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Thematische Bibliographien / Coaching (athletics) / Dissertationen

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Dissertationen zum Thema „Coaching (athletics)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

Brinton, Christian S. „Authoritative Coaching: Building Youth Through Athletics“. BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5627.

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The purpose of this study was to determine the existence and extent of the relationship of coaching styles and adolescent athletes in terms of Self Determination Theory (SDT). Specifically, this study adapted Baumrindâ€™s parenting styles of authoritative, authoritarian, and permissiveness to coaching styles and examined the relationship between each coaching style and the tenets of SDT, namely competence, autonomy, and relatedness. This study also examined the effect of the number of years an athlete participated in a chosen sport, the number of years played on a specific team, and the number of years played for a particular coach. The sample consisted of 194 Brigham Young University students who had participated in either club or high school level sports for at least one year while in high school. Study participants completed the Basic Needs Sports Satisfaction Scale (BNSSS) and a sports-adapted version of the Parenting Authority Questionnaire (PAQ). Results from block entry method linear multi-regression analysis suggested Baumrindâ€™s Parenting Typology could in fact be successfully applied to adolescent sports and that coaching style could impact athletesâ€™ levels of perceived autonomy, and competence. Results revealed that an authoritative coaching style was a significant predictor of athlete autonomy and competence while an authoritarian coaching style was a significant negative predictor of athlete autonomy levels. Results hold practical implications for coaches, athletes, parents, and league administrators.

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Kravig, Seth Dayton. „Coaching Behavior Preferences of Interscholastic Athletes“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4200/.

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The purpose of this study was to determine whether coaching behavior preferences of interscholastic athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnaire (CBQ; Martin & Barnes, 1999) was administered to 372 interscholastic athletes. The mean scores of the participants' responses to each subscale on the CBQ were the dependent variables and gender and type of sport were the independent variables. Descriptive statistics revealed that female and male interscholastic athletes who perform on coactive, mixed, and interactive sport teams preferred coaches who engage in supportive and instructional behaviors, as opposed to non-responses or negative responses. A 2 (Gender) X 3 (Type of Sport) MANOVA and discriminant function analyses indicated that gender and the degree of interdependency between group members affects preferred coaching behavior. Thus, coaches should consider situational factors and personal characteristics when working with interscholastic athletes.

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3

Kinugasa, Taisuke. „Individualized assessment of conditioning for elite athletes /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18053.pdf.

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4

Burden, S. A., University of Western Sydney, of Arts Education and Social Sciences College und School of Psychology. „Transition experiences following involvement in an elite athlete residential program“. THESIS_CAESS_PSY_Burden_S.xml, 2002. http://handle.uws.edu.au:8081/1959.7/424.

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The aims of this thesis were to determine the relationship between transition model variables and athlete reactions to the transition event, the incidence of positive versus negative reactions to the event, identifications of variables that assisted or hindered the adaptation process, and the usefulness of the revised model for investigating a transition event. The study was conducted using a sample of adolescent athletes who participated in the residential program at the Australian Institute of Sport during the years 1993 to 1997. The findings highlighted areas for future consideration in research and development of transition programs for institutional settings
Doctor of Philosophy (PhD) (Psychology)

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5

Halbert, Sarah Anne. „Exploring the relationship between athletic injury and coaching behavior“. Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1185396703.

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6

Barnes, Kelly A. „NCAA Division I Athletes Preferences for Coaching Behaviors“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4438/.

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The purpose of this study was to determine whether coaching behavior preferences of NCAA Division I athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnare (CBQ; Martin & Barnes, 1999) was administered to 195 NCAA Division I athletes. Gender and sport type were the independent variables and the participant's mean scores for the subscales on the CBQ were the dependent variables. Descriptive statistics revealed that, overall, NCAA Division I athletes prefer positive and instructional behaviors more than non-responses or negative behaviors. A 2 (gender) x 3 (type of sport) MANOVA and follow-up discriminant function analysis indicated that coaching behavior preferences differed as a function of gender and type of sport played. Thus, NCAA Division I coaches should consider both individual and situational characteristics when working with their athletes to achieve the desired outcome.

