Klatring i skolen - En undersøkelse av lærerstil ved klatreundervisning
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Through observation of climbing education and school interviews, I discovered a good description and understanding of the teacher's motivational style. The participants of the study consisted of 129 students and 6 teachers in 5 different schools. After the observation period, an interview was conducted with the individual teachers to get information about his / hers experience of teaching. The study found that there were clearly five different methods used in the schools. The different ways of teaching implementation was important for how supportive the teachers were of the autonomy in their teaching. There were also marked differences within teaching in bouldering and teaching in climbing with rope. The controlling leadership style was dominant among teachers who teach rope climbing. This is mainly due to the higher need for safety, and where the teacher’s responsibility is high. Rope climbing has strict safety requirements that must be followed to avoid accidents. This shows that frame factors have a major impact on teacher's method/technique and leadership style, especially in rope climbing. Teaching bouldering was less controlled by framework factors. Both previous research (Baláš and Bunc, 2007, Fencl et al., 2011 og Lirgg et al., 2011) and my observations shows that climbing can be done with simpler means on a smaller climbing surface. A smaller climbing surface with limited height gives the opportunity to practice climbing without the need for climbing certification and heavy equipment. The outcome of my study shows that bouldering is an activity that enables teachers to act autonomously in teaching. Through bouldering, teachers can guide students at ground level and provide concrete feedback in terms of climbing techniques and movements on the wall. This requires the teacher to have insight into basic climbing techniques to guide the student through the challenges they will encounter on the bouldering wall. Bouldering has through it’s simplicity showed to be suita to adapt for students autonomy. Compared to rope climbing, bouldering require less safety instructions, which contribute to a faster initiation of the climbing.