ABSTRACT

When one college athlete's final track season is canceled due to COVID-19, he returns to his family farm to process a lost season with poetry. The author examined how a senior college athlete from the Midwest communicated the impact of COVID-19 on his final season of competition while quarantined on his family farm through envisionment building [Langer, J. A. (2015). Envisioning knowledge: Building literacy in the academic disciplines. Teachers College Press] during poetic inquiry sessions [Faulkner, S. L. (2019). Poetic inquiry: Craft, method and practice. Routledge; Fitzpatrick, K. (2017). Poetry, poiesis and physical culture. In M. Silk, D. Andrews, & H. Thorpe (Eds.), Routledge handbook of physical cultural studies (pp. 515–527). Routledge; Richardson, L. (1992). The consequences of poetic representation: Writing the other, writing the self. In C. Ellis & M. G. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 125–140). Sage; Richardson, L. (2000). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). Sage; Sparkes, A., & Smith, B. (2011). Inhabiting different bodies over time: Narrative and pedagogical challenges. Sports, Education and Society, 16(3), 357–370]. The poetry read and written during the final four weeks of the spring 2020 collegiate sports season shows the athlete moving across Judith Langer's envisionment stances with authors of sports-themed poetry as guides in revisiting memories, people, and themes of a college sports career. The findings highlight the potential benefits of reading and writing poetry as athletic identity exploration. The author encourages athletic directors, coaches, and athletes to consider using poetic inquiry as an arts-based method to support student-athletes negotiating critical events, relationships, and identity that include cognitive and affective dimensions of sport.

摘要

当一名大学运动员的最后一个田径赛季因 COVID-19 而被取消时，他回到自己的家庭农场，用诗歌处理一个失去的赛季。作者研究了一名来自中西部的高级大学运动员在通过构想建筑被隔离在家庭农场时如何传达 COVID-19 对他最后一个赛季比赛的影响 [Langer, JA (2015)。构想知识：建立学科素养。师范学院出版社] 在诗意探究会议期间 [福克纳，SL (2019)。诗意探究：工艺、方法与实践。劳特利奇；菲茨帕特里克，K.（2017 年）。诗歌、poiesis 和体育文化。在 M. Silk、D. Andrews 和 H. Thorpe (Eds.)，劳特利奇体育文化研究手册（第 515-527 页）。劳特利奇；理查森，L. (1992)。诗意再现的后果：书写他人，书写自我。C. Ellis & MG Flaherty (Eds.), Investigating subjectivity: Research on living experience (pp. 125–140)。智者; 理查森，L.（2000 年）。写作：一种探究的方法。N. Denzin & Y. Lincoln (Eds.), Handbook of quality research (2nd ed., pp. 923–948)。智者; Sparkes, A. 和 Smith, B. (2011)。随着时间的推移居住在不同的身体：叙事和教学挑战。体育、教育和社会，16(3), 357–370]。在 2020 年春季大学运动季的最后 4 周阅读和写作的诗歌展示了这位运动员跨越朱迪思·兰格的设想立场，以体育主题诗歌的作者为指导，重新审视大学体育生涯的记忆、人物和主题。研究结果强调了阅读和写作诗歌作为运动身份探索的潜在好处。作者鼓励体育总监、教练和运动员考虑使用诗歌探究作为一种基于艺术的方法，以支持学生运动员就包括运动的认知和情感维度在内的关键事件、关系和身份进行谈判。