The importance of history, language, change and challenge: What Vygotsky can teach sports coaches

Abstract

-Aims:In recent years, recognition of the pedagogical nature of coaching has gained increasing traction. However, within this line of inquiry, only limited attention has been given to the work of Lev Vygotsky. The aim of this article is to construct a more comprehensive case about how Vygotsky's principal ideas can aid our understanding of both the act and process of sports coaching. Methods: The method involves constructing a case from Vygotsky's original work, and how it has been interpreted by others, related to the applicability of using some of his concepts to further our understanding of sports coaching practice. The case presented represents an interpretive and considered approach to the question and task at hand. Discussion: The discussion is centred on the utility of Vygotsky's theorising to sports coaching practice. In particular his advocacy of (1) the cultural-historical perspective; (2) the claim of language as the greatest mediator in learning; (3) how perezhivane contributes to such knowledge generation; (4) the zone of proximal development and the role of the 'more capable other' within it; and (5) the dialectical approach, focussing on the dynamic relationship between everyday and scientific concepts, are given primacy. Conclusion: Finally, a reflective conclusion summarises the main points made and suggests possible future courses of action.

Vygotsky and sports coaching: non-linear practice in youth and adult settings

“…Peter's commitment to 'what is actually happening' illustrates his desire to ensure that athletes were exposed to as authentic a context as possible. However, he also articulates a relatively relaxed approach in relation to the need to control the environment and outlines a perspective commensurate with the notion of pedagogical noticing as discussed by Jones, Bailey, and Thompson (2013) and Jones et al (2018). Pedagogical noticing involves turning normal and everyday observations of what is happening into actionable mediation.…”

“…Andrew's description of his approach relates, in part, to the principle of fading; a concept which has been discussed at considerable length within educational research and relates to the reduction of teacher (coach) intervention over time and a transfer of responsibility to the learner (van de Pol, Volman, & Beishuizen, 2010). Jones et al (2018) were sceptical that the concept of empowerment through 'athlete-centred' approaches fitted particularly well with Vygotskian thinking. However, when viewed through the lens of fading and the implicit, gradual, transference of responsibility from coach to athlete, Andrew's commitment to allowing freedom to play would seem to comfortably accommodate at least a degree of athlete involvement and decision making.…”

“…Where the latter are concerned, attempts have been made to conceive how Vygotsky's theoretical principles might impact coaching practice (e.g. Cushion, 2006;Jones & Thomas, 2015;Jones, Thomas, Nunes, & Filho, 2018;Potrac & Cassidy, 2006;Potrac et al, 2016); yet, to date, there has been little consideration (in the field of sports coaching at least) of the way in which Vygotskian principles might inform sports coaching practice via empirical investigation. A key publication in this area is Santos, Jones, and Mesquita (2013) who examined sports coaching through the lens of social orchestration and, in so doing, suggested that the manner in which coaches' scaffolded tactical problems was commensurate with Vygotsky's (1978) concept of the Zone of Proximal Development (ZPD).…”

‘Just Let Them Play’: Complex Dynamics in Youth Sport, Why It Isn’t So Simple

“…Indeed, all of these “problems” present the coach with decisions that have the potential to limit the participant’s long-term engagement in tennis and potentially physical activity as a whole. It appeared that the coaches’ ability to frame the problem was critical to their subsequent adaptive action, as attested to by the theories of Schon and Vygotsky in the sport coaching context ( Nash, 2016 ; Jones et al, 2018 ). Similarly, for coaches to offer a genuinely developmental experience, they needed to draw upon a range of theories and a depth of understanding across human development.…”

Reclaiming the ‘competent’ practitioner: furthering the case for the practically wise coach

“…Although taken from a more conventional temporal viewpoint, such a perspective echoes that of Vygotsky, which takes as its point of departure the social-historical determination of human development. Here, it was argued that behavior and learning could only be explained through recourse to history and culture (Jones, Thomas, Nunes, & Viotto Filho, 2018). Any interactions (e.g., between coach and athlete) then, need to be located "within their contextual history; of the previous interactions between participants, and what such participants know of each other" to be fully understood (Jones & Thomas, 2016, p. 66).…”