Learning to Problematize Disciplinary Practices: Strength and Conditioning Coaches’ Experiences Within a Foucauldian Learning Community

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
C. Kuklick, B. Gearity
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引用次数: 2

Abstract

Poststructural, Foucauldian-informed scholarship has shown the invisible consequences of how coaches use knowledge through various disciplinary techniques, which has prompted a need for coach development to bring awareness of such effects. However, a lack of literature exists on how coaches come to understand Foucauldian-informed coaching. This study explored how three strength and conditioning coaches learned to problematize disciplinary practices, how they rationalize their (un)intended effects, and why specific less disciplinary practices are produced and implemented, whereas others are left unattended. The findings include how the coaches engaged epiphanic contradictions, contemplated new and creative practices, and interacted with catalytic mediators to understand Foucauldian-informed coaching. Facilitators and barriers to Foucauldian thinking provide further insight into how the coaches’ thinking was accelerated or halted in the learning process. The findings are discussed in relation to literature on coach learning and recent scholarship on coaches’ exposure to poststructural, Foucauldian-informed coaching.
学会将纪律实践问题化:福柯式学习社区中力量与调节教练的经验
后结构,福柯式的学术研究已经显示了教练如何通过各种学科技术使用知识的无形后果,这促使教练发展需要意识到这种影响。然而,缺乏关于教练如何理解福柯式指导的文献。本研究探讨了三名力量和体能教练如何学会将纪律训练问题化,他们如何合理化他们(非)预期的效果,以及为什么产生和实施特定的非纪律训练,而其他训练则无人关注。研究结果包括教练如何处理顿悟矛盾,思考新的和创造性的实践,以及与催化介质相互作用,以理解福柯式指导。福柯式思维的促进因素和障碍让我们进一步了解教练的思维在学习过程中是如何加速或停止的。研究结果与有关教练学习的文献和最近关于教练接触后结构、福柯式教练的学术研究有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Sport Coaching Journal
International Sport Coaching Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
29
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