable increase in how 
LGTB, specifically gay and lesbian athletes, dealt with 
stress after stressful situation in sports. This implies that 
re-evaluating coping methods enabled individuals to 
utilize healthier coping strategies effectively. Two studies 
of  distress university students found that coping plan 
training improved their well-being and reduced their 
distress (Stallman, 2020; Biggs et al., 2019).

CONCLUSION
This study illuminates the challenges experienced by 
gay and lesbian athletes of  participation in sports and 
explores diverse coping mechanisms employed by 
navigating these challenges. This study utilized qualitative 
research design employing semi-structured interviews 
and thematic analysis, identifying sub-themes, including 
negative thoughts and feelings, and social problems, as 
significant barriers to their full participation in sports. 
Thus, our findings highlight the importance of  self-
affirmation, establishing relationships, and employing 
various coping mechanisms to promote inclusive 
environment for LGTB especially gay and lesbian 
athletes. One of  the key findings of  this study is gender 
discrimination, gender stereotypes, and negative attitudes 
from their teammates within the sports environment, 
which leads to adverse effects on psychological well-
being, including their self-identity, success in sports, and 
self-perception and understanding of  their own gender 
identities and expressions. Despite these challenges, 
this study highlighted the coping mechanism employed 
by gay and lesbian athletes to navigate and alleviate the 
impact of  prejudice and discrimination. However, it is 
essential to note the limitations of  our study. Firstly, our 
sample size was minimal and may not comprehensively 
depict the varied experiences of  gay and lesbian athletes 
across various sports and cultural contexts. Additionally, 
the study predominantly focused on the experiences of  
gay and lesbian athletes. Future investigations should 
aim to include the perspectives of  bisexual, transgender, 
and other gender and sexual minority athletes to offer 
a deeper understanding of  LGBTQ+ experiences in 
sports. Notwithstanding these limitations, this research 
contributes to the growing body of  literature regarding 
LGBTQ+ inclusion in sports. It offers valuable insights 

that can be utilized by athletes, coaches, administrators, 
and policymakers seeking to establish more inclusive and 
supportive sports settings for all individuals, regardless of  
sexual orientation or gender identity.

Acknowledgment
The researcher would like to thank all those who have 
contributed to the preparation of  this article. 

REFERENCES
Anderson, E., Magrath, R., & Bullingham, R. (2016). Out 

in Sport. Routledge.
Baiocco, R., Pistella, J., Salvati, M., Ioverno, S., & Lucidi, 

F. (2018a). Sexual Prejudice in Sport Scale: A New 
Measure. Journal of  Homosexuality, 67(4), 489–512. 
https://doi.org/10.1080/00918369.2018.1547560

Baiocco, R., Pistella, J., Salvati, M., Ioverno, S., & Lucidi, F. 
(2018b). Sports as a risk environment: Homophobia 
and bullying in a sample of  gay and heterosexual men. 
Journal of  Gay & Lesbian Mental Health, 22(4), 385–411. 
https://doi.org/10.1080/19359705.2018.1489325

Biggs, A., Brough, P., & Drummond, S. (2019). Lazarus 
and Folkman’s psychological stress and coping theory. 
In G. Fink (Ed.), The handbook of  stress and health (pp. 
349–364). https://doi.org/10.1002/9781118993811.
ch21

Braumüller, B., Menzel, T., & Hartmann-Tews, I. 
(2020). Gender Identities in Organized Sports—
Athletes’ Experiences and Organizational Strategies 
of  Inclusion. Frontiers in Sociology, 5. https://doi.
org/10.3389/fsoc.2020.578213

Broderick, P. C. (2005). Mindfulness and Coping with 
Dysphoric Mood: Contrasts with Rumination and 
Distraction. Cognitive Therapy and Research, 29(5), 501–
510. https://doi.org/10.1007/s10608-005-3888-0

Clark, C. M., & Kosciw, J. G. (2021). Engaged or 
excluded: LGBTQ youth’s participation in school 
sports and their relationship to psychological well‐
being. Psychology in the Schools, 59(1). https://doi.
org/10.1002/pits.22500

Cunningham, G. B., & Pickett, A. C. (2017). Trans 
Prejudice in Sport: Differences from LGB Prejudice, 
the Influence of  Gender, and Changes over Time. 
Sex Roles, 78(3-4), 220–227. https://doi.org/10.1007/
s11199-017-0791-6

Denison, E., Jeanes, R., Faulkner, N., & O’Brien, K. S. 
(2020). The Relationship Between “Coming Out” 
as Lesbian, Gay, or Bisexual and Experiences of  
Homophobic Behaviour in Youth Team Sports. 
Sexuality Research and Social Policy. https://doi.
org/10.1007/s13178-020-00499-x

