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Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment

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 exp...

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Detalles Bibliográficos
Autores principales: Collins, Rosie, Collins, Dave, Carson, Howie J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8965649/
https://www.ncbi.nlm.nih.gov/pubmed/35369235
http://dx.doi.org/10.3389/fpsyg.2022.812068
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author Collins, Rosie
Collins, Dave
Carson, Howie J.
author_facet Collins, Rosie
Collins, Dave
Carson, Howie J.
author_sort Collins, Rosie
collection PubMed
description 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 United Kingdom 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 learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and 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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spelling pubmed-89656492022-03-31 Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment Collins, Rosie Collins, Dave Carson, Howie J. Front Psychol Psychology 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 United Kingdom 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 learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and 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. Frontiers Media S.A. 2022-03-10 /pmc/articles/PMC8965649/ /pubmed/35369235 http://dx.doi.org/10.3389/fpsyg.2022.812068 Text en Copyright © 2022 Collins, Collins and Carson. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Collins, Rosie
Collins, Dave
Carson, Howie J.
Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title_full Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title_fullStr Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title_full_unstemmed Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title_short Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment
title_sort show me, tell me: an investigation into learning processes within skateboarding as an informal coaching environment
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8965649/
https://www.ncbi.nlm.nih.gov/pubmed/35369235
http://dx.doi.org/10.3389/fpsyg.2022.812068
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