An Exploration of Coaching Practice: How Do High-Level Adventure Sports Coaches Develop Independence in Learners?

in International Sport Coaching Journal

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Chris Eastabrook Adventure Education Development Hub, Bryntysilio Outdoor Education Centre Llangollen, Llangollen, United Kingdom

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https://orcid.org/0000-0002-6214-1023 *
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Robin D. Taylor School of Health and Human Performance, Dublin City University, Dublin, Ireland

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https://orcid.org/0000-0001-9530-8355
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Pamela Richards Institute of Coaching and Performance, University of Central Lancashire, Preston, United Kingdom

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https://orcid.org/0000-0003-4242-981X
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Loel Collins Institute of Sport, Physical Education and Health Sciences, Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, United Kingdom

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https://orcid.org/0000-0002-7478-1140
DOI:
https://doi.org/10.1123/iscj.2021-0087
Keywords:
comprehension of performance; developing independence; heutagogy; thematic analysis
First Published Online:
29 Dec 2022
In Print:
Volume 10: Issue 2
Page Range:
204–216
Restricted access

An increasing body of evidence has demonstrated that high-level adventure sports coaches are developing their learners towards a personalised conception of independence in their activities. However, how coaches do this has yet to receive much attention. This investigation draws on a thematic analysis of 10 semistructured interviews that followed coaching sessions with an explicit focus on developing independence. Three themes emerged: developing a cognitive performer, an attuned coaching process that fosters independence, and developing the individual’s capacity to learn. The findings suggest that learners have an explicit comprehension of the “what and why” of the performance and coaches develop the learner’s ability to learn both how and where to continue their development postcoaching. The coaches achieve these two objectives by developing a long-term independent performance in their coaching practice. Coaches are not trying to develop fully independent performances during coaching, but instead to prepare learners to continue their development with adaptable performances within the practicalities of learning in adventurous environments.

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