Difference between revisions of "Evans-Fitzgerald2017"

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|Author(s)=Bryn Evans; Richard Fitzgerald;
 
|Author(s)=Bryn Evans; Richard Fitzgerald;
 
|Title=‘You Gotta See Both at the Same Time’: Visually Analyzing Player Performances in Basketball Coaching
 
|Title=‘You Gotta See Both at the Same Time’: Visually Analyzing Player Performances in Basketball Coaching
|Tag(s)=EMCA; Ethnomethodology; Conversation analysis; Membership categorization; analysis; Multimodal interaction; Visual perception; Instruction; Correction;
+
|Tag(s)=EMCA; Ethnomethodology; Conversation Analysis; Membership Categorization Analysis; Multimodal interaction; Visual perception; Instruction; Correction;
 
|Key=Evans-Fitzgerald2017
 
|Key=Evans-Fitzgerald2017
 
|Year=2017
 
|Year=2017
 +
|Language=English
 
|Journal=Human Studies
 
|Journal=Human Studies
 
|Volume=40
 
|Volume=40
 +
|Number=1
 
|Pages=121–144
 
|Pages=121–144
 +
|URL=https://link.springer.com/article/10.1007/s10746-016-9415-3
 
|DOI=10.1007/s10746-016-9415-3
 
|DOI=10.1007/s10746-016-9415-3
|Abstract=Abstract Developing novices’ proficiency in skilful activities is central to the
+
|Abstract=Developing novices’ proficiency in skilful activities is central to the reproduction of human societies. The interactional practices through which instruction is accomplished have provided a rich focus for ethnomethodological and conversation analytic studies examining classroom settings, and, more recently, non-classroom environments of instruction in practical and manual skills. This paper examines the work of instruction in basketball training and in particular the correction of player performances, which are a ubiquitous and central feature of instruction in basketball training sessions. A central part of this instructional action relies on the coach observing training activities to determine players’ competencies and to extract relevant correctables from the players’ embodied displays, which are in turn embedded within complex arrangements of rapidly moving bodies situated in material environments. In this paper we examine the visual-analytic work involved in both organizing and observing a basketball training activity, demonstrating the sequential layering of multiple membership categorization devices drawn upon in producing and recognizing actions in this setting. We argue that the coach deploys spatial orientations which function analogously to membership categorization devices, with players’ bodily positions relative to one another and the material structure of the surround generating category-like sets of rights, responsibilities, and sequential relevancies. As we demonstrate, these orientations provide crucial resources for the identification of players’ errors and thereby for the organization of instruction in interaction in this setting.
reproduction of human societies. The interactional practices through which
 
instruction is accomplished have provided a rich focus for ethnomethodological and
 
conversation analytic studies examining classroom settings, and, more recently,
 
non-classroom environments of instruction in practical and manual skills. This
 
paper examines the work of instruction in basketball training and in particular the
 
correction of player performances, which are a ubiquitous and central feature of
 
instruction in basketball training sessions. A central part of this instructional action
 
relies on the coach observing training activities to determine players’ competencies
 
and to extract relevant correctables from the players’ embodied displays, which are
 
in turn embedded within complex arrangements of rapidly moving bodies situated in
 
material environments. In this paper we examine the visual-analytic work involved
 
in both organizing and observing a basketball training activity, demonstrating the
 
sequential layering of multiple membership categorization devices drawn upon in
 
producing and recognizing actions in this setting. We argue that the coach deploys
 
spatial orientations which function analogously to membership categorization
 
devices, with players’ bodily positions relative to one another and the material
 
structure of the surround generating category-like sets of rights, responsibilities, and
 
sequential relevancies. As we demonstrate, these orientations provide crucial
 
resources for the identification of players’ errors and thereby for the organization of
 
instruction in interaction in this setting.
 
 
}}
 
}}

Latest revision as of 03:18, 26 September 2023

Evans-Fitzgerald2017
BibType ARTICLE
Key Evans-Fitzgerald2017
Author(s) Bryn Evans, Richard Fitzgerald
Title ‘You Gotta See Both at the Same Time’: Visually Analyzing Player Performances in Basketball Coaching
Editor(s)
Tag(s) EMCA, Ethnomethodology, Conversation Analysis, Membership Categorization Analysis, Multimodal interaction, Visual perception, Instruction, Correction
Publisher
Year 2017
Language English
City
Month
Journal Human Studies
Volume 40
Number 1
Pages 121–144
URL Link
DOI 10.1007/s10746-016-9415-3
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Developing novices’ proficiency in skilful activities is central to the reproduction of human societies. The interactional practices through which instruction is accomplished have provided a rich focus for ethnomethodological and conversation analytic studies examining classroom settings, and, more recently, non-classroom environments of instruction in practical and manual skills. This paper examines the work of instruction in basketball training and in particular the correction of player performances, which are a ubiquitous and central feature of instruction in basketball training sessions. A central part of this instructional action relies on the coach observing training activities to determine players’ competencies and to extract relevant correctables from the players’ embodied displays, which are in turn embedded within complex arrangements of rapidly moving bodies situated in material environments. In this paper we examine the visual-analytic work involved in both organizing and observing a basketball training activity, demonstrating the sequential layering of multiple membership categorization devices drawn upon in producing and recognizing actions in this setting. We argue that the coach deploys spatial orientations which function analogously to membership categorization devices, with players’ bodily positions relative to one another and the material structure of the surround generating category-like sets of rights, responsibilities, and sequential relevancies. As we demonstrate, these orientations provide crucial resources for the identification of players’ errors and thereby for the organization of instruction in interaction in this setting.

Notes