From One Chapter to the Next: The Psychology of Transition in Sport

Change is part of every athlete’s journey. Whether it’s moving up an age group, shifting clubs, making a representative team, or not, transitions can bring excitement, uncertainty, pride, and grief all at once. In sport, we often talk about performance transitions, like the technical, physical, and tactical adjustments, but rarely about the emotional and identity shifts that come with change.

When the jersey, team, or title changes, the question quietly emerges:  “Who am I now?”

Understanding the Psychology of Transition

Transitions are periods of adjustment where an athlete’s sense of self, belonging, and competence is challenged. According to research, sport transitions, such as moving from junior to senior levels or changing clubs, can activate feelings similar to those experienced during major life changes like starting a new job or moving schools (Stambulova, 2003).

These changes can trigger the brain’s stress response. The amygdala, our internal alarm system, fires up, interpreting uncertainty as a potential threat. Meanwhile, the prefrontal cortex, responsible for planning and perspective, works overtime to regain a sense of control (Kassam et al., 2009). This tug-of-war can leave athletes feeling emotional, irritable, or unsure of themselves.

For young athletes especially, sport becomes a big part of identity. When that identity shifts, for instance, no longer being “the captain,” “the fast one,” or “the one who made state,” it can lead to self-doubt, loss of direction, or even withdrawal (Brewer & Petitpas, 2017).

Identity Shifts: Who Am I Without the Title?

In sport, identity can be both grounding and limiting. Being an “athlete” gives structure, motivation, and belonging, but it can also become a narrow lens for self-worth. When transitions disrupt that role, athletes often feel lost.

One study on athlete identity found that those who strongly define themselves only through sport may experience higher distress when facing change or injury (Lally, 2007). This is especially true during transitions out of a familiar environment or into higher performance pathways where competition increases and comparison becomes more visible.

Helping athletes to broaden their identity and see themselves not just as “players” but also as teammates, friends, students, and people builds resilience across seasons of change.

Try this reflection:

“What parts of me exist beyond my sport? What qualities stay the same, even when my team or role changes?”

Comparison and Pressure: When Others Move Forward (and You

Don’t)

Few things sting more than watching teammates move up when you don’t. Comparison is wired into our psychology, as the brain constantly scans for social cues to measure belonging and success (Festinger, 1954).

But in sport, comparison can quickly spiral into self-criticism and pressure. When athletes feel left behind, their focus often shifts from growth to proving themselves, which can lead to burnout, anxiety, or rigid perfectionism (Hill et al., 2018).

Coaches and parents can help by normalising different development timelines. Progress in sport is rarely linear. Late bloomers often thrive when given time and space to grow (Coté et al., 2009). Encouraging curiosity over comparison, asking “What can I learn here?” rather than “Why not me?”, helps athletes stay open to opportunity rather than locked in fear.

Letting Go Without Losing Purpose

Change often means letting go of old teams, friendships, routines, and sometimes dreams. This process can feel like grief, even when the next step is positive.

Athletes who navigate transition well often share two qualities: self-compassion and purpose alignment. Self-compassion allows for emotional space and recognises that it’s normal to feel sad, uncertain, or frustrated when things shift (Neff, 2011). Purpose alignment, meanwhile, keeps motivation grounded in values, not outcomes.

When athletes know why they play, whether for connection, mastery, or joy, transitions become part of the journey rather than a threat to identity.

Try journaling: “What do I love about my sport that no result or team change can take away?”

Psychologists call this values-based living, a principle from Acceptance and Commitment Therapy (Hayes et al., 2006). It’s about staying anchored to what matters, even when external circumstances move around.

The Role of Parents and Coaches

Transitions are emotionally charged times not just for athletes, but for families and teams too. Support systems matter, and the way adults respond can shape how athletes view change.

Parents:

• Focus on effort and wellbeing, not just outcomes. Ask, “How are you feeling about this change?” rather than, “Did you make the team?”

• Validate emotions like excitement, disappointment, or frustration without rushing to fix them.

• Encourage balance and new interests to support identity growth beyond sport.

Coaches:

• Create safe spaces to talk about transition stress, especially when athletes change squads or levels.

• Celebrate small wins and role model flexibility.

• Reinforce belonging by reminding athletes that their worth and contribution go beyond their current role or ranking.

Research shows that autonomy-supportive coaching, where athletes feel understood and involved in decisions, promotes motivation, adaptability, and wellbeing during transitions (Mageau & Vallerand, 2003).

Practical Tools for Managing Change

1. Name What’s Changing Write down what’s ending, what’s continuing, and what’s new. Seeing it clearly can reduce overwhelm.

2. Check the Story You’re Telling Yourself Is your inner dialogue focused on fear (“I’m falling behind”) or growth (“I’m learning to adapt”)? Reframing thoughts builds confidence.

3. Keep Routines that Ground You Regular sleep, nutrition, movement, and social connection help regulate the nervous system during uncertainty.

4. Practice Curiosity When things feel unpredictable, ask: “What might this change teach me?” It keeps your mindset flexible.

5. Seek Support Early Talking with a sport psychologist or mentor can help unpack the emotional layers of transition and build tailored strategies to move forward.

Closing Thoughts

Every athlete’s journey is made up of chapters, some celebrated and some quietly challenging. But each transition, no matter how uncertain, holds the potential for growth.

Change doesn’t erase who you are; it refines it. The key is to carry your values, curiosity, and compassion into every new chapter, because those are the constants that keep you grounded in who you are, no matter what jersey you wear next.

References

Brewer, B. W., & Petitpas, A. J. (2017). Athletic identity foreclosure. Current Opinion in Psychology, 16(1), 118–122. https://doi.org/10.1016/j.copsyc.2017.05.004

Coté, J., Baker, J., & Abernethy, B. (2009). From play to practice: A developmental framework for the acquisition of expertise in team sports. Expert Performance in Sports, 89–113. https://doi.org/10.1017/CBO9780511816796.006

Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117–140. https://doi.org/10.1177/001872675400700202

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2006). Acceptance and commitment therapy: An experiential approach to behavior change. Guilford Press.

Hill, A. P., Mallinson-Howard, S. H., & Jowett, G. E. (2018). Multidimensional perfectionism in sport: A meta-analytical review. Sport, Exercise, and Performance Psychology, 7(3), 235–270. https://doi.org/10.1037/spy0000125

Kassam, K. S., Koslov, K., & Mendes, W. B. (2009). Decisions under distress: Stress profiles influence anchoring and adjustment. Psychological Science, 20(11), 1394–1399. https://doi.org/10.1111/j.1467-9280.2009.02455.x

Lally, P. (2007). Identity and athletic retirement: A prospective study. Psychology of Sport and Exercise, 8(1), 85–99. https://doi.org/10.1016/j.psychsport.2006.03.003

Stambulova, N. B. (2003). Symptoms of a crisis-transition: A grounded theory study. In N. Hassmén (Ed.), SIPF Yearbook 2003 (pp. 97–109). Örebro University Press.