Abstract
As Name, Image, and Likeness (NIL) policies reshape the landscape of collegiate athletics, the growing emphasis on personal branding and individual visibility may complicate the development of cohesive team environments. This qualitative study explored how shared musical experiences may support group dynamics in this evolving context. Thirteen college students (M age = 19.2 years), all newcomers to a club soccer team at an American university in the Northwest, participated in a season-long music-based intervention. Players took turns sharing personal playlists that were played during warm-ups (i.e., beginning) and cool-downs (i.e., end) of every practice session and match throughout the season. Following the final game, players engaged in semi-structured interviews reflecting on the social impact of the intervention. Reflexive thematic analysis revealed three core dimensions: (1) Music facilitating social interaction, (2) Spatial elements supporting informal dialogue, and (3) Autonomy in music as a vehicle for self-expression. Participants described music as a meaningful social anchor that sparked conversations, bridged interpersonal gaps, and enabled expression of cultural identity. For these newcomers, music served as a low-pressure entry point to develop relationships and establish a sense of belonging and created space for athletes to balance self-expression with group cohesion. These findings highlight the potential for music-based interventions to enhance social connectedness in team sport settings and offer practical strategies for coaches and sport program designers aiming to cultivate inclusive and collaborative team cultures in the era of NIL.
