In learning process of sport movements, full use of body movement is emphasized to transfer coaches` explicit knowledge within the athletes. However, the tacit knowledge approach emphasizes understanding the kinds of knowledge that athletes create their own movement by themselves. But how tacit knowledge affects sport learning other than explicit knowledge has not been sufficiently elucidated (Ikuta & Kitamura, 2011). In the present study, we focused on the application of the action directed learning through sharing the feelings. Action directed learning is defined as the learning process to focus on the tacit knowledge to pursuit the ideal feeling which leads an ideal movement, not to acquire the skills. Using a qualitative analysis of experiences of elite sprinter, we aimed to demonstrate (1) how action directed learning was seen, and (2) what the factors are that promote or inhibit action directed learning. Methods: One Olympic medalist in short-distance run was selected as participant of this study. In depth, semi-structured, open-ended interviews were used to analyze the action directed learning of the participant. Immediately after the interviews the speech data were transcribed, and the meaning was analyzed using the transcriptions. Data were analyzed based on the qualitative data analysis method of Patton (2002), and hierarchical categories were created through discussions with co-researchers. Results: As a result of inductive analysis, 94 meaning units were finally identified as subjects of analysis for this study. These units were divided into a total of 3 categories, devotion, commitment, and investigation with 10 subcategories. The following three points were demonstrated from the results of the study. First, the elite sprinter experienced many kinds of body movements which brought him a sensibility. Second, he directed himself to commit to deliberate practice as a way of monitoring his movements. Third, the elite sprinter intentionally reflects his feeling which he got during movement. In addition to reflection in action, other frequent behavior including reflecting the sense of action was reported. Discussion: Participant monitored his behavior in such a way that he tried to find the proper expressions of tacit knowledge for his learning setting. In short, it was found that action consciousness is frequently influenced by many factors, and strongly shaped by a tacit instructional behavior which leads the participant to create his ideal action.
© Copyright 2012 17th Annual Congress of the European College of Sport Science (ECSS), Bruges, 4. -7. July 2012. Julkaistu Tekijä Vrije Universiteit Brussel. Kaikki oikeudet pidätetään. / Kääntänyt https://www.DeepL.com/Translator