A qualitative approach to explore the cognitive processes used by members of an adult learn-to-cycle program
Attaining movement proficiency under various constraints is well-researched; of particular interest here is how conscious processing and self-consciousness influence learning and performance. Current research relevant to these variables e.g., reinvestment, tends to utilize quantitative methods and t...
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| Published in: | Frontiers in sports and active living Vol. 6; p. 1220795 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Switzerland
Frontiers Media S.A
01-08-2024
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| Subjects: | |
| Online Access: | Get full text |
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| Summary: | Attaining movement proficiency under various constraints is well-researched; of particular interest here is how conscious processing and self-consciousness influence learning and performance. Current research relevant to these variables e.g., reinvestment, tends to utilize quantitative methods and thus overlooks a potentially rich source of understanding. Therefore, the purpose of this study was to apply a qualitative approach to explore the cognitive processes and self-consciousness within a less practiced population of adults participating in a non-competitive leisure activity.
To achieve this, eleven semi-structured interviews were conducted with adult women learning or relearning to ride a bicycle.
Using thematic analysis, two distinct themes were evident and corroborated those illustrated in scales such as the movement-specific reinvestment scale. These themes included Conscious Processing, Recalling Experiences and Movement Analysis, in addition to Style of Movement, and Self-Consciousness. Anxiety also emerged as an additional and relevant theme to learning a new complex movement skill.
The findings indicated that participating women attuned to their movements to the extent that there was a conscious attempt to control their movements, but less so regarding movements being altered by self-awareness. Whilst further research is required, qualitative methods provide a promising basis for exploring the cognitive process involved with the conscious process involved in learning. |
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| Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Claudia Maulini, University of Naples Parthenope, Italy Edited by: Miguel-Angel Gomez-Ruano, Universidad Politécnica de Madrid, Spain Reviewed by: Juan-Carlos Pérez-González, National University of Distance Education (UNED), Spain |
| ISSN: | 2624-9367 2624-9367 |
| DOI: | 10.3389/fspor.2024.1220795 |