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Participants needed for PhD study: What are skilled showjumpers paying attention to?

‘Talent hits a target no one else can hit; genius hits a target no one else can see.” Schopenhauer

As this quote suggests, skilled performance is not just about what we do (movement), but what we perceive (for example; see, hear, feel), and the decisions we make.

Despite a wealth of applied and evidence based research into skill acquisition, there is very little research published that is specific to equestrian sports. Equestrian sports are unique in that the performance partnership is interspecies, requiring the horse and human to become skilful in their interactions and relationships with each other, practice activities, and performance environments.

Becoming skilful at showjumping
The aim of this study is to gain a better understanding of the perceptual and decision making skills of showjumping riders. To do this we are using an adaptation of a tool called ‘Think Aloud’. Think Aloud has been used in many sports including golf, cycling and rugby to elucidate what athletes are thinking and noticing. As well being used for research, Think Aloud has also been shown to improve skilled performance and be a valuable coaching and reflection tool.

For a brief overview of Think Aloud listen to the short video in this link.

This study is part of a wider project investigating how showjumpers become skilful and how this knowledge could be applied to coaching.

How can you help?
Who are we looking for?
Group 1 = Highly skilled show jumpers – need to be, or have been, competing at National Level and at 1.30m or above.
Group 2 = Competent novice show jumpers – need to be competing confidently at British Showjumping 80cm – 100cm.

There are two parts to this study and we are looking for participants to volunteer for either part, or both parts 1 & 2.

Study 2 Part 1
What will you be asked to do?
You will be asked to give about 45 mins – 60 mins of your time (done virtually on Zoom or another platform of your choice) to take part in a semi-structured interview and some ‘Think Aloud’ where you will be asked to comment on what you notice while watching a series of video clips from a National Final 90cm class and a Grand prix final.

Study 2 Part 2
What will you be asked to do?
For this part of the study we will join you at a competition (it’s ideal to choose one that is not a serious competition for you as participating should be beneficial for your training/ coaching support).

You will be asked to ‘think aloud’ as you walk the course and to wear eye tracking devise. Once you have jumped the course you will be asked to reflect on your round.

What this research aims to achieve
Our aim is to see if there are differences between highly skilled and competent riders in what they see (are aware of). We will use this knowledge to add to the body of equestrian sports specific research into skill acquisition and development and inform future research, coach training, development and coaching practice.

For more information about this project or about how you can help be participating, please email Marianne at Marianne.J.Davies@student.shu.ac.uk
Marianne Davies is a PhD candidate at Sheffield Hallam University and a Senior Coach Developer at UK Coaching.

Thank you in advance for your support.

Marianne Davies
Study slots calendar

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Inspiring engagement by finding pleasure in movement!

“Why do you love to move?
What are your memories, sensations, feelings, place, setting, people, pleasure..?
Do you remember why you love to move?

Karen Lambert asks this question at the beginning of a recent research paper.

I’m writing this as an introduction to a podcast I took part in at the beginning of April 2020 discussing Karen Lambert’s paper. (There is a link to the podcast here and the research article reference at the end.) It is also two weeks into the Corona lockdown. I’m aching to be in the water; surfing, paddling, swimming, doing anything as long as it is in wild water! I’m also desperate to ride my horses. And I can’t do either. I am shocked at how much my whole body craves movement at the moment. Not just any movement though. My experience of pleasurable movement has always been in adventure sports. Pushing my body and mind, being immersed in nature. I assumed that traditional sport was more a chore than an exhilarating experience (although I now know I was wrong there!). Continue reading “Inspiring engagement by finding pleasure in movement!”

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Motivation Part 3. Why motivation changes how we learn.

Optimal learning environments

In parts one and two, we looked at how to create learning environments that lead to more self-motivated, happy, healthy, individuals!  These articles are written primarily to help coaches, coach educators and leaders in adventure and other sports. However, all of the concepts can be applied to you as a learner, participant or parent seeking to improve your skill and motivation, and to feed your passion!

Sian 2Needs-supportive coaching behaviours have an impact on motivation. Sian of ‘Psyched Paddleboarding’ coaching on the beautiful Llyn Padarn. Photo by ‘Two For Joy Photography’.

In these next two sections, we will explore whether motivationally supportive learning environments can also improve skill acquisition, or do we need to choose between them? Be happy and motivated, or be skilful? Most of you will be familiar with the term learner-centred coaching, but what does it mean, and why is it important? In this article, we will look at some of the most recent learner-focused research into coaching sports skills. Most of this research comes from attempts to understand what happens when the coach stops making all the decisions and starts to give the learner more autonomy as part of developing a motivationally supportive learning environment. When both motivation and skill are supported, we can have an optimal learning environment. Continue reading “Motivation Part 3. Why motivation changes how we learn.”

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Motivation Part 2. Supportive coaching behaviours.

Creating an optimal learning environment

Okay, so we know that the satisfaction of basic needs has a positive impact on motivation and will influence whether someone continues to participate. That means we need to make sure that we are able to create an optimal learning environment; what is known as a ‘needs supportive learning environment’6. Autonomy is arguably the most important need and is essential for goal-directed behaviour to become self-determined2. It is unique among the basic psychological needs because a participant (particularly an athlete) could satisfy their need for competence with externally controlled (by a coach) deliberate practice, and they could satisfy the need for relatedness by being part of a team, but autonomy is not as easily satisfied in a traditional coaching environment. This is because the coach makes most of the decisions, and the rules and regulations of a sport can further limit the options that can be given to individual participants. Continue reading “Motivation Part 2. Supportive coaching behaviours.”