According to Turner and Stets (2007), emotions are an inextricable feature of human experience, behaviour, and interaction. Emotions are, for them, the glue that can bind people together and, equally, drive them apart. Unfortunately, while scholars in other fields (e.g. sociology, education, and psychology) have recognised the indisputable centrality of emotions at the “micro, macro, personal, organisational, political, economic, cultural, and religious” (Denzin, 1984, p. xiii) levels of social life, the study of emotion as a central aspect of social relationships is a largely neglected feature of the sport coaching literature. Indeed, despite some notable exceptions (e.g. Jones, 2006; Nelson, Potrac, Gilbourne, Allanson, Gale, and Marshall 2013), an explicit consideration of emotion remains notably absent in the sport coaching literature, including recent attempts to develop the discipline’s conceptual vocabulary (e.g. Jones, Edwards, & Viotto Filho, 2016; Lyle & Cushion, 2017; North, 2017). Thus far, much coaching inquiry has been dominated, either overtly or implicitly, by a cognitive perspective. One of the unintended consequences of examining coaching (and indeed coach education) in this way has been the representation of coaches, coach educators, and various other contextual stakeholders (e.g. athletes, support staff, administrators) as largely rational, calculating, and dispassionate individuals who are somehow free from the constraints generated by their relations with others (Potrac, Jones, Purdy, Nelson, & Marshall, 2013). In this respect, sport coaching researchers have rarely examined how emotions such as excitement, joy, anger, anxiety, guilt and embarrassment are (re-)produced in, as well as through, the social relationships and interactions that constitute coaching and coach education practice (Jones, Potrac, Cushion, & Ronglan, 2011; Potrac, Jones, Gilbourne,

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运动教练中的情绪：介绍性文章

根据特纳和斯蒂茨（Turner and Stets，2007）的研究，情感是人类体验，行为和互动的不可分割的特征。对他们来说，情感是可以将人们捆绑在一起并平等地将他们驱散的胶水。不幸的是，尽管其他领域的学者（例如社会学，教育学和心理学）已经认识到情感在“微观，宏观，个人，组织，政治，经济，文化和宗教”方面的中心地位是毋庸置疑的（Denzin，1984，p。 xiii）在社会生活的各个层面上，将情感作为社会关系的核心方面进行研究是体育教练文献中很大程度上被忽略的特征。确实，尽管有一些明显的例外情况（例如，琼斯（Jones），2006年；尼尔森，波特拉克（Patrac），吉尔伯恩（Gilbourne），阿兰森，盖尔和马歇尔（Marshall），2013年），但在体育教练文献中仍然没有明显地考虑到情感，包括最近尝试发展该学科概念性词汇的尝试（例如，Jones，Edwards和Viotto Filho，2016； Lyle＆Cushion，2017； North，2017）。到目前为止，从认知的角度来看，许多教练探究已被公开或暗中支配。以这种方式检查教练（甚至是教练的教育）的意外后果之一是，教练，教练教育者和其他各种情境利益相关者（例如，运动员，支持人员，管理人员）在很大程度上是理性的，有计划的和热情洋溢的个人的代表。他们从某种程度上摆脱了与他人的关系所产生的约束（Potrac，Jones，Purdy，Nelson和Marshall，2013年）。在这方面，运动教练研究人员很少研究兴奋，喜悦，愤怒，焦虑等情绪，