A Study on the Failure Learning Experience triggered by Misjudgment

The purpose of this study is to explore the lived experiences of misjudgment by sports umpires from a phenomenological perspective, and to investigate the structure and meaning of failure learning experiences encountered by adults in their everyday lives. Data were collected through semi-structured in-depth interviews with 12 umpires and referees and analyzed using Giorgi’s phenomenological approach. The findings revealed that the experiences of failure learning were categorized into 5 main components, 20 sub-components, and 74 meaning units. The components of failure learning-failure learning triggers, failure learning activities, failure learning strategies, failure learning outcomes, and the dissemination of failure learning-along with their sub-components, were mapped out in a structural diagram to illustrate the framework of umpires' failure learning experiences. A key feature of failure learning is the utilization of various emotion regulation strategies, including physical concentration, motivational shifts, cognitive interpretation, emotional acceptance, and emotional refreshing, to confront, resolve, or transform negative emotions into positive ones. The outcomes of failure learning not only enhance professional performance and expand positive emotions, leading to personal growth, but also have a broader impact on the community. This study emphasizes the value of learning through failure that adults experience in the workplace, reaffirming its importance in lifelong learning.