David Telles-Langdon, PhD., ChPC.
Phone: 204.786.9248
Office: 2Ax31
Building: Axworthy Health and RecPlex
Email: d.telles-langdon@uwinnipeg.ca
Courses:
KIN-1200 Principles of Coaching
KIN-3209 Motor Control and Learning
KIN-4104 Sport Ethics
Academic Training:
PhD, University of Western Ontario
MEd, University of Victoria
BA, University of 丁香园AV
Research Interests:
Dr. David Telles-Langdon's research interests can be divided into three main areas: Psycho-social impact of coaching on youth sport experiences, competency-based education, and the learning process involved in moral-reasoning. His research is driven by his conviction that sport is important as a vehicle to increase physical activity amongst young people, in particular he is interested in the impact of coaching and coach education on youth sport experiences. He has conducted research examining the competency-based coach education in Canada with an interest in the incorporation of current pedagogy and motor learning concepts. Theoretically, he draws on social constructivist principles, in particular experiential learning and reflective practice.
Selected Publications:
Peer-reviewed Book Chapter
Telles-Langdon, D. (2025). Feeling comfortable with teaching outside. Tips and tricks of the trade from a long-time outdoor enthusiast. In K. Kiers and T. Buttler Eds. Successful Outdoor Learning in Canadian Contexts: Key Factors and Practical Examples for Beginning and Experienced Teachers. Canadian Scholars / Women’s Press. (in-press)
Peer-reviewed articles
Telles-Langdon, S. M., Hussain, A. & Telles-Langdon, D. (2025). Urban Paramedics’ Perspectives of Workplace Learning. Paramedicine (submitted).
Telles-Langdon, D. & Telles-Langdon, N. (2025). Empowering students through elective grading in a university setting. Journal of Teaching and Learning 19(1), 185-194.
Telles-Langdon, D. & Hall, N. (2024). University engagement with the community through physical activity opportunities: Lessons learned from a community charter guaranteeing access to the university recreation complex. Metropolitan Universities Journal, 35(3), 109-128.
Rozovsky, T., Telles-Langdon, D., Tailor, G., Johnston, S., & Telles-Langdon, S. (2024). Contextual interference effect in learning of simulated laparoscopic tasks. International Journal of Surgery and Surgical Techniques, 8(1), 1-9.
Nosworthy, K., & Telles-Langdon, D. (2024). Retired elite taekwondo athletes’ perceptions of the responsibilities of their national sports organization towards reporting, management, and prevention of mental health issues. Open Access Journal of Kinesiology and Sports Medicine 2(1), 1-7.
Tailor, G., Telles-Langdon, D. M., & Glazebrook, C. M. (2024). Müller-Lyer Illusion susceptibility is conditionally predicted by autistic trait expression. Experimental Brain Research, 242(2), 429-442.
de la Roche, M., Telles-Langdon, D., & Robin, M. (2022). A model for return to training and competition during ongoing pandemic concerns. Journal of Kinesiology and Wellness, 11(1), 34-45.
Telles-Langdon, D., (2020). Transitioning university courses online in response to COVID-19. Journal of Teaching and Learning, 41(1), 108-119.
Tailor, G., Telles-Langdon, D., & Glazebrook, C., (2019). Does contextual interference impact the retention of complex bimanual laparoscopic skills? Psychomotor learning abstracts Journal of Exercise, Movement, and Sport, 51(1) 63.
Graham, S., Alexander, M., Leiter, J., Glazebrook, C., & Telles-Langdon, D., (2018). Comparison of the spinal loads produced by carrying a backpack and carrying a person piggyback: Crossfit training. International Journal of Kinesiology and Sports Science, 6(4), 25-37.
Gerbrandt, B. Alexander, M.J.L., & Telles-Langdon, D., (2018) A comparison of the technique of the 180° cutting maneuver performed on grass and on a hardwood floor. International Journal of Physical Education Fitness and Sports, 7(4), 22-35.
Telles-Langdon, D., (2018). A female perspective on Canada’s National Coaching Institute mentorship experience. The International Journal of Sport and Society, 9(1), 1-10.
Telles-Langdon, D., (2017). Optimal practice schedule for visually occluded task learning. Psychomotor learning abstracts Journal of Exercise, Movement, and Sport, 49(1), 58.