An Introduction to the Historical Sociology of the “Coach Discourse” in Extracurricular Sport Activities：

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  • 運動部活動における「指導者言説」の歴史社会学序説
  • 運動部活動における「指導者言説」の歴史社会学序説 : 教育的技法としての「規律」と「自主性」に着目して
  • ウンドウブ カツドウ ニ オケル 「 シドウシャ ゲンセツ 」 ノ レキシ シャカイガク ジョセツ : キョウイクテキ ギホウ ト シテ ノ 「 キリツ 」 ト 「 ジシュセイ 」 ニ チャクモク シテ
  • Focusing on “Discipline” and “Autonomy” as Educational Techniques
  • ―教育的技法としての「規律」と「自主性」に着目して―

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This paper can be positioned as an introduction to an attempt to reconstruct the discursive space about the postwar extracurricular sport activities targeting the “Coach Discourse” that has been overlooked in research until now. In particular, we tried to overcome the dichotomy between “Discipline” and “Autonomy” which have been the central educational values of extracurricular sport activities. From the viewpoint of the “Game of Freedom and Security” and the “Strategic Logic” by Michel Foucault, we pointed out the need to grasp “Discipline” and “Autonomy” not as “Educational Values”, but “Educational Techniques” that lead students’ conduct. Based on this argument, we analyzed the “ Coach Discourse” from the mid 1970s to the 1980s.<br> 　As a result, this study identified three characteristic narratives. First, as coaches recognized attitude like egoism, apathy or indifference in the students at that time, extracurricular sport activities were positioned “Human Education”. Under these circumstances, “Autonomy” was used to impose harsh discipline on the students. On the other hand, the difficulty of coaching focusing on “Discipline” was recognized. Therefore, practice was distinguished from competition, and “Discipline” allocated to the former whereas “Autonomy” to the latter. This can be indicated as a new problem setting on how to allocate “Discipline” and “Autonomy” that has been overlooked in previous studies. Finally, based on this analysis, we considered the question why coaches all of a sudden had become able to narrate wordily from the mid 1970s to the 1980s.

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