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7

Uribe, Rolando. „Comparison of the three national coaching methods and their effectiveness to coaching competitive soccer“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2965.

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Three general coaching methods have been developed to help increase the effectiveness of soccer coaches through appropriate training sessions and game analysis. This project examines and compares the different coaching courses and strategies sponsored by the American Youth Soccer Organization, National Soccer Coaches Association of America, and United States Soccer Federation.

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8

Carter, Adam D. „The acquisition of coaching knowledge of a unique sample of expert team sport coaches /“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99580.

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The purpose of this study was to identify how coaches who have surpassed their athletic achievements acquired their coaching knowledge. Six University coaches from basketball, volleyball, and hockey, with a combined total of fourteen coach of the year awards were selected to participate. Each coach was coaching at a higher level (e.g., University level) than he had competed as an athlete, had a winning percentage greater than .500 at the University level, and had been the head coach at their current program for a minimum of five years. Semi structured, open-ended interviews were conducted using an interview guide created exclusively for this study and based on the tenets of Cote, Salmela, Trudel, Baria, and Russell's (1995) Coaching Model and Chelladurai's (1978) Multidimensional Model of Leadership. Data analysis followed the guidelines forwarded by Cote, Salmela, Baria, and Russell (1993). Results of this analysis revealed three higher order categories which indicated the path coaches had taken to reach their current positions including the many ways knowledge was acquired. These were (a) career path which discussed the journey of knowledge acquisition of these coaches, from their earliest sport participation to their current coaching position, (b) personal factors, which included how the coaches' journey of knowledge acquisition had been influenced by who the coaches were, and (c) coaching knowledge, which involved the participants' current level of coaching knowledge. Despite the idiosyncratic nature of each coach's career progression many common themes emerged, including the different ways knowledge was acquired, the coaches' personal characteristics, and the level of coaching knowledge accumulated. Many of the findings that emerged were similar to those highlighted in previous studies pertaining to expert coach development (e.g., Cregan, Bloom, & Reid, in press; Salmela, 1994; Schinke, Bloom, & Salmela, 1995) which suggests that while athletic experiences may be helpful in expert coach development, they are not essential. The results provided evidence that sources of knowledge acquisition are accessible to aspiring coaches to acquire the necessary coaching knowledge, regardless of their athletic background. The current findings could potentially enhance the quality and standard of formal coach education and training programs in Canada by illustrating how a unique sample of coaches acquired the knowledge to achieve success at the university level.

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9

Krug, Mary Laura. „Making Connections Through Coaching: A Story of Finding Meaning Through Athletics and Coaching“. ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/858.

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In this thesis, I share stories of my experiences as a high school science teacher, gymnastics coach, and track and field coach and I explore my discovery of the importance of making connections in my vocation. Written in Scholarly Personal Narrative format, I reflect on my own experiences with high school and college athletics I and discuss the lessons that I learned which I find to be most important to coaches and teachers. This thesis centers around making connections with athletes and students as a coach and educator. I dive into my career and highlight the lessons that I find to be most important for myself and other teaching and coaching professionals. The strongest take-away message that I would like my readers to recognize is that teachers who express genuine interest in students’ lives can help them open up and feel like they belong. In turn, a cooperative, collaborative community can form.

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Wildman, Jonathan C. „The athlete leader role : interaction of gender, sport type, and coaching style /“. Access full text online:, 2006. http://digital.library.unt.edu/permalink/meta-dc-5486:1.

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11

Cregan, Kerry. „The knowledge of elite level coaches of swimmers with a physical disability /“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83174.

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The last decade has seen an increase in empirical research pertaining to coaching science and education. A great deal of research has focused on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. In a recent analysis of disability sport, only 5% of empirical publications pertained to coaching. Thus, the current study addressed the gap in the literature by examining the knowledge of disability sport coaches. Six elite level Canadian coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Four categories emerged from the analysis: coach background and characteristics, training, competition, and contextual factors. Results revealed who the coaches were, what they did, and similarities with elite able-bodied coaches, as well as differences that were specific to coaching swimmers with a physical disability. Specifically, it was essential for coaches to become knowledgeable of their athletes' disabilities, deal with issues of equality between able-bodied and swimmers with a physical disability, and accommodate a large array of individual needs. These findings augment knowledge in coaching psychology by including elite level coaches of athletes with physical disabilities.