Desjardins, L., Barrera, M., Schulte, F., Chung, J., 
Cataudella, D., Janzen, L., Bartels, U., & Downie, 
A. (2019). Predicting social withdrawal, anxiety 
and depression symptoms in pediatric brain tumor 
survivors. Journal of  Psychosocial Oncology, 37(1), 22–36. 
https://doi.org/10.1080/07347332.2018.1535531

Devís-Devís, J., Pereira-García, S., Fuentes-Miguel, J., 



Pa
ge

 
22

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

López-Cañada, E., & Pérez-Samaniego, V. (2018). 
Opening up to trans persons in Physical Education–
Sport Tertiary Education: two case studies of  
recognition in queer pedagogy. Physical Education and 
Sport Pedagogy, 23(6), 623–635. https://doi.org/10.108
0/17408989.2018.1485142

Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., 
& Payne, W. R. (2013). A Systematic Review of  the 
Psychological and Social Benefits of  Participation 
in Sport for Children and adolescents: Informing 
Development of  a Conceptual Model of  Health 
through Sport. International Journal of  Behavioral 
Nutrition and Physical Activity, 10(1), 98. https://doi.
org/10.1186/1479-5868-10-98

Elling-Machartzki, A. (2015). Extraordinary body-self  
narratives: sport and physical activity in the lives of  
transgender people. Leisure Studies, 36(2), 256–268. 
https://doi.org/10.1080/02614367.2015.1128474

Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). 
LGBTQ Youths’ School Athletic Experiences: A 
40-Year Content Analysis in Nine Flagship Journals. 
Journal of  LGBT Issues in Counseling, 11(3), 190–200. 
https://doi.org/10.1080/15538605.2017.1346492

Greenspan, S. B., Griffith, C., Hayes, C. R., & Murtagh, E. 
F. (2019). LGBTQ + and ally youths’ school athletics 
perspectives: a mixed-method analysis. Journal of  
LGBT Youth, 16(4), 403–434. https://doi.org/10.108
0/19361653.2019.1595988

Hargie, O. D., Mitchell, D. H., & Somerville, I. J. (2016). 
“People have a knack of  making you feel excluded 
if  they catch on to your difference”: Transgender 
experiences of  exclusion in sport. International Review 
for the Sociology of  Sport, 52(2), 223–239. https://doi.
org/10.1177/1012690215583283

Hossain, F., & Ferreira, N. (2019). Impact of  Social 
Context on the Self-Concept of  Gay and Lesbian 
Youth: A Systematic Review. Global Psychiatry, 2(1), 
51–78. https://doi.org/10.2478/gp-2019-0006

Jain, S., Shapiro, S. L., Swanick, S., Roesch, S. C., Mills, P. 
J., Bell, I., & Schwartz, G. E. R. (2007). A randomized 
controlled trial of  mindfulness meditation versus 
relaxation training: Effects on distress, positive 
states of  mind, rumination, and distraction. Annals 
of  Behavioral Medicine, 33(1), 11–21. https://doi.
org/10.1207/s15324796abm3301_2

Jones, B. A., Arcelus, J., Bouman, W. P., & Haycraft, 
E. (2017). Sport and Transgender People: A 
Systematic Review of  the Literature Relating to Sport 
Participation and Competitive Sport Policies. Sports 
Medicine, 47(4), 701–716. https://doi.org/10.1007/
s40279-016-0621-y

Kawamichi, H., Kitada, R., Yoshihara, K., Takahashi, 
H. K., & Sadato, N. (2015). Interpersonal touch 
suppresses visual processing of  aversive stimuli. 
Frontiers in Human Neuroscience, 9. https://doi.
org/10.3389/fnhum.2015.00164

Kosciw, J. G., Palmer, N. A., & Kull, R. M. (2015). Reflecting 
resiliency: Openness about sexual orientation and/or 

gender identity and its relationship to well-being and 
educational outcomes for LGBT students. American 
Journal of  Community Psychology, 55(1-2), 167–178. 
https://doi.org/10.1007/s10464-014-9642-6

Kosciw, J., Greytak, E., Zongrone, A., Clark, C., & 
Truong, N. (2018). The 2017 National School Climate 
Survey. GLSEN.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and 
coping. Springer.

