5,270
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Scaffolding athlete learning in preparation for competition: what matters

, ORCID Icon & ORCID Icon
Pages 281-301 | Received 07 Oct 2021, Accepted 07 Oct 2021, Published online: 29 Oct 2021

References

  • Alexander, R. (2008). Essays on pedagogy. Oxon: Routledge.
  • Allen-Collinson, J. (2012). Autoethnography: Situating personal sporting narratives in socio-cultural contexts. In K. Young & M. Atkinson (Eds.), Qualitative research on sport and physical culture (pp. 191–212). Bingley, UK: Emerald.
  • Bakhtin, M. M. (1986). Speech genres and other late essays. Austin, TX: University of Texas.
  • Bochner, A. (2014). Coming to narrative. Walnut Creek, CA: Lefty Coast Press.
  • Chen, W., Rovegno, I., Cone, S. L., & Cone, T. P. (2012). An accomplished teacher’s use of scaffolding during a second-grade unit on designing games. Research Quarterly for Exercise and Sport, 83(2), 221–234.
  • Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(7), 10–49.
  • Corsby, C., Thomas, G. L., & Santos, M. (2021). Coach education: (Re)conceptualising how coaches learn. In R. Resende & R. Gomes (Eds.), Coaching for human development and performance in sports (pp. 25–41). Switzerland: Springer.
  • Crossley, N. (2015). Relational sociology and culture: A preliminary framework. International Review of Sociology, 25(1), 65–85.
  • Denison, J., Mills, J. P., & Konoval, T. (2017). Sport’s disciplinary legacy and the challenge of ‘coaching differently’. Sport, Education and Society, 22(6), 1–12.
  • Duda, J. L. (2013). The conceptual and empirical foundations of empowering coaching™: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311–318.
  • Edwards, A. (2017). Cultural-historical approaches to teaching and learning in higher education: Teaching to support student agency. In B. Leibowitz, V. Bozalek, & P. Kahn (Eds.), Theorising learning to teach in higher education (pp. 124–138). London: Taylor and Francis.
  • Engeness, I. (2020). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education, 38(1), 42–62.
  • Engin, M. (2014). Macro-scaffolding. Contextual support for teacher learning. Australian Journal of Teacher Education, 39(5), 26–40.
  • Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230.
  • Flyvbjerg, B., Landman, T., & Schram, S. (2012). Introduction: New directions in social science. In B. Flyvbjerg, T. Landman, & S. Schram (Eds.), Real social science: Applied phronesis (pp. 1–12). Cambridge: University Press.
  • Frank, A. W. (2010). Letting stories breathe. Chicago, IL: The University of Chicago Press.
  • Freebody, P. (2003). Qualitative research in education: Interaction and practice. London: Sage Press.
  • Giddens, A. (1991). Modernity and self-identity. Cambridge, MA: Polity Press.
  • Goffman, E. (1983). The interaction order: American Sociological Association, 1982 Presidential Address. American Sociological Review, 48(1), 1–17.
  • Gubrium, J. F., & Holstenin, J. A. (2012). Narrative practice and the transformation of interview subjectivity. In J. F. Gubrium, J. A. Holstein, A. B. Marvasti, & K. D. McKinney (Eds.), The SAGE handbook of interview research: The complexity of the craft (3rd ed., pp. 27–43). London: SAGE.
  • Hodkinson, P., Biesta, G., & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning, 1(1), 27–47.
  • Jones, R. L., Bailey, J., Santos, S., & Edwards, C. (2012). Who is coaching? Developing the person of the coach. In D. Day (Ed.), Sports and coaching: Pasts and futures (pp. 1–12). Crewe: MMU press.
  • Jones, R. L., Bailey, J., & Thompson, I. (2013). Ambiguity, noticing, and orchestration: Further thoughts on managing the complex coaching context. In P. Potrac, W. Gilbert, & J. Denison (Eds.), The Routledge handbook of sports coaching (pp. 271–283). London: Routledge.
  • Jones, R. L., Edwards, C., & Viotto Filho, I. A. T. (2016). Activity theory, complexity and sports coaching: An epistemology for a discipline. Sport, Education and Society, 21(2), 200–216.
  • Jones, R. L., & Hemmestad, L. B. (2019). Reclaiming the ‘competent’ practitioner: Furthering the case for the practically wise coach. Sports Coaching Review. doi:10.1080/21640629.2019.1703881
  • Jones, R. L., & Ronglan, L. T. (2018). What do coaches orchestrate? Unravelling the ‘quiddity’ of practice. Sport, Education and Society, 23(9), 905–915.
