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dc.contributor.authorPrichard, David
dc.date.accessioned2013-10-30T10:33:04Z
dc.date.available2013-10-30T10:33:04Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10369/4907
dc.description.abstractVygotsky’s (1978) 'zone of proximal development' (ZPD) is a notion that has been utilised within child psychology and learning and has consequently been applied within an educational environment. However, the roots of the ZPD framework may lend itself to an explanation in a sporting context. The aim of this study was to explore the process that occurs between a coach and athlete when facilitating learning and skill development, through the lens of Vygotsky’s ZPD framework. It sought to provide new found meanings to the current literature that account for coach’s practices and intentions. Three coaches were interviewed allowing rich qualitative data to be collected, which resulted in an in-depth process of analysis and coding relevant information that had been revealed. The findings exposed the important role that a coach has as a 'more capable other', both in enhancing understanding and skill development, and also outside of the sporting context itself. Furthermore, the coaches illustrated a vital part the athlete themselves may have in their development in relation to skill and personnel, and that methods such as empowerment and scaffolding can be utilised effectively to fulfil athlete potential. Also, accounting for individual needs when progressing the ZPD has been reinforced through the coach’s practices. The results provide a stepping stone for future research, however having a larger sample may increase the validity of the study, and would also allow for a comparison of team and individual sports to be made.en_US
dc.formatThesisen
dc.languageEnglishen
dc.publisherCardiff Metropolitan Universityen_US
dc.title'Strategies, methods and techniques used by coaches to ensure their athletes remain in the Zone of Proximal Development (ZPD), to ensure maximum learning and skill development occurs'.en_US


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