Vygotsky and Sports Coaching: Non-linear practice in youth and adult settings

Vinson, Don and Parker, Andrew (2019) Vygotsky and Sports Coaching: Non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education, 10 (1). pp. 91-106. ISSN 2574-299X

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Abstract

Over the past 20 years, a significant amount of research has located sports coaching principally as an educational endeavour. In particular, non-linear educative approaches have attracted much attention yet few studies have explored in any real depth the theoretical underpinnings of such practices. Where conceptual analyses have been conducted, the work of Vygotsky has emerged as a useful framework. The aim of the present study was to investigate the extent to which Vygotskian principles of learning and development might be evident within non-linear sports coaching practices and to examine whether embracing these principles might enhance coaching practice both in youth and adult settings. Drawing on qualitative empirical data, this paper explores how six coaches perceived their everyday practice as non-linear. Resultant findings uncover the nuances of both coach and athlete experience in line with three of Vygotsky’s key theoretical assertions, namely: Zone of Proximal Development (ZPD), scaffolding and mediation. The paper concludes by suggesting that the application of theoretical ideas has the potential to inform and enhance non-linear pedagogical approaches, yet coaches must remain cognisant of the bespoke nature of the coaching context.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Sport pedagogy, non-linear, learning, qualitative research, Vygotsky
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV557 Sports > GV0711 Coaching
Divisions: Schools and Research Institutes > School of Sport and Exercise > Sports Leadership, Education & Society
Research Priority Areas: Sport, Exercise, Health & Wellbeing
Depositing User: Anne Pengelly
Date Deposited: 12 Dec 2018 15:54
Last Modified: 19 Jun 2019 04:15
URI: http://eprints.glos.ac.uk/id/eprint/6266

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