ABSTRACT

Recent approaches to facilitating coach development place considerable emphasis on social interaction aimed at enhancing participants’ learning through collaboration and discussion. This investigation examined the usefulness of utilising the Landscapes of Practice (LoP) framework to better understand such “social” learning, specifically focussing on boundary interactions experienced by international coaches. Having recently undertaken a cross-sport development programme, 14 coaches from 11 sports were interviewed and a thematic structure was subsequently established featuring four categories: (a) confidence, openness and authenticity, (b) sense making, (c) reflection and mentoring and (d) reconceptualising and reframing. This investigation found strong support for the usefulness of the LoP framework. Furthermore, knowledgeability and boundary interactions were insightful concepts to better understand how coaches learnt through interactions within, and beyond, the programme. For example, cross-sport interactions enabled some coaches to learn more effectively because they felt less encumbered by peers’ judgements when compared to other environments.

摘要

最近促进教练发展的方法相当重视社交互动，旨在通过合作和讨论来增强参与者的学习。这项调查研究了利用实践景观 (LoP) 框架来更好地理解这种“社会”学习的有用性，特别是关注国际教练所经历的边界互动。最近开展了一项跨运动发展计划，采访了来自 11 个运动项目的 14 名教练，随后建立了一个主题结构，包括四个类别：(a) 信心、开放性和真实性，(b) 产生意义，(c) 反思和指导以及(d) 重新概念化和重构。这项调查发现对 LoP 框架的有用性提供了强有力的支持。此外，知识性和边界互动是有见地的概念，可以更好地了解教练如何通过项目内外的互动学习。例如，跨运动互动使一些教练能够更有效地学习，因为与其他环境相比，他们感觉较少受到同伴判断的影响。