Learning, Emotion, and Identity Formation in a Sports Climbing Community: A Qualitative Inquiry Based on the Community of Practice Framework

Purpose: This study aims to elucidate the developmental trajectories of sports climbing participants within a Community of Practice (CoP). Specifically, it explored the manifestation of learning experiences, emotional transitions, and identity reconstruction resulting from sustained engagement with the climbing community. Method: A qualitative approach was adopted, involving five adult climbers. Data were collected through semi-structured, in-depth interviews and participant observations conducted from July to October 2025. Following the thematic analysis framework proposed by Braun and Clarke (2006), the data were analyzed through the theoretical lens of Wenger’s CoP. All transcripts underwent iterative coding and constant comparison to ensure rigorous interpretation. Results: The findings revealed five salient themes: (1) a motivational shift, where initial participation evolved from extrinsic factors to intrinsic self-exploration and a sense of mastery; (2) the cultivation of embodied learning through repeated physical challenges and bodily mastery; (3) the strengthening of community cohesion via mutual engagement and collective problem-solving; (4) the function of the climbing community as an emotional buffering system, providing resilience through social support; and (5) the reconstruction of identity, wherein participants internalized the “climber” persona through continuous practice and peer validation. Conclusion: This study confirms that sports climbing functions as an informal learning ecosystem in which physical practice, affect, and social interaction are inextricably intertwined. Beyond mere technical progression, participation in a CoP facilitates emotional resilience and a profound ontological shift in identity, providing a holistic perspective on the value of specialized sports communities.