Although people’s acceptance of homosexuality and homosexualshas improved, prejudice and stigma remain, and attitudes towardshomosexuals are frequently negative (Avery et al., 2007; Ben-Ari,2001; Petersen & Hyde, 2010). Prejudice and stigma against the(LGBT) community have also been reported by several studies inTurkey, the findings of which were consistent with those of otherinternational studies (Çırakoğlu, 2006; Gelbal & Duyan, 2006).Some of these negative attitudes and oppositions arise frommisconceptions and stereotypes about homosexuals. homosxual menwere generally described as people who act different … wearingfeminine clothes, talking feminine, being similar to females, etc.’(Sakallı, 2002, p. 116). Since masculine traits are overvalued andfeminine traits are undervalued, homosexuals in Turkey have beenrejected by a heterosexist society, and homosexuality is regardedas intolerable and dishonourable to manhood (Akpınar, 2003).Prejudice and negative attitudes towards homosexuality in Turkeyhave also been profoundly affected by another factor: the Islamicreligion. Turkey is a secular country which has a 99% Muslimmajority (Bereket & Adam, 2008). Although there are manycontroversies about Islam’s view of homosexuality and homosexuals(Siraj, 2006), referring to the hadiths (an interpretation of theIslamic Holy Book Qur’an) on the destruction of sexual deviants,homosexuality is explicitly condemned, absolutely forbidden andpunishable by death, and many Islamic scholars regard homosexualityas a major sin and a crime (Siraj, 2009). Accepting homosexualityas legal, homosexuals and homosexual acts are neither appreciatednor tolerated; homosexuality is regarded as a violation of humannature in Turkish society (Tapınç, 1992). In addition toidentifying the hostility within the sociocultural structures andreligion towards homosexuality, the social context in the field ofphysical education (PE) and sports is not a welcoming environmentfor LGBT individuals either. Davison and Frank (2006) definedmasculinity as ‘not-feminine’ and as having ideal physical andathletic qualities including strength, power, speed and endurance.In addition, masculine men were expected to be heterosexual;lesbian women and men were considered to be deviant, and not suitedfor sports (Elling & Janssens, 2009). Several studies haveshown negative attitudes and behaviours towards lesbians andhomosexual men in PE and sports settings (Roper & Halloran,2007; Southall, Nagel, Anderson, Polite, & Southall, 2009). TheTurkish PE and sports literature is bereft of studies investigatingthe existence of homophobic attitudes. One of the most well-knownarguments related to sports homophobia in Turkey started with astatement made by a famous Turkish ballet dancer. He stated that‘there are more homosexual football players than homosexual balletdancers. I know homosexual football players’. Many people from theTurkish soccer world protested against his statements for bringingsoccer players under suspicion (Akbaş, 2004). Following theseattacks, the ballet dancer made a statement that his friends whoare homosexual soccer players played in another country. Hestressed that he had not intended to cast aspersions on soccerplayers. After his statements the Turkish soccer world returned toa ‘normal’ heterosexual life. Given the marginalization ofhomosexuality in Turkish society and, perhaps even more so in theTurkish sporting world, the topic is predictably an understudiedand seemingly taboo subject for investigation. As a sportpsychology consultant in training working at a public university,your client today is Reza, a 20 year old student-athlete fromTurkey studying in the US who is disclosing his preference for menin relationships to you and sharing his country's atittude andbelief about homosexual men in sport as cited above.

1. Analyse a homosexual university student’s experiences ofhomophobia in Turkish society 2. Discuss if the fact that he is amajor in Health and Fitness Management can help with his motivationto play, the stress to deal with the situation he returns to everysummer on holidays. 3. What kind of feedback could you give him tohelp him? 4. Could imagery be useful when dealing with adversity?if so, how. 5. How would you introduce self confidence andwell-being concepts to him to help him process what is going on inhis country and in the sport in this country?