Dimensions of Coordination Learning in Parkour-Inspired School Activities: An Ethnographic Inquiry
Keywords:
coordination learning, parkour-inspired activities, ethnography, physical education, qualitative research, CanadaAbstract
This study aimed to identify and analyze the dimensions of coordination learning as experienced by students and teachers engaged in parkour-inspired school activities in Canada. A qualitative ethnographic design was employed to capture the lived experiences and cultural meanings associated with coordination learning. Data were collected through semi-structured interviews with 23 participants (15 students and 8 teachers) recruited from Canadian schools. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. Interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo 14 software. Thematic coding followed an inductive approach, including open, axial, and selective coding, to derive core themes and subthemes from the data. Credibility was enhanced through member checking, peer debriefing, and maintaining an audit trail. Analysis revealed four overarching themes that represent the dimensions of coordination learning in parkour-inspired activities. Physical adaptability encompassed balance, spatial awareness, motor variability, injury prevention, and physical conditioning. Cognitive flexibility included problem-solving, risk assessment, focus, creativity, and memory. Social interaction and collaboration involved peer learning, communication, trust, motivation, and cultural sharing. Emotional regulation reflected confidence building, fear management, resilience, enjoyment, and self-reflection. Quotations from participants illustrated the embodied, cognitive, social, and emotional layers of learning, highlighting how parkour-inspired environments foster both motor and psychosocial development. Parkour-inspired school activities provide a unique and holistic context for cultivating coordination learning. Beyond motor skills, they foster adaptability, problem-solving, collaboration, and emotional growth, making them a valuable addition to physical education curricula. Ethnographic inquiry offers deep insights into these processes, emphasizing the interconnection of physical, cognitive, social, and affective dimensions of learning.
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