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Going pro: Point of view cameras in adventure sports research

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Abstract

The role of the adventure sports coach was first identified by Collins and Collins (2012) who suggested that the sports coaching process is significantly different in an adventurous context. Whilst there is a growing body of literature surrounding coaching pedagogy (Hay, Dickens, Crudginton, & Engstrom, 2012), investigation of coaching pedagogy within adventure sports is less common. Video ethnography is a well-documented field, with a broad base in the literature across many fields of study, and as technology progresses, new applications of that technology become apparent and require investigation. This paper details the development of a new method of data capture for qualitative analysis in the field of adventure sports research/adventure sports coaching pedagogy, using point of view (POV) video cameras as the primary means of data capture. Ethical and philosophical concerns are considered with a brief evaluation of the technique and suggestions for future use and development.

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Authors and Affiliations

  1. Bangor University, UK

    Graham French

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  1. Graham French
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Correspondence to Graham French.

Additional information

Graham French is the Director of Postgraduate Secondary Education at the School of Education at Bangor University, Wales. He delivers modules in outdoor learning to trainee primary school teachers, and is course tutor to the secondary outdoor activities group. A qualified coach in several adventure sports including mountain biking and white-water paddling, his research interests include models of delivery of outdoor education, outdoor education curriculum design and developing outdoor learning resources for non-specialists. Away from academia, he is the adventure activities technical advisor for a national children’s holiday charity, and coach educator and trainer for the Mountain Bike Instructor’s Award Scheme, and Canoe Wales.

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French, G. Going pro: Point of view cameras in adventure sports research. Journal of Outdoor and Environmental Education 19, 2–9 (2016). https://doi.org/10.1007/BF03400982

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