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

背景：语言是教师知识传播和学习者发展不可或缺的工具（Vygotsky 1986），语言的使用甚至影响到一个人未来在社会中的等级地位（Bernstein 1971）。然而，体育领域的语言本身却受到了肤浅的关注。媒体通过批评教练大喊大叫、嘲笑、侮辱和咒骂等严厉的表达，突出了运动员的痛苦。现有的体育文献也要求严格的规定和处罚，以改变教练的攻击性沟通。然而，关于为什么暴力语言的使用仍然猖獗以及如何将其转化为教学语言的探索却很少。目的和问题：本研究旨在强调教练员与运动员之间的教学语言游戏的根本必要性，而不是遵循严格限制教练员个人权威和自主权的主流方法。借鉴维特根斯坦（Wittgenstein, 1953）的语言游戏概念，该项目将解决三个研究问题：(a)在教练与运动员的互动中使用哪些私人语言？(b)个体的语言意义如何通过家族相似性（不同语言之间的相似性之网）相互共享？(c)个人语言游戏与教练社区中普遍存在的生活形式有何联系？方法：为了理解教练员-运动员语言游戏的动态（Wittgenstein 1953），本研究采用会话分析（CA）作为方法工具（Psathas 1993）。由于CA认为语言是构建社交世界的重要资源（Seedhouse 2005; Ten Have 2004），因此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（Cope等人，2016;Groom, Cushion, and Nelson 2012）。领域和参与者：使用Johnson（1961）的特征驱动分类（速度、准确性、形式和适应性），选择五种高性能运动（游泳、高尔夫、体操、摔跤和足球）作为研究领域。通过滚雪球抽样，将招募30名参与者（15名教练和15名青少年运动员）（Patton 2015）。数据收集和分析：为了补充CA在处理多感官信息（Groom et al. 2014）和阐明霸权和意识形态等宏观现象（Hutchby and Woofftt 2008）方面的局限性，本研究将通过(a)基于身体安装的摄像机（GoPro7）的观察(b)刺激回忆访谈(c)反射绘图技术收集数据。数据将通过CA的归纳田野调查和维特根斯坦的演绎框架从多维角度（微观-中观-宏观）进行交替分析。预期影响：作为一项使用车载摄像机的实证调查，本研究有望(a)提高人们对教学语言游戏在教练社会重要性的认识；(b)为国际体育机构提供目前全球教练-运动员课程中缺乏的教学语言使用的实际意义（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-运动员交流的现有理解。

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.