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12

Abrell, Lura K. „An examination of the experiences of females coaching male athletes“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/691.

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13

Barber, Erica. „Collegiate female swimmers attitudes toward gender and coaching“. Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236379.

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There is great controversy regarding the methods in attenuating the epidemic of being overweight and obese among our population. For years, low-fat diets have been prescribed as the best approach to solving this problem, however, low-carbohydrate diets have become increasingly popular despite the widespread opinion that they result in large reductions in muscle tissue and function. The purpose of this study was to compare the effects of a Step-I and carbohydrate-restricted (ketogenic) diet on changes in body mass (BM), fat mass (FM), lean body mass (LBM), and resting metabolic rate (RMR). Eight overweight men (>25% body fat) consumed Step-I (<30% fat) and ketogenic (<10% carbohydrate) diets for 6 weeks in a randomized cross-over design. Body composition (dual energy X-ray absorptiometry) and RMR were examined before and after each diet. Energy intake was significantly reduced during the Step-I (1506 kcal/day) and ketogenic (1766 kcaL'day) diets compared to habitual dietary intake (2443 kcal/day). The following changes in body composition were observed during the Step-I and ketogenic diets, respectively: BM -4.1 and -5.9 kg, FM -3.5 and -4.4kg, LBM +0.1 and -1.7kg. The changes in RMR for the Step-I and ketogenic diets respectively were -155 and -26 kcal/day, relative RMR -0.68 and +0.81 kcal/kg BM. Although changes in BM, LBM, and FM tended to be greater during the ketogenic diet and changes in both absolute and relative RMR tended to be greater during the Step-I diet, no significant differences were noted between diets. These data indicate that hypoenergetic diets greatly differing in macronutrient distribution result in similar changes in body composition and that very low-carbohydrate diets do not result in significant losses in LBM and metabolic rate.
School of Physical Education

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14

Ingalls, Joan Stueve. „Cognition and athletic behavior : an investigation of the NLP principle of congruence /“. Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10740806.

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15

Gehring, Josh J. „Impact leadership : a leadership development series“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286600.

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The purpose of this project was to create a leadership development series for interscholastic and intercollegiate coaches that could be implemented into their athletic programs to help facilitate leadership growth within their players and team. The Impact Leadership Development Series contains four parts: 1) Part One: Responsibility, 2) Part Two: Role, 3) Part Three: Relationship, and 4) Part Four: Reach. Each part was designed for a specific grade level; Part One: Responsibility for the freshmen, Part Two: Role for the sophomores, Part Three: Relationship for the juniors and Part Four: Reach for the seniors.Although the Impact Leadership Development Series was not tested, the review committee felt that a series such as this had merit within interscholastic and intercollegiate athletics. One committee member noted that the series was a -'brilliant'' idea and the others agreed that if they were still involved in coaching they would implement a program of this nature.
School of Physical Education

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16

Pappas, George Demetrios. „Perceptions of Coaching Behavior, Seasonal Performance Success, and Quality of Life: Assessing Relationships Over the Course of a Season“. Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091752262.

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17

Kang, Boung Jin. „A comparison of preferred coaching leadership behaviors in selected sports by United States and Korean collegiate athletes“. Virtual Press, 2003. http://www.oregonpdf.org.

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18

Ronayne, Lindsay Seana. „EFFECTS OF COACHING BEHAVIORS ON TEAM DYNAMICS: HOW COACHING BEHAVIORS INFLUENCE TEAM COHESION AND COLLECTIVE EFFICACY OVER THE COURSE OF A SEASON“. Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091747956.

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19

Blom, Lindsey C. „Understanding the coach-athlete dyad the impact of educational interventions on perceptions and psychosocial variables /“. Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3981.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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20

Bell, Alison. „An evaluation of the United Kingdom coaching certification in Scotland“. Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9805.

