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  • ‘Just do a little more’: examining expertise in high performance sport from a sociocultural learning perspective

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    Accepted Manuscript (AM)
    Author(s)
    Barker, D
    Barker-Ruchti, N
    Rynne, S
    Lee, J
    Griffith University Author(s)
    Lee, Jessica
    Year published
    2014
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    Abstract
    Research suggests that extensive training is necessary for the development of sporting expertise. Research also suggests that extensive training can lead to overuse injuries. The aims of this paper are to: (1) expand the concept of expertise in high performance sport, and (2) contribute to the discussion of how high performance athletes move towards expert performance in sustainable ways. To achieve these aims, data from retrospective interviews with four Olympians from four different sports are presented. As a way of extending traditional approaches, a pedagogical framework focusing on dispositional learning is employed to ...
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    Research suggests that extensive training is necessary for the development of sporting expertise. Research also suggests that extensive training can lead to overuse injuries. The aims of this paper are to: (1) expand the concept of expertise in high performance sport, and (2) contribute to the discussion of how high performance athletes move towards expert performance in sustainable ways. To achieve these aims, data from retrospective interviews with four Olympians from four different sports are presented. As a way of extending traditional approaches, a pedagogical framework focusing on dispositional learning is employed to examine athletic development. The notion of threshold concepts is used as a specific analytic tool for thinking about how athletes come to make sense of their sporting environments. Interpretations of the data provide insights into the nature of thresholds in high performance sport, factors that facilitate threshold crossing, and factors that may prevent athletes from making advances, all of which have implications for practitioners interested in developing expertise.
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    Journal Title
    Reflective Practice
    Volume
    15
    Issue
    1
    DOI
    https://doi.org/10.1080/14623943.2013.868797
    Copyright Statement
    © 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice on 17 Dec 2013, available online: http://www.tandfonline.com/doi/abs/10.1080/14623943.2013.868797
    Subject
    Education
    Other human society not elsewhere classified
    Philosophy and religious studies
    Publication URI
    http://hdl.handle.net/10072/64965
    Collection
    • Journal articles

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