A qualitative approach to explore the cognitive processes used by members of an adult learn-to-cycle program

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Abstract

Introduction: Attaining movement proficiency under various constraints is well-researched; of particular interest here is how conscious processing and self-consciousness influence learning and performance. Current research relevant to these variables e.g., reinvestment, tends to utilize quantitative methods and thus overlooks a potentially rich source of understanding. Therefore, the purpose of this study was to apply a qualitative approach to explore the cognitive processes and self-consciousness within a less practiced population of adults participating in a non-competitive leisure activity. Methods: To achieve this, eleven semi-structured interviews were conducted with adult women learning or relearning to ride a bicycle. Results: Using thematic analysis, two distinct themes were evident and corroborated those illustrated in scales such as the movement-specific reinvestment scale. These themes included Conscious Processing, Recalling Experiences and Movement Analysis, in addition to Style of Movement, and Self-Consciousness. Anxiety also emerged as an additional and relevant theme to learning a new complex movement skill. Discussion: The findings indicated that participating women attuned to their movements to the extent that there was a conscious attempt to control their movements, but less so regarding movements being altered by self-awareness. Whilst further research is required, qualitative methods provide a promising basis for exploring the cognitive process involved with the conscious process involved in learning.

Original languageEnglish
Number of pages9
JournalFrontiers in Sports and Active Living
DOIs
Publication statusPublished - 2024

Open Access - Access Right Statement

Copyright: © 2024 Steel, Reis, Peel and Franks. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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