View source for EvansFitzgerald2017

{{BibEntry
|BibType=ARTICLE
|Author(s)=Bryn Evans; Richard Fitzgerald;
|Title=The categorial and sequential work of ‘embodied mapping' in basketball coaching
|Tag(s)=Conversation Analysis; EMCA; Embodied mapping; Membership categorization analysis; Multi-layered sequential flow; Multimodality; Sports coaching
|Key=EvansFitzgerald2017
|Year=2017
|Journal=Journal of Pragmatics
|Volume=118
|Pages=81–98
|URL=http://www.sciencedirect.com/science/article/pii/S0378216616304507
|DOI=http://dx.doi.org/10.1016/j.pragma.2017.05.004
|Abstract=In this paper we seek to contribute to methodological discussions within ethnomethodology and conversation analysis related to the integration of sequential and categorial orders of organization within analysis. We suggest that while video has facilitated the expansion of the analytic frame to include embodied conduct and the material environment as features of sequential order, there has been less systematic engagement with the categorial order as part of a multilayered flow of action formation. In this paper we use video data to explore social action within a multi-layered categorial and sequential flow in which multiple ‘layers' of categorization become relevant as coordinated action unfolds sequentially. In doing this we seek to extend the analysis of categorial and sequential work to incorporate both embodied conduct and the material structure of the environment into empirical analyses. The analysis, based on video data recorded during basketball training sessions, describes the reflexive sequential and categorial organization of embodied activities in basketball coaching sessions, focusing on the organization of talk and conduct between the coach and players during correction activities. Specifically, we examine in detail the coach's use of ‘embodied mapping' through spatial categorization devices in the process of correcting players' conduct. In exploring the actions of the coach the paper highlights the contribution of membership categorization analysis for analyzing the systematic and situated organization of sense-making in instructed activities. We conclude by suggesting that further understanding of the organization of embodied activities may be gained by attending to the ways in which categorization devices may be invoked, maintained, and replaced not only through participants' talk-in-interaction, but also through their bodily movements and employment of material structure in the environment.
}}