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

Chris Eastabrook, Robin D. Taylor, Pamela Richards, and Loel Collins

High-level adventure sports coaches have an explicit desire to teach for independence ( Christian et al., 2017 ; Collins et al., 2015 ). However, there is no clarity of what is meant by independence in this context nor how it might be developed. This desire is against the backdrop of a rise in

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“I Don’t Want to Give Them My Brain for the Day . . . and Then Take It Back”: An Examination of the Coach-Created Motivational Climate in Adult Adventure Sports

Doug Cooper and Justine Allen

the outdoors has increased ( Sport England, 2017 ). Of the total active population, 27.6% (8.9 million) is active in the outdoors, and of the 2.5 million (28%) participants who are regularly active in the outdoors, 70% (1.7 million) are participating in adventure sports (e.g., kayaking, skiing

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Over Egging the Pudding? Comments on Ojala and Thorpe

David J. Collins, Loel Collins, and Tom Willmott

In a recent paper in ISCJ, Ojala and Thorpe offered a culturally based observation that questions the role and application of coaching in action sports. Their critique is focused on the action sport of snowboarding which, despite its’ comparatively recent inclusion in the Olympics, retains a different, almost collaborative rather than competitive culture more akin to other action sports such as skateboarding and surfing. Ojala and Thorpe then present Problem Based Learning (PBL) as the solution to many of these perceived ills, describing the positive characteristics of the approach and promoting its cultural fit with action sport environments and performers. In this paper we offer a different perspective, which questions the veracity of the data presented and the unquestioningly positive view of PBL as the answer. Our alternative, data-driven perspective suggests that action sport athletes are increasingly positive, or even desirous of good coaching, of which PBL is a possible approach; suitable for some athletes some of the time.

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Confidence Frames and the Mastery of New Challenges in the Motivation of an Expert Skydiver

John H. Kerr and Susan Houge Mackenzie

The main objective was to further unravel the experience of motivation in an expert male skydiver by investigating: (1) his general experience of motivation and perception of the dangers of skydiving; (2) his pursuit of new challenges and learning new skills as factors in maintaining motivation; (3) evidence of a mastery-based confidence frame in his motivational experience. This was a unique case study informed by reversal theory. The participant’s perception of skydiving was that it was not a risky or dangerous activity and a primary motive for his involvement in skydiving was personal goal achievement. Maintaining control and mastery during skydiving was a key motivational element during his long career and pursuing new challenges and learning new skills was found to be important for his continued participation. Data indicated that his confidence frame was based on a telic-mastery state combination, which challenged previous reversal theory research findings and constructs.

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Self-Talk in a SCUBA Diving Context

Judy L. Van Raalte, Lorraine Wilson, Allen Cornelius, and Britton W. Brewer

-talk interventions that enhance divers’ confidence, focus, and effort could be helpful in facilitating SCUBA divers’ success, as mask clearing is required to complete open-water-diver SCUBA certification. Exploring the effects of self-talk in the context of high-risk adventure sports might also open the door to

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Why Coach? A Case Study of the Prominent Influences on a Top-Level UK Outdoor Adventure Coach

Ross Lorimer and David Holland-Smith

The purpose of this study was to examine the influences that led an individual to becoming and remaining an outdoor adventure sport coach. A case study of a single high level climbing/kayaking coach is presented using inductive thematic analysis to explore his perception of the factors that have influenced him before and during his career. This approach provides a unique insight into the social influences on coaches and how they inform coaches’ personal values. The study revealed a pattern of formative experiences acting on the participant throughout his life and career. Early experiences, exposure to the sport, and contact with significant others have influenced his decision to participate in outdoor adventure sports and allow him to derive satisfaction from passing his knowledge onto others. The value of this single coach’s personal experiences of sport is discussed in relation to the insight they provide into why coaches enter and stay in coaching careers.

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International Sport Coaching Journal


by Adventure Sports Coaches in the UK Collins, L., & Collins D. (2020). Physical Education and Sport Pedagogy, 25 (5), 478–492. doi: 10.1080/17408989.2020.1741538 This study aimed to explore the practice of adventure sports coaches teaching lead climbing. Expanding existing work on judgment and

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Routledge Handbook of Sport and the Environment

Joyce Olushola Ogunrinde

-environmental behaviors in the context of outdoor and adventure sports. Recognizing the roots of human oppression in the treatment of nonhumans (e.g., animals and the environment), Sartore-Baldwin merges ES with equity and justice in a critical analysis of the hegemonic ideologies and practices shaping the relationship

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The Nature of Sports Coach Development in China: What Are We Trying to Achieve?

Shiyang Li, Howie J. Carson, and Dave Collins

). Reflecting PJDM in practice, applications regarding this approach are currently focused across a range of practical contexts, including adventure sports that are characterized by diverse participation motivations and demands (e.g.,  Collins & Collins, 2016 ) and within the strength and conditioning domain to

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Overcoming Gender Barriers in Sports—An Opportunity of Adventure/High Risk Sports?

Anika Frühauf, Christiane Pahlke, and Martin Kopp

challenges on men and women ( Schmitt & Bohuon, 2021 ). The AHRS (e.g., paragliding, freeriding, downhill biking, skateboarding, surfing, etc.) which are also known in the literature as extreme sports ( Brymer & Schweitzer, 2013 ), adventure sports ( Daly & Petit, 2007 ; Kerr & Houge Mackenzie, 2012 ), or