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Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration? The huge popularity of Neuro-Linguistic Programming therapies and training has not been accompanied by knowledge of the empirical underpinnings of the concept. The article presents the concept of NLP in the light of empirical research in the Neuro-Linguistic Programming Research Data Base. From among 315 articles the author selected 63 studies published in journals from the Master Journal List of ISI. Out of (...) 33 studies, 18.2% show results supporting the tenets of NLP, 54.5% - results non-supportive of the NLP tenets and 27.3% brings uncertain results. The qualitative analysis indicates the greater weight of the non-supportive studies and their greater methodological worth against the ones supporting the tenets. Results contradict the claim of an empirical basis of NLP. (shrink)

Developing novices’ proficiency in skilful activities is central to the reproduction of human societies. The interactional practices through which instruction is accomplished have provided a rich focus for ethnomethodological and conversation analytic studies examining classroom settings, and, more recently, non-classroom environments of instruction in practical and manual skills. This paper examines the work of instruction in basketball training and in particular the correction of player performances, which are a ubiquitous and central feature of instruction in basketball training sessions. A central (...) part of this instructional action relies on the coach observing training activities to determine players’ competencies and to extract relevant correctables from the players’ embodied displays, which are in turn embedded within complex arrangements of rapidly moving bodies situated in material environments. In this paper we examine the visual-analytic work involved in both organizing and observing a basketball training activity, demonstrating the sequential layering of multiple membership categorization devices drawn upon in producing and recognizing actions in this setting. We argue that the coach deploys spatial orientations which function analogously to membership categorization devices, with players’ bodily positions relative to one another and the material structure of the surround generating category-like sets of rights, responsibilities, and sequential relevancies. As we demonstrate, these orientations provide crucial resources for the identification of players’ errors and thereby for the organization of instruction in interaction in this setting. (shrink)