1
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Cross self-confrontation as a Vygostkian interventionist method: the case of young aspiring elite taekwondoists

ORCID Icon & ORCID Icon
Received 13 Jan 2024, Accepted 19 Jun 2024, Published online: 18 Jul 2024

References

  • Barker, D., Quennerstedt, M., & Annerstedt, C. (2015a). Inter-student interactions and student learning in health and physical education: A post-Vygotskian analysis. Physical Education and Sport Pedagogy, 20(4), 409–426. https://doi.org/10.1080/17408989.2013.868875
  • Barker, D., Quennerstedt, M., & Annerstedt, C. (2015b). Learning through group work in physical education: A symbolic interactionist approach. Sport, Education and Society, 20(5), 604–623. https://doi.org/10.1080/13573322.2014.962493
  • Bernstein, N. (1996). Dexterity and its development. Psychology Press.
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
  • Clot, Y. (2008). Travail et pouvoir d’agir. PUF.
  • Clot, Y. (2009). Clinics of activitity: The dialogue as instrument. In A. Sannino, H. Daniels, & K. D. Gutierez (Eds.), Learning and expanding with activity theory (pp. 286–302). Cambridge University Press.
  • Clot, Y., & Fernandez, G. (2005). Analyse psychologique du mouvement : Apport à la compréhension des TMS. Activites, 2(2), 68–78. https://doi.org/10.4000/activites.1818
  • Clot, Y., & Kostulski, K. (2011). Intervening for transforming: The horizon of action in the clinic of activity. Theory & Psychology, 21(5), 681–696. https://doi.org/10.1177/0959354311419253
  • Dafermos, M. (2018). Rethinking cultural-historical theory: A dialectical perspective to Vygotsky. Springer.
  • Darnis-Paraboschi, F., Lafont, L., & Menaut, A. (2005). A social-constructivist approach in physical education: Influence of dyadic interactions on tactical choices in an instructional team sport setting. European Journal of Psychology of Education, 20(2), 171–184. <Go to ISI>://000229764900005. https://doi.org/10.1007/BF03173506
  • Darnis, F., & Lafont, L. (2015). Cooperative learning and dyadic interactions: Two modes of knowledge construction in socio-constructivist settings for team-sport teaching. Physical Education and Sport Pedagogy, 20(5), 459–473. https://doi.org/10.1080/17408989.2013.803528
  • de Almeida, E., & Pacífico Martineli, T. A. (2018). Appropriations of the cultural-historical theory in physical education. Pro-Posições, 29(3), 383–400. https://doi.org/10.1590/1980-6248-2017-0006
  • Engeström, Y. (2007). Putting Vygotsky to work. The change laboratory as an application of double stimulation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 363–382). Cambridge University Press.
  • Engeström, Y. (2008). From teams to knots. Activity-theoretical studies of collaboration and learning at work. Cambridge University Press.
  • Engeström, Y., & Sannino, A. (2020). From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
  • Ferraz, O. L., Vidoni, C., & Boas, M. V. (2021). Bridging the gap between theory and practice: The impact of school–university partnership in a PETE program. Sport, Education and Society, 26(7), 788–799. https://doi.org/10.1080/13573322.2020.1851182
  • Jones, R. L., Edwards, C., & Tuim Vitto Filho, I. A. (2014). Activity theory, complexity and sports coaching: An epistemology for a discipline. Sport, Education and Society, 21(2), 200–2016. https://doi.org/10.1080/13573322.2014.895713
  • Jones, R. L., & Thomas, G. L. (2015). Coaching as ‘scaffolded’ practice: Further insights into sport pedagogy. Sports Coaching Review, 4(2), 65–79. https://doi.org/10.1080/21640629.2016.1157321
  • Kloetzer, L., Clot, Y., & Quillerou-Grivot, E. (2015). Stimulating dialogue at work: The activity clinic approach to learning and development. In L. Filiettaz, & S. Billett (Eds.), Francophone perspectives on learning through work (pp. 49–70). Springer.
  • Lafont, L. (2012). Cooperative learning and tutoring in sports and physical activities. In B. Dyson & A. Casey (Eds.), Cooperative learning in physical education (pp. 152–165). Routledge.
  • Lémonie, Y. (Forthcoming). Transforming and understanding. An introduction to cultural-historical activity theory. Peter Lang.
  • Lémonie, Y., Grosstephan, V., & Tomás, J.-L. (2021). From a sociological given context to changing practice: Transforming problematic power relations in educational organizations to overcome social inequalities. Frontiers in Psychology, 11(3640), https://doi.org/10.3389/fpsyg.2020.608502
  • Liu, C. H., & Matthews, R. (2005). Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386–399.
  • Massot, C., & Simonet, P. (2017). Intervenir dans l’entreprise pour soutenir la discussion sur le travail comme moyen de transformation. Perspectives Interdisciplinaires sur le Travail et la Santé, 19(3), https://doi.org/10.4000/pistes.5491
  • Mouchet, A., Morgan, K., & Thomas, G. (2018). Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching. Sport, Education and Society, 24(9), 967–980. https://doi.org/10.1080/13573322.2018.1495189
