抄録
The purpose of this study was to qualitatively analyze and elucidate the proficiency experience of a short-term intensive learning process for beginning skiing university students based on their own reflective reports. The subjects of this study were 6 novice skiers who participated in a university ski training class. All subjects had no previous skiing experience and were learning to ski for the first time. The data collected and analyzed were free-response statements written after the end of the skiing practice, reflecting on their own learning experience throughout the four days of skiing practice. The obtained data were analyzed by the SCAT (Steps for Coding and Theorization) qualitative analysis method. As a result of the analysis, the proficiency experiences of novice skiers were finally divided into 4 categories, namely : “confusion and anxiety associated with learning to ski,” “awareness and embodiment through learning based on learning strategies,” “desire for a learning environment that supports and promotes learning,” and “experiencing joy through learning to ski” and it became clear that these factors were explained in a cyclical relationship. The subjects used a learning strategy in which they objectively perceived themselves as confused and anxious in the face of psychological and technical challenges, set goals to improve their skills, made plans to achieve their goals, viewed their own learning efforts and psychological status from a meta-viewpoint, evaluated their actions and results, made the best use of the learning environment, and actively provided feedback to achieve the next goal. They used a learning strategy in which they made the best use of the learning environment, evaluated their actions and results, and actively provided feedback to achieve the next goal. As a result, they gained a sense of improvement, found meaning in the process of learning to ski, and showed an attitude of commitment toward further improvement.
