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- Barker, Dean, 1977-, et al.
(författare)
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Moving out of sports : A sociocultural examination of olympic career transitions
- 2014
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Ingår i: International journal of sports science & coaching. - : Sage Publications. - 1747-9541 .- 2048-397X. ; 9:2, s. 255-270
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Tidskriftsartikel (refereegranskat)abstract
- This article outlines sociocultural learning theory, shows how this theory can be used to examine end-of-career athletic transitions, and stimulates discussion on the implications of this framework for sport professionals. The central question addressed is how learning in elite sport affects participation in activities beyond sporting settings. Data from in-depth, semi-structured interviews with three former Olympians are presented. The interpretation suggests that: 1) movement to new social settings involves abandoning some elements of athletic dispositions and developing new elements, 2) transitions are affected by prior learning in sport and the characteristics of new settings, and 3) learning in sporting environments is often unintentional or implicit. The results encourage practitioners to acknowledge the effort involved in developing new dispositions in different settings. They support a case-specific view of transitions where 'success' is considered in contextual terms. Further, the data highlight a need for sport professionals to recognize tacit learning.
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- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Athlete learning in Olympic sport
- 2014
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Ingår i: Sports Coaching Review. - : Routledge. - 2164-0629 .- 2164-0637. ; 3:2, s. 162-178
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Tidskriftsartikel (refereegranskat)abstract
- High-performance sport impacts athletes beyond the physical. Coaches and coaching practice are particularly influential in shaping this learning and development. This article examines the learning identified through an inductive content analysis of eight former Olympic athletes’ career narratives. Three phases of learning could be identified across the cohort: ‘Growing into high-performance sport’, ‘Making sense of high-performance sport’, and ‘(Re)shaping high-performance sport’. A cultural perspective of learning, in particular the metaphor of ‘becoming’, is employed to interpret the Olympians’ learning experiences. The findings of this research indicate that athlete learning is bound by particular high-performance sporting contexts and career phases, yet impacted by the athletes’ individual backgrounds and dispositions. Further, data indicate that athletes’ personal development reflexively intertwines with athletic performance and performance enhancement. Implications for coaches are to: (1) involve athletes in co-constructing their sporting cultures and training contexts; and (2) provide possibilities and support for athletes to develop personally.
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