  • Robles López, N., & Klein, T. (2021). The quest for a concrete psychology: A new Vygotskyan way in Argentina. In P. Fossa (Ed.), Latin American advances in subjectivity and development (pp. 189–210). Springer.
  • Roth, W. M., & Lee, Y.-J. (2009). Cultural–historical activity theory and pedagogy: An introduction. Pedagogies: An International Journal, 5(1), 1–5. https://doi.org/10.1080/15544800903406258
  • Rubtsova, O., & Daniels, H. (2016). The concept of drama in Vygotsky’s theory: Application in research. Cultural-Historical Psychology, 12(3), 189–207. https://doi.org/10.17759/chp.2016120310
  • Sannino, A. (2015a). The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition. Learning, Culture and Social Interaction, 4, 1–3. https://doi.org/10.1016/j.lcsi.2014.07.001
  • Sannino, A. (2015b). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 1–15. https://doi.org/10.1016/j.lcsi.2015.01.001
  • Sannino, A., & Sutter, B. (2011). Cultural-historical activity theory and interventionist methodology: Classical legacy and contemporary developments. Theory & Psychology, 21(5), 557–570. https://doi.org/10.1177/0959354311414969
  • Spinuzzi, C. (2018). From superhumans to supermediators: Locating the extraordinary in CHAT. In A. Yasnitsky (Ed.), Questioning Vygotsky’s legacy: Scientific psychology or heroic cult (pp. 137–166). Routledge.
  • Stetsenko, A. (2009). Vygotsky and the conceptual revolution in developmental sciences towards a unified (non-additive) account of human development. In M. Fleer, M. Hedegaard, & J. Tudge (Eds.), Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 125–141). Routledge.
  • Stetsenko, A. (2016). Vygotsky’s theory of method and philosophy of practice: Implications for trans/formative methodology. Educação, 39(4), 32–41. https://doi.org/10.15448/1981-2582.2016.s.24385
  • Stolz, S. A., & Thorburn, M. (2020). Sisyphus, crisis discourse, and the theory-practice gap in physical education: A polemic. Sport, Education and Society, 25(5), 518–529. https://doi.org/10.1080/13573322.2019.1614553
  • Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Blackwell Publishing.
  • Veraksa, A. N., & Gorovaya, A. E. (2013). Incorporation of the Vygotskian approach into physical skills acquisition. Procedia - Social and Behavioral Sciences, 86, 42–46. https://doi.org/10.1016/j.sbspro.2013.08.522
  • Veresov, N. (2010). Forgotten methodology: Vygotsky’s case. In A. Toomela & J. Valsiner (Eds.), Methodological thinking in psychology: 60 years gone astray? (pp. 267–295). Information Age Publishing.
  • Veresov, N. (2014). Method, methodology and methodological thinking. In M. Fleer, & A. Ridgway (Eds.), Visual methodologies and digital tools for researching with young children (pp. 215–228). Springer.
  • Veresov, N. (2017). The concept of perezhivanie in cultural-historical theory: Content and contexts. In M. Fleer, F. González Rey, & N. Veresov (Eds.), Perezhivanie, emotions and subjectivity. Advancing Vygotsky’s legacy (pp. 47–70). Springer.
  • Veresov, N., & Barrs, M. (2016). The history of the reception of Vygotsky’s paper on play in Russia and the west. International Research in Early Childhood Education, 7(2), 26–37.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Vygotsky, L. S. (1983). Sobrenie sochinenii. Pedagogika.
  • Vygotsky, L. S. (1987). The collected work of L.S. Vygotsky: Vol.1. Problems of general psychology. Plenum Press.
  • Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77. https://doi.org/10.2753/RPO1061-0405270253
  • Vygotsky, L. S. (1997a). The historical meaning of the crisis in psychology: A methodological investigation. In L. S. Vygotsky (Ed.), The collected works of L.S. Vygotsky: Vol. 3, problems of the theory and history of psychology (pp. 233–344). Plenum Press.
  • Vygotsky, L. S.. (1997b). The collected works of L. S. Vygotsky, Vol. 4, problems of the theory and history of psychology. Plenum Press
  • Vygotsky, L. S. (1997c). The instrumental method in psychology. In L. S. Vygotsky (Ed.), The collected works of L.S. Vygotsky: Vol.3. Problems of the theory and history of psychology (pp. 85–89). Plenum.
  • Vygotsky, L. S. (1998). The collected work of L.S. Vygotsky: Vol. 5. Child Psychology. Plenum Press.
  • Vygotsky, L. S. (1999). Tool and sign in the development of the child. In L. S. Vygotsky (Ed.), The collected works of L. S. Vygotsky: Vol.6. Scientific legacy (pp. 1–68). Kluwer/Plenum.
  • Wang, C. L., & Ha, A. S. (2013). The theory of planned behaviour: Predicting pre-service teachers’ teaching behaviour towards a constructivist approach. Sport, Education and Society, 18(2), 222–242. https://doi.org/10.1080/13573322.2011.558572
  • Wright, S., McNeill, M., & Fry, J. M. (2009). The tactical approach to teaching games from teaching, learning and mentoring perspectives. Sport, Education and Society, 14(2), 223–244. https://doi.org/10.1080/13573320902809153

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.