Objectives: Athletics and sports represent a focal part of adolescence for millions of youth around the world. However, opportunities to engage in computer science (CS) learning experiences are less prevalent, particularly among Hispanic and low-income communities. Recently, researchers have explored ways to bridge these, seemingly, disparate disciplines. Much of this prior research centers on the proliferation of sports technologies that support individualistic learning experiences. Additionally, many of these experiences are developed by researchers with limited design contributions from sports practitioners. To extend prior work, this project centers youth athletic identities and the associated cultural contexts of sports to explore ways that computing technologies can enhance and develop youth athletic identities and sports performance. Moreover, this work surfaces ways that athletics can be a generative and fulfilling space to learn about CS. Participants: In summer 2021, we collaborated with basketball coaches to design and implement a computing-enhanced learning experience with a basketball team of Hispanic participants in Puerto Rico. Eleven basketball athletes from a high school in southern Puerto Rico participated in the study. The participants have strong sports identities, as demonstrated by their lifelong engagement with team sports. Conversely, only one 1 of the 11 participants had experienced sports technologies, and none of them had previously participated in computing learning experiences. Study Method: In collaboration with local basketball coaches, we co-designed a learning experience that centers sports identities and practices and adds computing as a way to extend existing sports identities and local sports activities. We present and evaluate this learning experience using a design-based research approach. Participants' feedback was collected in the form of surveys, designs, and journal entries, and additional data on their experiences were collected via videos and researchers' field notes. Using a mixed-methods approach, we highlight existing participants' identities and perceptions as well as their experiences with our design. We complement quantitative analysis of survey responses with case studies. Findings: We find that our design can provide shifts in youth student-athletes' perceptions of computing. Additionally, hands-on experiences with computing tools enable participants to start practicing CS sensemaking via learning how different computing tools can support their sports performance individually and as a team. Furthermore, we find that the material, ideational, and relational resources made available through camp:bit supported each participant differently, while collectively providing a space for all of them to have meaningful and fulfilling experiences. Finally, we find that this design can foster and support sports team cohesion. Conclusions: We provide in-depth descriptions of our design, the youth's engagement with it, and how these learning experiences can be further applied in sports spaces. These examples highlight a unique conception of practice-linked computational identities--where learners' computational identities are grounded in a specific culturally relevant practice, enabling a more culturally sustaining computing learning experience. Finally, our analysis suggests five design principles for designing and conducting computing-supported learning experiences in sports environments. The principles are as follows: (1) Sports Experience: Authentically Support Existing Identities. (2) Team Dynamics: Team Athletes Are Part of a Whole. (3) Individual Pursuits: Supporting Individual Paths. (4) Direct Interactions: Conversations with Materials and Ideas. (5) Interdisciplinary Facilitation Team: Complementary Skills. These design principles can be used by researchers, practitioners, and local stakeholders to implement sport-centric CS learning experiences to extend and enhance the way student-athletes from marginalized communities practice sports, as well as to activate interest and engagement in CS.