956
Views
9
CrossRef citations to date
0
Altmetric
Research Article

Why do individuals seek out adventure sport coaching?

ORCID Icon & ORCID Icon

References

  • Bailey, R., Collins, D., Ford, P., MacNamara, Á., Toms, M., & Pearce, G. (2010). Participant development in sport: An academic review. Sports Coach UK, 4, 1-134.
  • Bale, J., & Sang, J. (1996). Kenyan Running: Movement Culture, Geography and Global Change. London: Frank Cass.
  • Beames, S., & Varley, P. (2013). Eat, play, shop: The Disneyization of adventure. In S. Taylor, P. Varley, & J. Tony (Eds.), Adventure tourism: Meanings, experience and learning (pp. 77–84). Oxford: Routledge.
  • Berry, M., Lomax, J., & Hodgson, C. (2015). Adventure sports coaching. Oxford: Routledge.
  • Bonnett, M., & Cuypers, S. (2002). Autonomy and authenticity in education. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The blackwell guide to the philosophy of education (pp. 326–340). Oxford, UK.: Blackwell.
  • Bowes, I., & Jones, R. L. (2006). Working at the edge of chaos: Understanding coaching as a complex, interpersonal system. The Sport Psychologist, 20(2), 235–245.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Braun, V., Clarke, V., & Terry, G. (2012). Thematic Analysis. APA Handbook of Research Methods in Psychology. Ed. Harris Cooper, 55-71.
  • British Association of Snowsport Instructors. (2013). The BASI Manual - Alpine (2nd ed.).Manchester, UK: BASI.
  • British Canoe Union. (2007). Coaching. In F. Ferrero (Ed.), British Canoe Union Coaching Handbook (pp. 7–48). Wales: Pesda Press.
  • Brown, H. (2000). Passengers, participants, partners and practitioners. Working with risk to empower groups. Horizon, 12, 37–39.
  • Brymer, E. (2010). Risk taking in extreme sports: A phenomenological perspective. Annals of Leisure Research, 13(1–2), 218–238.
  • Brymer, E., & Gray, T. (2009). Dancing with nature: Rhythm and harmony in extreme sport participation. Journal of Adventure Education & Outdoor Learning, 9(2), 135–149.
  • Buckley, R. (2012). Rush as a key motivation in skilled adventure tourism : Resolving the risk recreation paradox. Tourism Management, 33(4), 961–970.
  • Carson, H. J., & Collins, D. (2011). Refining and regaining skills in fixation/diversification stage performers: The Five-A Model. International Review of Sport and Exercise Psychology, 4(2), 146–167.
  • Carson, H. J., & Collins, D. (2016). The fourth dimension: A motoric perspective on the anxiety–performance relationship. International Review of Sport and Exercise Psychology, 9858(November2015), 1–21.
  • Cassidy, T., Jones, R. L., & Potrac, P. (2009). Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. Retrieved from http://books.google.com/books?id=y5CSj7OGn1gC
  • Christensen, W., Sutton, J., & McIlwain, D. J. F. (2016). Cognition in skilled action : Meshed control and the varieties of skill experience. Mind & Language, 31(1), 37–66.
  • Christian, E., Berry, M., & Kearney, P. (2017). The identity, epistemology and developmental experiences of high-level adventure sports coaches. Journal of Adventure Education and Outdoor Learning, 17(4), 1–14.
  • Claxton, G. (2002). Building learning power. Bristol: TLO Limited .
  • Collins, D., Collins, L., & Carson, H. J. (2016). “If it feels right, do it”: Intuitive decision making in a sample of high-level sport coaches. Frontiers in Psychology, 7(APR), 1–10.
  • Collins, D., Collins, L., & Willmott, T. (2016). Over egging the pudding? Comments on Ojala and Thorpe. International Sport Coaching Journal, 3(1), 90–93.
  • Collins, L., & Brymer, E. (2018). Understanding nature sports: A participant centred perspective and its implications for the design and facilitating of learning and performance. Annals of Leisure Research, 1–16.
  • Collins, L., & Collins, D. (2015a). Integration of professional judgement and decision-making in high-level adventure sports coaching practice. Journal of Sports Sciences, 33(6), 622–633.
  • Collins, L., & Collins, D. (2015b). Professional judgement and decision-making in adventure sports coaching: The role of interaction. Journal of Sports Sciences, (January), 1–12. doi:10.1080/02640414.2014.953980
  • Collins, L., & Collins, D. (2016). Challenges in adventure sports coaching. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies Oxford: Routledge. doi:10.4324/9781315768465.ch44
  • Collins, L., Collins, D., & Grecic, D. (2015). The epistemological chain in high-level adventure sports coaches. Journal of Adventure Education and Outdoor Learning, 15(3), 224–238.
