European Journal of Adapted Physical Activity 6, 30-42 (2013) | DOI: 10.5507/euj.2013.003
LEARNING TO BECOME A TEAM PLAYER. SITUATED LEARNING IN PARALYMPIC SLEDGE HOCKEY
- Norwegian School of Sport Sciences, Norway
Over the past three decades, the academic interest in the field of physical activity and disability has expanded significantly (Thomas, & Smith, 2009). One aspect that has received less attention is the internal dynamics of sport teams of disabled athletes. The purpose of this study is to investigate social learning processes that take place in Paralympic team sport contexts. Using a qualitative approach within the framework of situated learning (Lave, & Wenger, 1991), a group of sledge hockey players was interviewed individually regarding their personal initiation and development within the team. Two primary themes emerged from the data analysis; the internal structure of the community of practice and achievement of legitimate peripheral participation on-ice and off-ice. The results offer preliminary evidence that newcomers undergo a specific period known as the "rookie period" in order to become part of the team. The completion of this period appears as a necessity if further learning shall take place. Further research is needed to explore whether these findings are transferable to other sports contexts and whether participants' identities are affected by their participation.
Keywords: Paralympic sport; situated learning; sledge hockey
Published: March 31, 2013 Show citation
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