377 Quest, 2009, 61, 377-396 © 2009 Human Kinetics, Inc. Mean(ing) to Me: A Symbolic Interactionist Approach to Aggression in Sport Psychology Shannon M. Baird and Kerry R. McGannon Despite the large amount of research on aggression in sport psychology, the underlying dynamics of how aggression functions in sport are not well-understood. This paper uses developments in symbolic interactionism (Blumer, 1966; Mead, 1934) to extend positivist forms of conceptualizing and theorizing about aggression (e.g., social learning theory, moral reasoning theory) within the sport psychology aggression literature. We further suggest how symbolic interactionism, in light of its adherence to social con- structionism, allows for an additional conceptualization of aggression linked to athletic identities which are dynamic, multiple and social due to shifting actions and contexts within which athletes participate (Blumer, 1966; Messner, 2002). How a symbolic interactionist conception of aggression enhances our understanding of aggression in contrast to postpositivist understandings will be outlined. We conclude that in addition to postpositivist approaches, symbolic interactionism can be used to provide comple- mentary understandings of how aggression functions in sport psychology contexts. Aggression in sport psychology is an important research topic because sport is viewed as one of the few venues where interpersonal attacks are, for the most part, accepted. Researchers consider sport to encourage these behaviors (Shields & Bredemeier, 1995; Smith, 1980) or maintain that aggression may be an innate and natural part of sport (Kerr, 1999, 2002, 1994). In fact Russell (1993) suggests “sport is perhaps the only setting in which acts of interpersonal aggression are not only tolerated but enthusiastically applauded” (p. 181). The notion that aggression may be a natural part of sport, coupled with the belief that sport is a space to learn important life lessons, leads us to wonder what lessons are being learned. More- over, sport and society mirror one another, making aggression in sport a social and psychological issue (Tenenbaum et al., 2000). Studies examining aggression in sport psychology conceptualize aggression as the intent to harm another living being who is motivated to avoid such treat- ment (Baron, 1977; Bredemeier & Shields, 1986; Husman & Silva, 1984). The use of theoretical perspectives to study aggression has further afforded researchers opportunities to learn more about aggression in sport psychology contexts. The vast majority of research since the 1980s has tended to use social learning theory (SLT) (Bandura, 1973, 1978) and moral reasoning theory (MRT) (Haan, 1978, 1991; The authors are with the Dept. of Health and Sport Studies, the University of Iowa, Iowa City, IA. 377