From Knowledge to Teaching: The Football Coach as a Mediator between Lexicographic Data and Practical Learning
DOI:
https://doi.org/10.7146/hjlcb.vi66.162073Keywords:
lexicography, function theory, pedagogy, communication, mediation, lexicographic needsAbstract
This article proposes a theoretical extension of the operative function within the Function Theory of Lexicography, based on the analysis of the mediating user: an individual who consults not to act directly, but to teach others how to act. Through a mixed-methods approach — critical theoretical review and qualitative analysis of interviews with 50 football coaches — a pedagogical need is identified in practical teaching contexts, characterized by the triple demand to understand, act, and teach. Findings reveal that, in such scenarios, communication cease to be a secondary mediator (as traditionally conceived) and becomes the structural core of the operative process. We thus argue for recognizing pedagogical submodality within the operative function, whose lexicographic data must support not only task execution, but also its didactic mediation. This proposal paves the way for the design of user-centred lexicographic tools for trainers and reaffirms the need to integrate pedagogical frameworks into lexicographic conceptualization.
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