Camy Jean, Fargier Patrick, Perrin Claire, Belli Alain
a L-Vis (Laboratory on Vulnerabilities and Innovations in Sport), Federative Centre for Interdisciplinary Research in Sport (CRIS) , University of Lyon-Claude Bernard University Lyon1 , Villeurbanne , France.
b LIBM (Inter-university Laboratory on Motor Biology), Federative Centre for Interdisciplinary Research in Sport (CRIS) , University of Lyon-Claude Bernard University Lyon1 , Villeurbanne , France.
Eur J Sport Sci. 2017 Feb;17(1):30-41. doi: 10.1080/17461391.2016.1218551. Epub 2016 Aug 24.
Interdisciplinarity is often presented as a significant element of sport science. We present here the results of an investigation conducted in four European Sport Science Research Centres applying interdisciplinarity. Four main dimensions, that we have called "forms", have been investigated. The "scientific", "organisational", "academic" and "societal" forms cover a wide range of activities run by these Centres. We have compared their situations using indicators. Globally they present quite similar combinations of forms, with dominant roles in the construction of interdisciplinarity played by the organisational and societal forms. The scientific form is never quite supported by an epistemological setting and the academic form, mostly characterised by the position of the university, plays an influential role when it is hostile to that kind of research. Following Klein classification, all of them remain at a multidisciplinary stage, one of them exploring interdisciplinary tracks in some research projects. The development of a common culture and a curiosity regarding disciplines other than its own is a key factor for a sustainable situation, as is the capacity to secure long-term financial resources, often linked to a high academic recognition for the director(s).
跨学科性常被视为体育科学的一个重要元素。我们在此展示在四个应用跨学科性的欧洲体育科学研究中心所进行的一项调查结果。研究了我们称之为“形式”的四个主要维度。“科学”“组织”“学术”和“社会”形式涵盖了这些中心开展的广泛活动。我们使用指标对它们的情况进行了比较。总体而言,它们呈现出颇为相似的形式组合,其中组织形式和社会形式在跨学科性的构建中发挥着主导作用。科学形式从未得到认识论背景的有力支持,而主要以大学地位为特征的学术形式,在其对这类研究持反对态度时会发挥有影响力的作用。按照克莱因的分类,它们都仍处于多学科阶段,其中一个在一些研究项目中探索跨学科路径。培养一种共同文化以及对自身学科以外其他学科的好奇心,是实现可持续发展的关键因素,确保长期资金资源的能力也是如此,而这往往与主任获得的高度学术认可相关。