Analyses of the Development and Challenges of Parkour Coaches’ Education in Europe
DOI:
https://doi.org/10.35469/ak.2025.527Keywords:
parkour, education, training, coaches, institutionalization, formalizationAbstract
Purpose: Parkour historically developed as an urban community “lifestyle” movement that relied mainly on informal teaching and training methodologies. With formal institutionalization, parkour has transitioned into more formalized structures, including established training academies, coaching certifications, and competitive events. This article presents a structured literature review with the aim of providing an overview of the historical, philosophical/ideological, organizational/institutional, and educational aspects of parkour coach education and knowledge development in Europe. Based on the review, key challenges for future development are also highlighted.
Method: For the purposes of a structured literature review, the search and selection process followed the general principles of the PRISMA 2020 statement as a framework, rather than a formal systematic review protocol. Google Scholar was chosen as the primary search platform. Following the initial screening and analysis, 12 relevant sources were included in the in-depth review. In addition to the literature review, online sources from professional international sports organizations involved in education, training, and certification of parkour coaches were also examined.
Findings: It can be noted that parkour in Europe is still predominantly developed and understood as a "lifestyle" urban activity with the gradual parallel formation of an institutional, formal sports discipline, which is reflected in the intra-organizational and philosophical-ideological conflict between participants and (opinion) leaders of parkour. These conflicts are also evident at the level of training/education of parkour coaches and instructors.
Conclusions: Recognizing and respecting parkour’s roots as a self-organized culture is essential if institutionalization is to enhance rather than diminish the discipline’s diversity, creativity, and authenticity.
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