Learning in action and adventure sports

Ellmer, Eva; Rynne, Steven

doi:10.1080/18377122.2016.1196111

Cited by 17 publications

(8 citation statements)

References 25 publications

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“…Gina offered the insight: 'When you talk about things, you deconstruct things in a different way socially than you do between instructor and student'. This supports Ellmer and Rynne (2016), who reported in a biographical study of a single individual that social learning was a function of adventure sports. A further dimension of the social aspect is immersion in the culture surrounding the activity.…”

Section: Holistic Experiencesupporting

confidence: 88%

“…For example, after climbing at Tremadog, it is traditional to go for a cup of tea at the Eric Café, a venue steeped in history. For some participants, adventure sports could be considered a lifestyle, offering a sub-culture of which to be a part, self-realisation and personal identify, consistent with the definitions by Wheaton (2004) and Ellmer and Rynne (2016). While the differences between adventure sport, nature sport, action sport, and lifestyle sport may be of academic interest, such overlap, as highlighted by the interviewees, is clearly part of the sought-after adventure sport coaching experience.…”

Section: Holistic Experiencesupporting

confidence: 68%

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Why do individuals seek out adventure sport coaching?

Eastabrook

Collins

2019

Journal of Adventure Education and Outdoor Learning

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Why do individuals seek out adventure sport coaching?Individualisation is a key aspect of coaching practice. This is particularly important for adventure sport coaches, given the demands of the hyper-dynamic coaching environment and the various motivations to participate in adventure sports. However, the literature on individualisation is limited. As a logical beginning, the aim of this study is to understand why individuals seek coaching in the context of adventure sports. Semi-structured interviews with adventure sport clients (N = 15) were thematically analysed, revealing that clients seek three different but not mutually exclusive experiences: holistic, authentic, and developmental. Importantly, the extent to which each experience was desired varied between individuals. These differences in individual desires place a fundamental emphasis on coaches' understanding of why an individual seeks coaching as well as their longer-term participation goals, and then having the adaptive expertise to meet those expectations. Further research is required to understand how aspects of the developmental experience are achieved, specifically in the desired contexts.

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Section: Holistic Experiencesupporting

confidence: 88%

Section: Holistic Experiencesupporting

confidence: 68%

Why do individuals seek out adventure sport coaching?

Eastabrook

Collins

2019

Journal of Adventure Education and Outdoor Learning

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“…Within the sports context, however, and the increasing professionalisation and institutionalisation, more athletes have access to professional coaches, training facilities, technology and support staff (e.g. Ellmer and Rynne, 2016, 2018). With these changing structures, we anticipate that the learning of athletes within the high-performance context is likely to become more formalised also.…”

Section: Discussionmentioning

confidence: 99%

Learning in action sports: A scoping review

Ellmer

Rynne

Enright

2019

European Physical Education Review

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Action sports have increased in popularity, particularly over the past two decades. Research in the area has also proliferated, as multiple disciplinary perspectives and theoretical and conceptual frames have been applied to understanding and exploring a host of research questions concerning action sports culture, contexts and participants. However, despite this flurry of research activity, not much is known empirically about the learning of action sport participants, and few studies have focused specifically on learning in action sports. A scoping review was, therefore, conducted with the aim of synthesising the work that has been undertaken, and mapping future research agendas. Informed by Arksey and O’Malley’s six-stage framework, leading sports and education databases and Google Scholar were searched for empirical literature on learning in action sports published before July 2018. After the results were screened and relevant studies identified, data were extracted and analysed using a frequency and thematic analysis to form both a descriptive and thematic summary. A total of 78 empirical studies both from the peer-reviewed and grey literature were included in the scoping review. The frequency analysis concerned information on publication year, academic field, study design, study tools, sport and population. The thematic analysis led to the development of five main themes, addressing learning in social, physical, cultural, and cognitive/psychological contexts and via various forms of feedback. The majority of articles on learning in action sports were published from 2010 onward, suggesting a growing interest in the area. More theses/dissertations resulted in peer-reviewed publications; however, less than half of all reviewed journal articles were published in education/pedagogy journals. Theoretical and conceptual frameworks were rarely explicitly referenced and/or lacked clarity. There was consensus that learning in action sports is largely informal and self-regulated. With the increasing professionalisation of many action sports and their inclusion in international competition events and also in national curricula, an increase in more formalised learning is predicted. Finally, learning in action sports can be highly individualistic but only a few studies acknowledged this. A greater variety of research questions and methodologies, and more work across disciplinary boundaries will assist in the generation of new knowledge.

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“…Esportes provenientes de uma máquina motorizada (motociclismo, automobilismo, ultraleve, ski náutico). Assim, por meio de intensa fusão entre o corpo do praticante e a natureza, torna-se possível a realização de movimento (ALLEN et al 2020;ELLMER;RYNNE, 2016).…”

Section: Introductionunclassified

Esportes de aventura na ilha de Santa Catarina/ Adventure sports in Santa Catarina island

Lanferdini¹

2021

BJDV

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Os esportes e práticas corporais de aventura são cada vez mais uma prática recorrente da população como reaproximação da natureza, bem como para propiciar melhora da saúde e qualidade de vida. Deste modo, conhecer o local onde ocorre as práticas é de suma importância para a formação acadêmica de profissionais que atuam nesta área. Portanto, o objetivo desta revisão foi investigar quais são esportes e práticas corporais de aventura praticados na Ilha de Santa Catarina. MATERIAIS E MÉTODOS: A busca de artigos, guias e websites sobre esportes e práticas corporais de aventura na Ilha de Santa Catarina foi realizada utilizando a ferramenta de busca do Google. RESULTADOS: Os seguintes esportes e práticas corporais de aventura realizados: Esportes Terrestres (corridas de aventura, trilha e orientação, trekking, hiking, escalada, montanhismo, mountain bike e sandboard); Esportes Náuticos (bodyboard, surf, windsurf, kitesurf, canoagem, canoagem havaiana, caiaque, remo, stand up paddle e mergulho); e Esportes Aéreos (arvorismo, asa-delta, parapente, paraquedas e rapel). CONCLUSÃO: Em suma, entender quais são os esportes de aventura praticados e locais de suas práticas na Ilha de Santa Catarina (Terrestres, Náuticos e Aéreos), contribui para a melhorar formação de profissionais atuantes nesta área.

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Learning in action and adventure sports

Cited by 17 publications

References 25 publications

Why do individuals seek out adventure sport coaching?

Why do individuals seek out adventure sport coaching?

Learning in action sports: A scoping review

Esportes de aventura na ilha de Santa Catarina/ Adventure sports in Santa Catarina island

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