Abstract In response to learning development literature that is negative regarding the formal education coaches’ encounter, there has been a conceptual/practical shift towards recognising the coaching workplace as a legitimate site for professional knowledge development. Building upon contemporary studies of learning ‘in situ’, this paper draws upon the theory of practice architectures to provide an innovative language by which to capture the complexity of learning within this context. In doing so, the cultural-discursive, material-economic, and socio-political arrangements of practice are shown to either enable or constrain learning activities. Findings from a 10-month ethnographic study of a high-performance training centre (n= 9 coaches/support staff), highlighted the significant role the macro-structural features of sport, and the inherent ‘learning culture’, played in determining the learning valued within this context. This study draws attention to the challenges a transient coaching workforce, within a dynamic environment, presents to those attempting to foster learning in this context.

中文翻译：

---

通过实践知识重新构想专业学习：教练高性能中心的案例研究

摘要响应于对正规教育教练的遭遇不利的学习发展文献，人们已经在概念/实践上转向承认教练工作场所是进行专业知识发展的合法场所。在当代对“就地”学习的研究的基础上，本文借鉴了实践体系结构的理论，以提供一种创新的语言，以此来捕捉这种背景下学习的复杂性。在这种情况下，实践表明，文化上，文化上，经济上和社会政治上的安排可以促进或限制学习活动。对一个高性能培训中心（每人9名教练/支持人员）进行的为期10个月的人种学研究得出的结果，突出表明了体育的宏观结构特征的重要作用，以及固有的“学习文化”，在确定这种背景下的学习价值时发挥了作用。这项研究引起了人们的注意，即在瞬息万变的环境中，瞬态教练员队伍给那些试图在这种情况下促进学习的人带来的挑战。