Journal Article


Show me, tell me: An investigation into learning processes within skateboarding as an informal coaching environment

Abstract

Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers’ experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the UK and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of coaching tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, error usage). Results also suggest that performers deployed a number of cognitive skills (imagery, analogy, understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed.

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Authors

Collins, Rosemary
Collins, Dave
Carson, Howie, J.

Oxford Brookes departments

Department of Sport, Health Sciences and Social Work

Dates

Year of publication: 2022
Date of RADAR deposit: 2022-02-16


Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License


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