Browsing by Subject "upplevelsebaserat lärande"

Climbing is a versatile sport that has increased in popularity. Previous research shows that climbing has great pedagogic potential. The aim of this study is to depict and analyse climbing coaches' perceptions of learning. The coaches' views on learning are illustrated by analysing how they perceive learning to happen within climbing. The research questions of the study are as follows: 1. How do climbing coaches' view learning within climbing? 2. How do climbing coaches' perceptions of learning relate to sociocultural learning theory? 3. How do climbing coaches' perceptions of learning relate to experiential learning theory? The study was conducted as a qualitative study with a phenomenological perspective. The research data was collected through semi-structured in-depth interviews. A total of four interviews were conducted. The interviewees were climbing coaches with experience of coaching climbing groups. The data was analysed through an inductive content analysis, based on theories of sociocultural and experiential learning. The results suggest that the climbing coaches perceive learning as a physical process involving the whole body. Learning within climbing consists of learning physical, psychological, and social skills. Physical activity in practice as well as repetition in conjunction with reflection was emphasized in the learning process. Cooperation and community were also underlined as important aspects of learning. The coaches shared the perception that learning happens together and of each other. The role of the coach was viewed as supporting instead of governing. Learning was focused on problem solving and reflection. The view on activity and reflection resembles that of experiential and reflective learning. The emphasis on problem solving also correlates with the theories. The coaches' views on learning of each other and adapting learning to the learners' level resemble sociocultural learning.