Coach Vygotsky: Developing the pedagogical creativity of coaches: An action research approach.

将教学文献应用于体育教练并不是一种罕见的做法，自从琼斯(2006)对体育教练作为教育者的角色进行了明确的重新概念化以来，对教练教学性质的认识得到了越来越多的推动(Jones等人，2018年)。在这方面受到越来越多关注的一位理论家是列夫·维戈茨基。虽然这项工作开辟了教练内部学术研究的替代途径，但琼斯等人说。(2018)讨论维果茨基思想的大部分接触是如何受到一定限制的。考虑到这一点，本论文的起源是围绕维果茨基(1978；1986；1990；1994；1997；2019)关于学习以及这些工作可能在实践和理论上对运动教练领域产生的潜在影响的思想而形成的。通过当时的行动研究方法，三位精英长跑教练的教学实践在项目过程中得到了发展。虽然这些发展中的许多都是专门针对精英长跑环境的，但这些发现对更广泛的体育教练领域具有实践和理论意义。不是简单地把这里提出的想法运用到理论和实践中，而是倡导维果茨基的思想相对于任何给定的文化历史背景进行弯曲和融合；无论是实践还是理论。

The application of pedagogical literature to sports coaching is not an uncommon practice and, since being initiated by Jones' (2006) explicit re-conceptualisation of the role of the sports coach as educator, recognition of coaching's pedagogical nature has gained increasing impetus (Jones et al., 2018). One theorist given increasing attention in this regard has been Lev Vygotsky. Whilst this work has opened up alternative avenues of scholarly inquiry within coaching, Jones et al. (2018) discuss how the majority of engagements with Vygotsky's thinking have been somewhat limited. With this in mind, the origins of this thesis were formed around Vygotsky's (1978; 1986; 1990; 1994; 1997; 2019) ideas about learning and the potential impact, both practically and theoretically, that such work might have upon the field of sports coaching. Through an action research approach then, the pedagogical practice of three elite distance running coaches was developed over the course of the project. Although many of these developments were specific to elite distance running contexts, the findings have practical and theoretical implications for the wider field of sports coaching. Not in the simplistic sense of taking the ideas presented here and applying them in theory and practice, but in an advocation for the bending and blending of Vygotskyan ideas in relation to any given cultural historical context; whether that be practical or theoretical.