Qualitative Investigation of the Role of Craft Language in Learning Waza in Sport

长期以来，体育技能的获得一直被认为很难通过科学的方式教授，学习者可以通过形象的口头指导来掌握它。摘要本研究旨在探讨隐喻性语言指导在运动训练中的效果。五名体操教练，十名初级体操运动员（平均年龄11.8岁），两名篮球教练，五名篮球运动员，两名花样滑冰教练，五名花样滑冰运动员作为本研究的参与者。观察并记录了24次教练员用隐喻语言指导少年体操运动员体操技术的训练。在每次训练中，通过录像机对每位教练员和运动员进行了深度的开放式访谈。访谈记录分为40个意义单位。这些意义单位被重新划分为两类，这两类意义单位对体操训练中的隐喻性言语指导至关重要。从分析中出现的两个类别包括1）构建动觉敏感性网络，以及2）编码。结果表明，运动员将他们已经经历过的动觉敏感性联系起来，并对网络进行编码。换句话说，运动员可以重建一些动觉敏感性，他们已经经历了，他/她可以使简单的动觉敏感性网络时，教练员的指示隐喻的口头指令。此外，运动员理解技能序列意象是因为通过隐喻语言穿越运动员头脑的代码将动觉敏感网络转变为技能序列意象。简而言之，当教练员通过隐喻性语言指导运动员时，隐喻性语言指导是有效的，这带来了对技能习得至关重要的动觉敏感性。

The Acquisition of the skills in sport has long been construed as difficult to teach only through scientifically, with learners being able to master it through figurative verbal instruction. The purpose of this study was to investigate how metaphorical verbal instructions were effective in skill acquisition during training in several sports. Five gymnastic coaches, ten junior gymnasts (mean age 11.8), two basketball coaches, five basketball players, two figure skating coaches, and five figure skaters served as the participants for this study. Twenty four training sessions where coaches instructed junior gymnasts in gymnastic skills by metaphorical languages were observed and recorded. In-depth, open ended interview was conducted with each coach and gymnast stimulated recall by VTR every training session. Interview transcripts were divided into 40 meaning units. These meaning units were regrouped into two categories which crucial for the metaphorical verbal instructions on gymnastic training. Two categories emerged from the analysis consisted of 1)structuring network of kinesthetic sensitivities, and 2)coding. Results showed that athletes linked their kinesthetic sensitivities they have already experienced, and coded the network. In other words, athletes could reconstruct some kinesthetic sensitivity they have already experienced by which he/she can make simple network of kinesthetic sensitivities when coaches instructed them by metaphorical verbal instruction. In addition, athletes understand imagery of skill sequence because code which crossed gymnast's mind by the metaphorical language changes the network of kinesthetic sensitivities into imagery of skill sequence. In short, metaphorical verbal instructions are effective when coaches instruct athletes by metaphorical languages which bring out kinesthetic sensitivities which are essential for the skill acquisition.