LEARNING TO BECOME A TEAM PLAYER. SITUATED LEARNING IN PARALYMPIC SLEDGE HOCKEY

Espen Hegde,Øyvind F Standal

doi:10.5507/euj.2013.003

Abstract

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.

Highlights

Despite being a relatively new phenomenon, the field of physical activity and disability has received increased academic interest over the past three decades (Thomas & Smith, 2009)
The purpose of this study aims to gather, interpret and analyze data collected from players in the Norwegian Sledge Hockey Team in order to better understand the social learning processes that take place within this team
The findings will be presented in two distinct groups; Entering the team: According to the data analysis, the purpose of the rookie treatment is that new members are ensured inclusion and learning of necessary skills

Summary

Introduction

Despite being a relatively new phenomenon, the field of physical activity and disability has received increased academic interest over the past three decades (Thomas & Smith, 2009). Bruner and colleagues (2008) claim that the desire to understand, how different athletic career transitions affect athletes, has increased during the past four decades. The findings indicated that athletes undergo a developing phase, when entering elite sports. The results pointed to a clear tendency of elite athletes to be exposed to both social and physical challenges. Bruner and colleagues (2008) provided a notable contribution by investigating the transition of rookie ice hockey players (Major Junior “A” teams) into elite sport. The study suggested numerous themes in relation to entering an elite sport context (e.g., experiencing a reduction in self confidence; a shift in the social support; the relationship between athletes). That is a process of socialization, where a rookie player become initiated into the elite

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