Pedagogical language games: Exploring coach-athlete (mis)communication in high-performance sports

教学语言游戏：探索高水平运动中教练与运动员的（错误）沟通

• 批准号: 2741149
• 金额: --
• 依托单位: Loughborough University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2741149
• 关键词: Pedagogical; language; games; Exploring; coach

Background: Language is an indispensable tool that enables pedagogues' knowledge transmission and learners' development (Vygotsky 1986), and its usage even affects one's future hierarchical position in society (Bernstein 1971). Nevertheless, superficial attention has been paid to language itself within the sports domain. The media has highlighted athletes' torment by criticising coaches' harsh expressions of yelling, mockery, insults and swearing. Existing sports literature has also demanded strict regulations and penalties to alter coaches' aggressive communication. However, little exploration has been conducted on why the use of violent language remains rampant and how it could be transformed into pedagogical ones.Purpose and questions: Instead of following the dominant approach that rigorously restricts individual coaches' authority and autonomy, this study aims to emphasise the fundamental necessity of pedagogical language games between coaches and athletes. Drawing on Wittgenstein's (1953) concepts of language games, this project will address three research questions: (a) which private languages are used in coach-athlete interactions?; (b) how are individuals' linguistic meanings shared with each other through family resemblances (net of similarities among different languages)?; and (c) how are individual language games linked to the prevalent form of life in coaching communities?Method: In order to comprehend the dynamics of coach-athlete language games (Wittgenstein 1953), this study adopts conversation analysis (CA) as its methodological tool (Psathas 1993). Since CA deems language to be an essential resource for building a social world (Seedhouse 2005; Ten Have 2004), it is effective in shedding light on how language games construct the realities and structures of coaching society (Cope et al. 2016; Groom, Cushion, and Nelson 2012).Fields and participants: Using Johnson's (1961) characteristics-driven classification (speed, accuracy, form, and adaptability), five types of high-performance sports (swimming, golf, gymnastics, wrestling, and football) have been selected as research fields. A total of 30 participants (15 coaches and 15 adolescent athletes) will be recruited through snowball sampling (Patton 2015).Data collection and analysis: To complement CA's limitations in addressing multi-sensory information (Groom et al. 2014) and in elucidating macroscopic phenomena such as hegemony and ideology (Hutchby and Woofftt 2008), this study will collect data through (a) observations based on body-mounted camcorders (GoPro7), (b) stimulated-recall-interviews, and (c) reflective drawing techniques. The data will be analysed by alternating CA's inductive fieldwork and Wittgenstein's deductive framework from multidimensional perspectives (micro-meso-macro).Expected impacts: As an empirical investigation using body-mounted camcorders, this study is expected to (a) raise awareness of the importance of pedagogical language games in coaching society; (b) provide international sports agencies with practical implications of pedagogical language use that are currently absent from global coach-athlete curriculums (EPEU 2017; ICCE 2013); and (c) expand the existing understanding of coach-athlete communication by connecting it to Wittgenstein's language-game-related concepts of private languages, family resemblance, and form of life.

工作背景：语言是教师传授知识、促进学习者发展的不可或缺的工具（Vygotsky 1986），它的使用甚至会影响一个人未来在社会中的等级地位（伯恩斯坦1971）。然而，在体育领域中，语言本身却受到了肤浅的关注。媒体通过批评教练的大喊大叫、嘲笑、侮辱和咒骂的严厉表情来强调运动员的痛苦。现有的体育文献也要求严格的规定和处罚，以改变教练的积极沟通。然而，很少有探索已经进行了为什么暴力语言的使用仍然猖獗，以及它如何可以转化为教学的。目的和问题：而不是以下的主导方法，严格限制个别教练的权威和自主权，本研究旨在强调教练和运动员之间的教学语言游戏的根本必要性。根据维特根斯坦（1953）的语言游戏概念，本项目将解决三个研究问题：（a）教练-运动员互动中使用了哪些私人语言？(b)个人的语言意义是如何通过家庭相似性（不同语言之间的相似性）相互共享的？以及（c）个人语言游戏如何与教练社区的普遍生活形式联系起来？方法：为了更好地理解教练-运动员语言游戏（Wittgenstein 1953）的动态性，本研究采用会话分析（CA）作为研究方法（Psathas 1993）。由于CA认为语言是建立社会世界的重要资源，（Seedhouse 2005; Ten Have 2004），它有效地揭示了语言游戏如何构建教练社会的现实和结构（科普等人，2016年;格鲁姆、靠垫和纳尔逊，2012年）。运用约翰逊（1961）的特征驱动分类法（速度、准确性、形式和适应性），选择了五种高性能运动（游泳、高尔夫、体操、摔跤和足球）作为研究领域。共30名参与者（15名教练和15名青少年运动员）将通过滚雪球抽样的方式招募（Patton 2015）。数据收集和分析：为了补充CA在处理多感官信息方面的局限性（Groom et al. 2014），并在阐释霸权和意识形态等宏观现象时，（Hutchby和Wooffett 2008），本研究将通过（a）基于身体安装式摄像机（GoPro 7）的观察，（B）刺激回忆访谈和（c）反思绘画技术收集数据。本研究将从多维的角度，交替运用CA的归纳田野调查和维特根斯坦的演绎框架来分析数据预期影响：作为一项使用便携式摄像机的实证研究，本研究预期（a）提高人们对教学语言游戏在教练社会中的重要性的认识;（B）为国际体育机构提供目前在全球教练员-运动员研讨会上缺乏的教学语言使用的实际影响（EPEU 2017; ICCE 2013）;（c）通过将其与维特根斯坦的私人语言，家庭相似性和生活形式的语言游戏相关概念联系起来，扩展对教练-运动员沟通的现有理解。