TABLE 1.

Suggestions of how the knowledge map can help teach sport and exercise psychology (SEP), establish interdisciplinary research, and to further develop the field.

Three suggestions for teaching SEP to students	(1) The knowledge map introduces SEP as a science that studies the network of biopsychological descriptors, external variables, and psychological skills, and develops practices to improve that network, to improve sports and exercise experiences, and to promote positive life development thought sport and exercise.	E.g., Students can learn that SEP describes athletes by attributes and processes such as personality and emotions that are influenced by external variables such as spectators and that may need to be adjusted by psychological skills such as anger control. SEP practitioners would help athletes to get the most out of sports practice or to use sports for their personal benefit, for example to acquire life skills.
	(2) Teachers can create a glossary of concepts that will appear during a SEP module and ask students to put them on the knowledge map and examine the relationships between these concepts based on previous knowledge and personal experience.	E.g., During a SEP module, students study task difficulty, effort, and concentration. With their teacher, students place tasks in external variables, effort in descriptors, and concentration in skills. Students discus that a lack of focus can lead to less effort, making tasks harder, or that difficult tasks that require more effort make it harder to concentrate.
	(3) Students writing their dissertation on a SEP topic can put their topic of interest on the knowledge map and examine related concepts in different clusters to find potentially innovative research questions.	E.g., A Ph.D. student is interested in sports anxiety. Guided by the knowledge map, they thought about studying its relation to the descriptor sports identity, the external sports culture, and self-acceptance skills.
Three suggestions for interdisciplinary research	(1) The knowledge map shows that SEP researchers and experts from other psychological disciplines and related sciences are interested in similar concepts. Understanding SEP research will contribute to the cross-pollination of findings between fields, thereby promoting the growth of interdisciplinary research.	E.g., Self-talk is studied in SEP as well as in other psychological disciplines and related sciences. While SEP experts develop self-talk interventions, developmental psychologists study the role of self-talk in internalizing self-regulatory processes, and educational researchers explore how self-talk facilitates mastery motivation. Yet, a lack of cross-referencing hampers the interdisciplinary development of the self-talk area.
	(2) SEP researchers have used sports and exercise tasks to manipulate similar variables that other experts in psychology and related sciences want to study. These tasks could have greater ecological validity than laboratory tasks and be therefore attractive as a research paradigm.	E.g., To study concentration and performance, researchers have used tasks like the sustained attention reaction task to control for example time, difficulty, and criteria for success. In sports tasks with potentially greater ecological validity, like golf puts or tennis returns, similar parameters can be controlled.
	(3) In SEP, sports and exercise programs have proven beneficial for individual and collective conditions, which experts from all psychological and related sciences aim at in research and practice.	E.g., Aerobic exercise in 45-min sessions at moderate intensity three times a week has a significantly large overall antidepressant effect in adults with a clinical diagnosis of major depression.
Three suggestions for SEP experts	(1) In order to examine individual and collective psychological realities, the knowledge map can help select a more holistic set of variables for interviews, field observations, objective measures, and questionnaires.	E.g., To examine an athletes’ psychological reality, a practitioner could consider observing external variables (e.g., parental behavior), measuring biopsychological descriptors (e.g., muscular tension), and asking about psychological skills (e.g., imagery).
	(2) To set up a study, relevant variables are placed into clusters and subclusters. Difficulty deciding between two or more clusters could indicate that variables in general or in the context of the study are not well enough defined.	E.g., In a study about the relations between instructor style, exercise motivation, and commitment, authors could notice that instructor style may be an external variable or a perception, motivation could be a contextual attribute or a situational process, and commitment could be an automatic descriptor or an effortful skill.
	(3) To systematically review one specific topic, the topic could be placed on the map next to other concepts that appear in its nomological network.	E.g., Prosocial and antisocial behavior were predicted by external variables like motivational climate and coach behavior, biopsychological descriptors like social identity and intrinsic motivation, and psychological skills like moral disengagement.