코칭의 불안: 코칭의 몸과 지향성의 현상학적 성찰
Anxiety in Coaching: A Phenomenological analysis of the Body and Intentionality in Coaching
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초록
비록 코칭의 ‘불안’을 조사하는 기존 문헌들은 무수하나, 이를 현상학적으로 탐구하며 이해하는 시도는 미미하다. 또한 코칭의 일상성을 향한 현상학적 이해를 구축하는 스포츠코칭 연구들을 국제적으로 점차 증가하고 있으나, 이에 관한 국내의 시도는 부족한 실정이다. 이 결과, 코칭을 단지 기능적 혹은 인간 중심적으로 해석하는 환원주의적 시각은 여전히 편재하다. 본 연구의 목적은 필자의 이전 코칭 경험을 성찰하는 오토 현상학적 서술을 제시함과 함께 코치가 현장에서 감각하는 불안의 감정을 현상학적으로 탐구하며 이해하는 것에 놓여있다. 구체적으로 본 논문은 메를로-퐁티의 실존적 현상학에 가치를 부여하여 주체가 느끼는 감정을 몸-마음-세계 간의 상호작용을 통해 체화된 영역으로써 이해한다. 이를 바탕으로 본 연구의 결과는 주체가 무엇을 보고, 지각하며, 느끼는가의 질문들은 서로 불 가분한 관계이자 세계의 주어진 것과의 상호작용을 통해 (재) 구성되는 주체의 체화된 지향적 행위임을 제시한다. 이를 통해 본 논문의 기여는 코치의 일상적 행위들을 단지 정신적인 것 혹은 외부성의 결과물로써 이해하는 시각을 물신화하는 것을 비판하며, 이를 현상학적으로 이해하는 것에 놓여있다.
Abstract
Although there has been a growing body of existing literature exploring anxiety in coaching, phenomenology- informed analysis of the sensation has largely remained absent. Furthermore, the substantial body of international coaching research has given credence on phenomenology to generate richer understandings of the everydayness of coaching; however, there is a dearth of such critical attempts in the domestic literature of South Korea. Consequently, the reductionist’s reading of coaching as something that is purely functional or mental has been pervasive. The purpose of this article is to phenomenologically explore and grasp a sense of anxiety through an auto-phenomenological account of the researcher-self as a coach. More specifically, this article primarily drew upon Merleau-Ponty’s existential phenomenology to understand the subjective, embodied realms of feeling anxiety through body-mind-world nexus. The key findings suggest that the fundamental questions of what we see, what we perceive, and what we feel can never be divisible, while also demonstrating that those subjective intentional acts are (re-)productive and embodied through the indivisible interaction with the givenness of the world. From this, the contribution of this work is to dispel the pervasive lens to reduce coaches’ everyday practices to the mental or the material. Doing so generates phenomenological comprehension of the just ‘whatness’ of coaching.
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