The term ‘empowerment’ refers to processes
designed to becoming stronger and more confident,
increase the degree of autonomy and self-determination
in controlling one’s life, and claiming one’s rights in
people and communities, especially in marginalized
populations, in order to enable them to represent their
interests in a responsible and self-determined way.
Empowerment especially suggests to give power or to
confer power to an individual (see Hess, 2014).
Empowerment originates from social scientist Julian
Rappaport (1981) and is a construct thought to enhance
quality of life. The critique of individual empowerment
illuminates that power is a commodity shaped by dominant
socio-cultural practices. Pease (2002) argues “individualistic
notions of empowerment are aimed at
developing the capacities of individual people and they
are not concerned with change in oppressive social structures”
(p. 136) that perpetuate and reinforce injustice.
Empowerment in sport psychology is often linked to
participation outcomes of marginalized groups, such as
underserved youth, or girls and women (Theberge,
1987). Sport can provide opportunity for empowerment
that may include positive youth development, physical,
mental, and socioemotional health benefits. However,
empowerment through sport is not automatic and is
contingent on the adults who organize, administer,
coach, and oversee programming. Critics cite sport as a
context of marginalization, oppression, conformity, and
exploitation that disempowers individuals and groups
(Hughes & Coakley, 1991). Applied sport psychology
professionals possess the power and expertise to
empower through teaching skills and coping tools that
may improve optimal performance, experience, and
positive development. However, power and the ways it
can disempower and be problematic is rarely interrogated
in sport psychology. Data clearly indicates sport
can simultaneously be a context for empowerment
