Juyoung Ryou
Biographic Data
| ID | 7547412 |
|---|---|
| NAME | Juyoung Ryou |
| GIVEN NAMES | Juyoung |
| FAMILY NAME | Ryou |
| SIGNATURE | RYOU J |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0001-8656-682X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Pedagogical dynamics of language use in coach–athlete orchestration
Background: Ludwig Wittgenstein played a pivotal role in sparking the linguistic turn (i.e. shifting the focus of social research from what reality is to how reality is constructed through language). Some sport-related studies have paid attention to the therapeutic feature of Wittgenstein's philosophy, which stresses the descriptive orientation towards everyday language use and its resistance to aprioristic theorisation. However, another gist of …
Pedagogical touch
Background Touch has emerged as a social taboo rather than as an educational tool among sport pedagogues, especially in the #MeToo era. Believing that minimising physical contact will protect themselves from sexual allegations, instructors (coaches and PE teachers) are increasingly opting for hands-off practices, which transforms sport into a no-touch zone. Although extant sport literature has focused on the potential risks and controversial issu…
Am I becoming better? A life-long and life-wide analysis of sport coaches’ ecological realities and (mal)adaptation in the workplace
Sport coaches’ occupational adaptation is a continuous learning process (re)shaped through interactions with their biography and context. Although existing studies have established solid grounds for coaches’ workplace learning beyond the dualistic view of it as either cognitive acquisition or social participation, (a) the nested structures of coaching workplace ecology and (b) agents’ maladaptive experiences remain under-explored. Comprehending t…
Understanding in-situ complexities
Sport pedagogue–learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach–athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied…
Capital game
As the phenomenon of playing hurt persists in sports, extant literature has explored the risk, pain, and injury custom (RPIC) from diverse angles. However, academic endeavours revealing the agency–structure continuum between individual agents’ willingness to play hurt and the capital structure related to the RPIC remain limited. This study aims to investigate professional athletes’ health-compromising practice and its underlying mechanism through…
No prominent works on this page.
Capital game
As the phenomenon of playing hurt persists in sports, extant literature has explored the risk, pain, and injury custom (RPIC) from diverse angles. However, academic endeavours revealing the agency–structure continuum between individual agents’ willingness to play hurt and the capital structure related to the RPIC remain limited. This study aims to investigate professional athletes’ health-compromising practice and its underlying mechanism through…
Pedagogical touch
Background Touch has emerged as a social taboo rather than as an educational tool among sport pedagogues, especially in the #MeToo era. Believing that minimising physical contact will protect themselves from sexual allegations, instructors (coaches and PE teachers) are increasingly opting for hands-off practices, which transforms sport into a no-touch zone. Although extant sport literature has focused on the potential risks and controversial issu…
Am I becoming better? A life-long and life-wide analysis of sport coaches’ ecological realities and (mal)adaptation in the workplace
Sport coaches’ occupational adaptation is a continuous learning process (re)shaped through interactions with their biography and context. Although existing studies have established solid grounds for coaches’ workplace learning beyond the dualistic view of it as either cognitive acquisition or social participation, (a) the nested structures of coaching workplace ecology and (b) agents’ maladaptive experiences remain under-explored. Comprehending t…
Understanding in-situ complexities
Sport pedagogue–learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach–athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied…
Pedagogical dynamics of language use in coach–athlete orchestration
Background: Ludwig Wittgenstein played a pivotal role in sparking the linguistic turn (i.e. shifting the focus of social research from what reality is to how reality is constructed through language). Some sport-related studies have paid attention to the therapeutic feature of Wittgenstein's philosophy, which stresses the descriptive orientation towards everyday language use and its resistance to aprioristic theorisation. However, another gist of …
Sport Psychology and Performance (5 works) · Psychology (4 works) · Sociology (4 works) · Applied Psychology (2 works) · Athletes (2 works) · Engineering (2 works) · Motivation and Self-Concept in Sports (2 works) · Physical Education and Pedagogy (2 works) · Political science (2 works) · Social Psychology (2 works)