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Abstract
As a comparatively recent development, the adventure-sports coach struggles for a clear and distinct identity. The generic term ‘instructor’ no longer characterizes the role and function of this subgroup of outdoor professionals. Indeed, although the fields of adventure/outdoor education and leadership are comparatively well researched, the arrival of this ‘new kid on the block’ appears to challenge both the adventure-sports old guard and traditional views of sports coaching. In an attempt to offer clarity and stimulate debate, this paper attempts to conceptualize the adventure-sports coach in the context of the existing roles in the field and current motivations for activity in the outdoors. We identify issues that are specific to the adventure-sports coach while also recognizing those skills and competencies shared with other professionals, both in the adventure sports profession and traditional sports coaching fields. Based on this review, we offer a conceptual model which may be used to focus debate, stimulate research and, at a possible later stage, to underpin accreditation, training and professional development.
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Notes
1. For the purpose of this paper adventure sports are considered to be physical activities with a degree of risk, that are non-competitive in origin and guided by their own ethics such as rock climbing, mountaineering, sea kayaking, white water kayaking, canoeing and caving. These sports are characterized by requiring specific technical skills, possessing an element of physical challenge and a continually changing dynamic environment.
2. Coaching as a whole fails to clearly define itself (Stober & Grant, Citation2006).
3. However, as Breakwell (Citation2007, p. 77) states, this relationship is ‘not at all simple’. It may be a simplistic if widely held belief.