This study aims to answer the question of how interactions between pupils, teachers and coaches in an extracurricular boxing training are created. Focus lies on the occurring dynamics and how they can be interpreted in connection to the school setting.
The approach to this study can be placed within an extended ethnographic framework and has been defined as ‘enactive’; it is primarily understood as participant observation. This approach was possible due to the researcher’s status as coach and teacher, allowing them to reflect on their own actions and interactions in the field.
Data collected for this study was based on several field research projects spanning several years. These studies were conducted in schools, out-of-school institutions and sports clubs. The data is presented as Thick Description.
The results show: In coaching settings, there is an increased number of socio-emotional dynamics which require educational and reflexive proficiency. This proficiency is not only valid in the coaching itself but also important for school settings in general. This reflexive proficiency needs to be included in educational discourse and should be referred to more often, especially in relation to inclusive schooling.