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The aim of this thesis was to undertake an evaluation of the United Kingdom Coaching Certification (UKCC) and discuss the implications for current and future designs of the programme. This study extends and expands the research that has previously evaluated coach education programmes by examining the participants’ perceptions of the programme and its impact on their competency. The study draws on Lyle’s (2010) monitoring and evaluation model and examines the relevance, fidelity and effectiveness of the UKCC. The broad research approach was a pre-post methodology utilising multiple methods of data collection and analysis. Both quantitative and qualitative methods were employed in the form of focus groups, reflective journals and surveys. Four UKCC sports in Scotland were involved in the study and these were rugby, squash, swimming and triathlon. Data was collected at 10 UKCC courses (levels 1-3) and a total of 136 participants were sampled. The study’s main conclusions regarding the relevance, fidelity and effectiveness of the UKCC were as follows. Relevance: At level one the UKCC appeared to play a big part in the participants’ initial development as a coach whereas at level two and three the UKCC played a smaller role in the participants’ development and instead these participants placed importance on their informal learning. The UKCC fulfilled the participants’ expectations however they believed it needed to provide more technical and sport science knowledge, practical coaching experience, and opportunities to learn from others. Fidelity: The importance of informal learning was emphasised by the participants. The participants believed that informal methods, such as learning from others and learning from practical experience, were effective ways to learn. A negative of the UKCC was that it was a rushed learning environment. Effectiveness: The UKCC had a positive impact on the participants’ perceptions of competency as post course competency was significantly higher than pre-course competency. Despite this significant impact, participants still only rated themselves as moderately competent at the end of the course and indicated they needed more technical knowledge and practical experience. Based on these findings, a number of implications were provided for the UKCC. Implications were provided in three areas: the structure of the UKCC, the delivery of the UKCC, and the role of the UKCC within overall coach development.

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21

Johnson, Robert Bennett. „Determining the reliability of a computerized coach analysis instrument“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28537.

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The inter and intra-observer reliabilities of data collected by observers trained in the use of the Coach Analysis Instrument (CAI) are reported. The CAI is part of the Computerized Coaching Analysis System (CCAS). The CAI collects data related to the learning environment created by the coach in a team-sport practice situation. Both inter and intra-observer reliabilities are reported for each of the instrument's seven dimensions as well as for the overall instrument. The reliability measures reported are Total Percent Agreement (T) and Cohen's kappa (K). Recommendations pertaining to the development of systematic observation instruments, training program considerations, and reliability measures are presented and discussed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Duchesne, Catherine. „Intercollegiate coaches' perceptions of the knowledge and strategies used with elite culturally diverse athletes“. Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112334.

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The purpose of this study was to identify the knowledge and successful strategies utilized by intercollegiate team sport coaches who have worked with a large number of international athletes. Six head coaches were selected to participate in a semi-structured open-ended interview. At the time of data collection, each participant was coaching a Division I NCAA university female soccer team and had coached at least two international athletes per season in the last five years or at least 10 international student athletes throughout their head coaching careers. An interview guide was created exclusively for this study. The analysis of the data was based on the tenets of grounded theory and followed an inductive process of theory development (Strauss & Corbin, 1990). Using the CM and the MML as frameworks, a modified model was designed to portray the cultural perspective of the coaching process. Seven categories indicated the coaches' knowledge of cultural diversity on both athlete development and team success. The categories were called International Athlete Development and International Athlete Performance and Satisfaction, which revealed the coaches' perceptions on international athlete and personal development; (3) Environmental Context, which discussed the American dimension of coaching intercollegiate female soccer athletes; (4) Social and Team Structure, which was the implementation of cultural coaching knowledge, and the following categories; (5) Coach Philosophies and Experiences; (6) International Athlete Individual Aspects and (7) Game Preparation and Game Day, which defined coaches cultural understanding as it relates to aspects of training and competition. This study provided a deeper understanding of cultural coaching competence, leading to the recommendation of effective strategies and interventions for coaching culturally diverse teams and athletes.

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23

Ross, John A. „A survey on the motivational techniques used by men's college tennis coaches /“. View online, 1994. http://repository.eiu.edu/theses/docs/32211998861968.pdf.

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24

Chadwick, Hunter M. Dmitriyev Grigory. „Towards a critical coaching curriculum“. Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/hunter_m_chadwick/Chadwick_Hunter_M_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).

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Burden, Sharon. „Transition experiences following involvement in an elite athlete residential program ̜/“. View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030325.173337/index.html.

