@article{ref1,
title="Show me, tell me: an investigation into learning processes within skateboarding as an informal coaching environment",
journal="Frontiers in psychology",
year="2022",
author="Collins, Rosie and Collins, Dave and Carson, Howie J.",
volume="13",
number="",
pages="e812068-e812068",
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 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. <br><br>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). <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="1664-1078",
doi="10.3389/fpsyg.2022.812068",
url="http://dx.doi.org/10.3389/fpsyg.2022.812068"
}