  • Davis, N. W., & Meyer, B. B. (2009). Qualitative data analysis: A procedural comparison. Journal of Applied Sport Psychology, 21(1), 116–124.
  • De Bosscher, V., & Van Bottenburg, M. (2011). Elite for all, all for elite? An assessment of the impact of sports development on elite sport success. In B. Houlihan & M. Green (Eds.), Routledge handbook of sports development (pp. 579–598). New York, NY: Routledge.
  • Deakin, H., & Wakefield, K. (2014). Skype interviewing: Reflections of two PhD researchers. Qualitative Research, 14(5), 603–616.
  • Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of Science, Technology and Society, 24(3), 177–181.
  • Ellmer, E., & Rynne, S. (2016). Learning in action and adventure sports. Asia-Pacific Journal of Health, Sport & Physical Education, 7(2), 107–119.
  • Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
  • Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.
  • Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cale.
  • Franklin, S. (2006). VAKing out learning styles—why the notion of ‘learning styles’ is unhelpful to teachers. Education, 34(1), 81–87.
  • Garman, A. N., Whiston, D. L., & Zlatoper, K. W. (2000). Media perceptions of executive coaching and the formal preparation of coaches. Consulting Psychology Journal, 52(3), 201–205.
  • Gearity, B. T. (2012). Poor teaching by the coach: A phenomenological description from athletes’ experience of poor coaching. Physical Education and Sport Pedagogy, 17(1), 79–96.
  • Gould, D., Collins, K., Lauer, L., & Chung, Y. (2007). Coaching life skills through football: A study of award winning high school coaches. Journal of Applied Sport Psychology, 19(1), 16–37.
  • Gray, P., & Collins, D. (2016). The adventure sports coach: All show and no substance? Journal of Adventure Education and Outdoor Learning, 16(2), 160–171.
  • Greenwood, D., Davids, K., & Renshaw, I. (2012). How elite coaches’ experiential knowledge might enhance empirical research on sport performance. International Journal of Sports Science and Coaching, 7(2), 427–429.
  • Houge Mackenzie, S. H., & Brymer, E. (2018). Conceptualizing adventurous nature sport: A positive psychology perspective. Annals of Leisure Research, 1–13.
  • Humberstone, B. (2009). Inside/outside the Western “Bubble”: The nexus of adventure, adventure sports and perceptions of risk in UK and Mauritius. On the Edge Leisure Consumption and the Representation of Adventure Sports, 104, 1–14.
  • Ives, Y. (2008). What is ‘coaching ’? An exploration of conflicting paradigms. International Journal of Evidence Based Coaching and Mentoring, 6(2), 100–113.
  • Jones, R. L. (2006). How can educational concepts inform sports coaching? In The sports coach as educator (pp. 21–31). London: Routledge.
  • Kerr, J. H., & Houge Mackenzie, S. H. (2012). Multiple motives for participating in adventure sports. Psychology of Sport and Exercise, 13(5), 649–657.
  • Kim, J., Penney, D., Cho, M., & Choi, H. (2006). “Not business as usual”: Sport education pedagogy in practice. European Physical Education Review, 12(3), 361–379.
  • Knowles, M. S. (1970). The modern practice of adult education: Andragogy verus pedagogy. Oxford, England: Association Press.
  • Lincoln, Y., & Guba, E. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 191–215). Thousand Oaks, CA: Sage Publications Ltd.
  • Loynes, C. (1998). Adventure in a bun. Journal of Experiential Education, 21(1), 35–39.
  • Lynch, P., & Dibben, M. (2016). Exploring motivations for adventure recreation events: A New Zealand study. Annals of Leisure Research, 19(1), 80–97.
  • Lyng, S. (1990). Edgework : A social psychological analysis of voluntary risk taking. American Journal of Sociology, 95(4), 851–886. Retrieved from https://www.jstor.org/stable/2780644
  • Lyng, S., & Snow, D. (1986). Vocabularies of motive and high-risk behavior: The case of skydiving. Advances in Group Processes, 3(157), 79.
  • Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: Guided by information power. Qualitative Health Research, 26(13), 1753–1760.
  • Miller, P., & Kerr, G. (2002). The athletic, academic and social experiences of intercollegiate student-athletes. Journal of Sport Behavior, 25(4), 346–367.
  • Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250–260.
  • Mosston, M., & Ashworth, S. (2002). Teaching physical education (5th ed.). London: Macmillan.
  • Mountain Training. (2013). Coaching award scheme. Capel Curig, Wales: Mountain Training.
  • Nash, C., & Collins, D. (2006). Tacit knowledge in expert coaching: Science or art? Quest, 58(4), 465–477.
  • Newell, K. M. M. (1991). Motor skill acquisition. Annual Review Psychology, 71(2), 123–139.
  • Ojala, A., & Thorpe, H. (2015). The Role of the Coach in Action Sports : Using a Problem-based Learning Approach A Case in Point : International Sport Coaching Journal, 2, 64–71. doi:10.1123/iscj.2014-0096
  • Ong, K., Elliott, B., Ackland, T., & Lyttle, A. (2006). Performance tolerance and boat set-up in elite sprint kayaking. Sports Biomechanics/International Society of Biomechanics in Sports, 5(1), 77–94.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. A. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
  • Perdomo, Y. (2014). Global Report on Adventure Tourism. doi:10.1017/CBO9781107415324.004
  • Pine, J., & Gilmore, J. H. (1998). Welcome to the experience. Harvard Business Review, 76(4), 97–105. Article.
  • Pomfret, G., & Bramwell, B. (2016). The characteristics and motivational decisions of outdoor adventure tourists: A review and analysis. Current Issues in Tourism, 19(14), 1447–1478.
  • Priest, S., & Gass, M. A. (2005). Effective leadership in adventure programming. Leeds: uman Kinetics.
  • Robson, C. (2011). Real world research (3rd ed.). Wiley: Chichester.
  • Sicilia-Camacho, A., & Brown, D. (2008). Revisiting the paradigm shift from the versus to the non-versus notion of Mosston’s Spectrum of teaching styles in physical education pedagogy: A critical pedagogical perspective. Physical Education & Sport Pedagogy, 13(1), 85–108.
  • Siedentop, D., Hastie, P. A., & Van der Mars, H. (2011). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • Smith, J. A., Larkin, M., & Flowers, P. (2009). Interpretative phenomenological analysis: Understanding method and application. London: Sage.
  • Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176–199.
  • Sousa, C., Smith, R. E., & Cruz, J. (2008). An individualized behavioral goal-setting program for coaches. Journal of Clinical Sport Psychology, 2(3), 258–277.
  • Super, S., Verkooijen, K., & Koelen, M. (2018). The role of community sports coaches in creating optimal social conditions for life skill development and transferability–a salutogenic perspective. Sport, Education and Society, 23(2), 173–185.
  • Tozer, M., Fazey, I., & Fazey, J. (2007). Recognizing and developing adaptive expertise within outdoor and expedition leaders. Journal of Adventure Education & Outdoor Learning, 7(1), 55–75.
  • Turnnidge, J., Côté, J., & Hancock, D. J. (2014). Positive youth development from sport to life: Explicit or implicit transfer? Quest, 66(2), 203–217.
  • Valkonen, J., Huilaja, H., & Koikkalainen, S. (2013). Looking for the right kind of person: Recruitment in nature tourism guiding. Scandinavian Journal of Hospitality and Tourism, 13(3), 228–241.
  • Vallerand, R. J. (2004). Intrinsic and extrinsic motivation in sport. In Encyclopedia of applied psychology (pp. 427–435). Academic Press. doi:10.1016/B0-12-657410-3/00835-7
  • Varley, P., & Semple, T. (2015). Nordic slow adventure: Explorations in time and nature. Scandinavian Journal of Hospitality and Tourism, 15(1–2), 73–90.
  • Vella, S., Oades, L., & Crowe, T. (2011). The role of the coach in facilitating positive youth development: Moving from theory to practice. Journal of Applied Sport Psychology, 23(1), 33–48.
  • Weinberg, R. S. (1994). Goal setting and performance in sport and exercise. Medicine & Science in Sports & Exercise, 24(4), 469–477.
  • Wheaton, B. (2004). Understanding lifestyle sports: Consumption, identity and difference. London: Routledge.
  • Whiting, L. (2008). Semi-structured interviews: Guidance for novice researchers. Nursing Standard, 22(23), 35–40.
  • Williams, P., & Soutar, G. (2005). Close to the “edge”: Critical issues for adventure tourism operators. Asia Pacific Journal of Tourism Research, 10(3), 247–261.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.