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26

Evans, John Robert. „Elite rugby union coaches' interpretation and use of Game Sense in Australia and New Zealand : an examination of coaches' habitus, learning and development“. Phd thesis, Faculty of Education and Social Work. School of Policy and Practice, 2010. http://hdl.handle.net/2123/9412.

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27

Norris, Maxwell R. „An analysis of coaching dimensions and their impact on athlete motivation and affective learning“. CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569023.

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This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication

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28

Carr, David Brian. „Evaluation of two coaching education programs : measuring effects of content and instruction on novice youth soccer coaches /“. Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164921/.

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29

Bullett, Erin Shelton. „Individual difference moderators of interpersonal and intrapsychic reactions to hostile-controlling coaching behaviors“. Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/erin_s_bullett/bullett_erin_s_200801_ms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Under the direction of Jonathan N. Metzler. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 36-40) and appendices.

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Larson-Casselton, Cindy Lee. „Navigating the Turbulent Dual Roles of Parent/Coach“. Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26836.

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This study explores the nature of the communication between parent and child as the context changes to place them into the roles of coach and member of the team. Previous studies of parents coaching their own children are limited, suggesting the need for further examination in this area. The parent/coach is becoming far more common in competitive contexts due to the growing number of programs available for children without a corresponding growth in the number of adults able and interested in coaching (Turman & Schrodt, 2004). The study examines and extends role theory, conflict theory, and communication privacy management (CPM) theory.

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31

Leidl, Daniel J. „Motivation in sport bridging historical and contemporary theory through a qualitative approach /“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5937.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains iii, 126 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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32

Chappell, Christie Mikyla. „Perceptions of Gender in Collegiate Coaching: How Men’s and Women’s Experiences are Different“. Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26610.

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The number of men in collegiate coaching, in comparison to women, is overwhelmingly unbalanced. The accessibility men have to the profession of collegiate coaching at a high level in comparison to women’s’ greatly affects women’s’ ability to achieve similar jobs. The ease at which men attain jobs coaching both genders is perpetuated through the desire to maintain collegiate athletics as a male dominated profession. The women’s perspective broadens the profession itself and helps to break down the societal roles that have been assigned to women. The lack of women in collegiate coaching discourages other women from entering the profession and the women did not feel supported, accepted, or welcomed as collegiate coaches. The results also show a combination of feeling scrutinized because of their gender, and pressure to prove themselves as valuable members of the profession, which led the women interviewed to question if they should continue to coach.

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Wildman, Jonathan C. Jr. „The Athlete Leader Role: Interaction of Gender, Sport Type, and Coaching Style“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5486/.

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Effective leadership is a concept shown to be important for successful team performance in the fields of business, education, and sport. In sport, the role of the athlete leader has been under-examined and specifically, how coaching behaviors can affect athlete leader behaviors and how various leadership models (e.g., trait, behavioral, situational) relate to the athlete leader role has never been studied. The present study examined how autocratic, democratic, and collaborative coaching styles affect the athlete leader behavior preferences of athletes of different genders and sport types. Three coach scenarios reflecting the three aforementioned coaching styles were created so that athletes could imagine that they were coached by the individual presented in the scenario and then rate what type of athlete leader behaviors that they would prefer given the style of the coach that they read about. Results showed that the coach scenarios failed to have a significant impact; however, significant differences were discovered between men and women and between individual and team sport athletes on variables measuring preferred performance/task, relationship, motivation, and representation behaviors. Data were gathered on the style of athletes' current coach and this variable also produced significant differences for such behaviors as resolving conflict, providing positive reinforcement, and acting respectfully towards others. In addition, exploratory analyses showed that athletes who hold different leadership positions prefer different athlete leader behaviors. The current study seemed to offer concrete evidence on how coaching style can affect athlete leader preferences and how the athlete leader role can be explained by trait, behavioral, and situational leadership theories; however, future studies will have to further explore the impact that a coach's style can have on the behavior of athlete leaders as well as analyzing the relationship between athlete leaders and teammates utilizing the transformational leadership approach.