  • Jones, R. L., Thomas, G. L., Nunes, R. L., & Viotto Filho, T. (2018). The importance of history, language, change and challenge: What Vygotsky can teach sports coaches. Motriz: Revista De Educação Física, 24(2), 1–8.
  • Jones, R. L., & Thomas, G. L. (2015). Coaching as ‘scaffolded’ practice: Further insights into sport pedagogy. Sports Coaching Review, 4(2), 65–79.
  • Jones, R. L. (2007). Coaching redefined: An everyday pedagogical endeavour. Sport, Education and Society, 12(2), 159–173.
  • Jowett, S. (2009). Validating coach-athlete relationship measures with the nomological network. Measurement in Physical Education and Exercise Science, 13(1), 34–51.
  • King, S. (2016). In defence of realist tales. In B. Smith & A. C. Sparkes (Eds.), Handbook of qualitative research in sport and exercise (pp. 37–48). Oxon: Routledge.
  • Kretchmar, R. S. (1994). Practical philosophy of sport. Champaign, IL: Human Kinetics.
  • Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: Sage.
  • Lajoie, S. (2005). Extending the scaffolding metaphor. Instructional Science, 33(5–6), 541–557.
  • Luhmann, N. (1988). Trust: Making and breaking cooperative relations. In D. Gambetta (Ed.), Familiarity, confidence, trust: Problems and alternatives (pp. 94–107). New York: Basil Blackwell.
  • Noddings, N. (2013). Caring; A relational approach to ethics and moral education (2nd ed.). London: University of California Press.
  • Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue: Understanding the dynamics of language and learning in the english classroom. language and literacy series. New York: Teachers College Press.
  • Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13(3), 423–451.
  • Puddephatt, A. J., Shaffir, W., & Kleinknecht, S. W. (2009). Ethnographies revisited: Constructing theory in the field. New York: Routledge.
  • Purdy, L., & Jones, R. L. (2011). Choppy waters: Elite rowers’ perceptions of coaching. Sociology of Sport Journal, 28(3), 329–346.
  • Purdy, L., Potrac, P., & Jones, R. L. (2008). Power, consent and resistance: An auto-ethnography of competitive rowing. Sport, Education and Society, 13(3), 319–336.
  • Richardson, L. (2000). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 959–978). London: Sage.
  • Robinson, P. E. (2014). Foundations of sports coaching (2nd ed.). Oxon: Routledge.
  • Santos, S., Jones, R. L., & Mesquita, I. (2013). Do coaches orchestrate? The working practices of elite Portuguese coaches. Research Quarterly for Exercise and Sport, 84(2), 263–272.
  • Shvarts, A., & Bakker, A. (2019). The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind, Culture, and Activity, 26(1), 4–23.
  • Sitkin, S. B. (1992). Learning through failure: The strategy of small losses. Research in Organizational Behavior, 14, 231–266.
  • Smit, J., van Eerde, H. A. A., & Bakker, A. (2013). A conceptualisation of whole‐class scaffolding. British Educational Research Journal, 39(5), 817–834.
  • Smith, B. (2017). Narrative inquiry and autoethnography. In M. Silk, D. Andrews, & H. Thorpe (Eds.), Handbook of physical cultural studies (pp. 505–514). London: Routledge.
  • Sparkes, A. C., & Smith, B. (2014). Qualitative research methods in sport exercise and health: From process to product. London: Routledge.
  • Thomas, G. L., & Wilson, M. R. (2014). Exploring a competitive developmental pathway for childhood rugby union. Qualitative Research in Sport, Exercise and Health. doi:10.1080/2159676X.2013.819373
  • Thompson, A., Potrac, P., & Jones, R. L. (2015). ‘I found out the hard way’: Micro-political workings in professional football. Sport, Education and Society, 20(8), 976–994.
  • Titchen, A., & McGinley, M. (2003). Facilitating practitioner research through critical companionship. Journal of Research in Nursing, 8(2), 115–131.
  • Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Hoboken, NJ: Wiley-Blackwell.
  • Van De Pol, J., Mercer, N., & Volman, M. (2018). Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction. Journal of the Learning Sciences. doi:10.1080/10508406.2018.1522258
  • Vinson, D., & Parker, A. (2019). Vygotsky and sports coaching: Non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education, 10(1), 91–106.
  • Vygotsky, L. (1978). Mind and Society. Cambridge, MA: MIT Press.
  • Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
  • Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. New Jersey: Lawrence Erlbaum Associates Publishers.