大学野球におけるパフォーマンスデータを活用した学生コーチへの省察支援

抄録

　The purpose of this study was to examine how student coaches in a collegiate baseball team interpreted and made meaning of performance data when support for reflection was integrated into their feedback practices, and how they reconsidered their interactions with athletes. The study was conducted as action research, in which two student coaches each completed three one-month cycles. Each cycle consisted of (1) swing performance measurement using a bat-mounted swing sensor, (2) feedback delivered by a student coach to an athlete, and (3) a reflective meeting between the student coach and supporters. The primary participants were two student coaches; two athletes participated as recipients of feedback, and two supporters provided support for reflection.

　Audio data were collected during the feedback sessions and meetings. For qualitative analysis, only the meetings were transcribed and analyzed using Steps for Coding and Theorization (SCAT). In total, six meetings (three cycles per coach) were analyzed, with a total recording time of 137 minutes. The analysis generated 60 concepts from the student coaches’ narratives. Across both cases, the meaning of performance data shifted from presenting numerical values to viewing data as a resource for generating dialogue with athletes. In addition, through repeated cycles of practice and reflection, the student coaches’ narratives increasingly referred to their own involvement and learning, suggesting a process in which they reflected on and reconsidered their practice.

　These findings suggest that, within a practice process incorporating support for reflection, student coaches increasingly oriented themselves toward dialogue-based interactions and the reconsideration of their own practice.