Mara, L.-C., Ginieis, M., & Brunet-Icart, I. (2020). 
Strategies for Coping with LGBT Discrimination 
at Work: a Systematic Literature Review. Sexuality 
Research and Social Policy. https://doi.org/10.1007/
s13178-020-00462-w

Marivoet, S. (2014). Challenge of  Sport Towards Social 
Inclusion and Awareness-Raising Against Any 
Discrimination. Physical Culture and Sport. Studies 
and Research, 63(1), 3–11. https://doi.org/10.2478/
pcssr-2014-0017

Martínková, I., Parry, J., & Imbrišević, M. (2021). 
Transgender Athletes and Principles of  Sport 
Categorization: Why Genealogy and the Gendered 
Body Will Not Help. Sport, Ethics and Philosophy, 17(1), 
1–13. https://doi.org/10.1080/17511321.2021.1974
530

Morrison, M. A., Jewell, L., McCutcheon, J., & Cochrane, 
D. B. (2014). In the Face of  Anti-LGBQ Behaviour: 
Saskatchewan High School Students’ Perceptions 
of  School Climate and Consequential Impact. 
Canadian Journal of  Education, 37(2). https://eric.
ed.gov/?id=EJ1057972

Nye, E. A., Crossway, A., Rogers, S. M., Games, K. E., 
& Eberman, L. E. (2019). Lesbian, Gay, Bisexual, 
Transgender, and Queer Patients: Collegiate Athletic 
Trainers’ Perceptions. Journal of  Athletic Training, 
54(3), 334–344. https://doi.org/10.4085/1062-6050-
260-17

O’Brien, K. S., Shovelton, H., & Latner, J. D. (2013). 
Homophobia in physical education and sport: The 
role of  physical/sporting identity and attributes, 
authoritarian aggression, and social dominance 
orientation. International Journal of  Psychology, 48(5), 891–
899. https://doi.org/10.1080/00207594.2012.713107

Oakleaf, L., & Richmond, L. P. (2017). Dreaming 
About Access: The Experiences of  Transgender 
Individuals in Public Recreation. Journal of  Park and 
Recreation Administration, 35(2), 108–119. https://doi.
org/10.18666/jpra-2017-v35-i2-7363

Pérez-Samaniego, V., Fuentes-Miguel, J., Pereira-García, 
S., López-Cañada, E., & Devís-Devís, J. (2019). 
Experiences of  trans persons in physical activity and 
sport: A qualitative meta-synthesis. Sport Management 
Review, 22(4), 439–451. https://doi.org/10.1016/j.
smr.2018.08.002

Russell, S. T., & Fish, J. N. (2016). Mental Health in Lesbian, 
Gay, Bisexual, and Transgender (LGBT) Youth. Annual 
Review of  Clinical Psychology, 12(1), 465–487. https://doi.
org/10.1146/annurev-clinpsy-021815-093153



Pa
ge

 
23

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 17-23, 2024

Stallman, H. M. (2020). Health Theory Of  Coping. 
Australian Psychologist, 55(4). https://doi.org/10.1111/
ap.12465

Stallman, H. M., Ohan, J. L., & Chiera, B. (2018). Reducing 
distress in university students: A randomised control 
trial of  two online interventions. Australian Psychologist, 
54(2), 125–131. https://doi.org/10.1111/ap.12375

Symons, C. M., O’Sullivan, G. A., & Polman, R. (2016). 
The impacts of  discriminatory experiences on 
lesbian, gay and bisexual people in sport. Annals of  
Leisure Research, 20(4), 467–489. https://doi.org/10.1
080/11745398.2016.1251327

Symons, C., Sbaraglia, M., Hillier, L., & Mitchell, A. (2010). 
TO PLAY The Sports experiences of  Lesbian, Gay, Bisexual 
and Transgender (LGBT) people in Victoria. https://www.
vu.edu.au/sites/default/files/Come%20Out%20
To%20Play%20May%202010.pdf

Tanimoto, C., & Miwa, K. (2021). Factors influencing 
acceptance of  transgender athletes. Sport Management 
Review, 24(3), 452–474. https://doi.org/10.1080/144
13523.2021.1880771

Torrance, H. (2022). Policies of  inclusion and experiences 
of  LGBTQ people in sports in the UK. In Routledge 
(Ed.), Routledge eBooks (pp. 116–127). https://doi.
org/10.4324/9781003196761-12

Twist, M. L. C., Bergdall, M. K., Belous, C. K., & Maier, 
C. A. (2017). Electronic Visibility Management 
of  Lesbian, Gay, and Bisexual Identities and 
Relationships in Young Adulthood. Journal of  Couple 
& Relationship Therapy, 16(4), 271–285. https://doi.or
g/10.1080/15332691.2016.1238798

Weinhardt, L. S., Wesp, L. M., Xie, H., Murray, J., Martín, 
J., DeGeorge, S., Weinhardt, C. B., Hawkins, M., & 
Stevens, P. (2021). Pride Camp: Pilot study of  an 
intervention to develop resilience and self-esteem 
among LGBTQ youth. International Journal for Equity 
in Health, 20(1). https://doi.org/10.1186/s12939-
021-01488-1

Wilson, C. J., Stuart, & Furlong, S. T. (2017). Help-
negation. In S. T. Furlong (Ed.), Springer eBooks (pp. 
1-11). https://doi.org/10.1007/978-3-319-32132-
5_140-2