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Mann, Mallory Elizabeth. „Burnout, motivation, and perceived coaching behavior in female intercollegiate athletes assessing relationships over a competitive season /“. Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259509028.

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Papin, Annette Richelle. „Using educational databases in the form of electronic portfolios: A method in coaching athletics“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1673.

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Chappell, Christie Mikyla. „Perceptions of Gender in Collegiate Coaching: How Men?s and Women?s Experiences are Different“. Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26610.

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The number of men in collegiate coaching, in comparison to women, is overwhelmingly unbalanced. The accessibility men have to the profession of collegiate coaching at a high level in comparison to women?s? greatly affects women?s? ability to achieve similar jobs. The ease at which men attain jobs coaching both genders is perpetuated through the desire to maintain collegiate athletics as a male dominated profession. The women?s perspective broadens the profession itself and helps to break down the societal roles that have been assigned to women. The lack of women in collegiate coaching discourages other women from entering the profession and the women did not feel supported, accepted, or welcomed as collegiate coaches. The results also show a combination of feeling scrutinized because of their gender, and pressure to prove themselves as valuable members of the profession, which led the women interviewed to question if they should continue to coach.

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Yust, Christine. „Communication strategies of successful coaches : a content analysis of books by coaches about coaching /“. Online version of thesis, 2008. http://hdl.handle.net/1850/8697.

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Miller, Lisa M. „Qualitative investigation of intercollegiate coaches' perceptions of altruistic leadership“. Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060273538.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 205 p.; also includes graphics. Includes bibliographical references (p. 181-205). Available online via OhioLINK's ETD Center.

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Carpenter, Tegan Laura. „Uneasy bedfellows : amateurism and coaching traditions in twentieth century British sport“. Thesis, Manchester Metropolitan University, 2012. http://e-space.mmu.ac.uk/337080/.

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Amateurism acted as the guiding principle for the many sporting clubs and governing bodies that were created and developed by the late Victorian middle-classes. While some forms of coaching and training were tolerated, many organisations, such as the Amateur Rowing Association, expressed a preference for amateur honorary coaches rather than professionals. Through the use of archival material, oral history interviews, and ongoing case studies in athletics and swimming, this thesis traces the trajectory of the less than harmonious relationship between amateurism and professional coaching in Britain throughout the twentieth century. In the pre and interwar period, a number of proposals for coaching schemes emerged, especially after poor Olympic performances, but continuing resistance within the amateur establishment meant that these initiatives were uncoordinated and experienced short life-spans. Even in the post-war period, characterised by an increasing number of centralised coaching schemes and the appointment of national coaches, amateur officials sought to maintain strict control over their appointments. A reluctance to accept advice from professional coaches, coupled with a struggling economy and a government determined to remain distant from sport, contributed to a further decline in international sporting performance. British athletes had long proved unable to compete with the Americans and the emergence of another sporting superpower at the 1952 Olympics, the Soviet Union, finally prompted a number of responses, including the 1960 Wolfenden Report. The government subsequently took a more active role in sport, resulting in an inevitable shift towards greater specialisation as centralised funding became inextricably linked with targets and results. Although this encouraged a more widespread utilisation of professional coaches and improved the integration of sports science, the ethos of amateurism proved farreaching, even at elite levels. The evidence suggests that, while it is no longer considered a guiding principle, its legacy continues to impact on the working lives of many British coaches.

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Giddings, Amy. „COACHING LEADERSHIP BEHAVIORS IN SUCCESSFUL WOMEN'S COLLEGIATE ROWING PROGRAMS“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/36143.

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Kinesiology
Ph.D.
The purpose of this study was to define the coaching leadership behaviors of successful National Collegiate Athletic Association (NCAA) Division I women's rowing coaches. In defining these behaviors, the purpose was threefold: (1) to determine if any relationships exist between successful coaches, the athlete leadership preferences of their team, or the congruency between the leader behaviors with the preferred leader behaviors of the athletes, (2) to understand what these successful coaches believe contributes most to their actual leadership behaviors, and (3) to determine if there is a general consensus among the athletes concerning their coach's leader behaviors, regardless of position on the team. Participants consisted of 168 female collegiate rowers and coxswains and 22 coaches from NCAA Division I institutions. In addition to demographic questions, each coach was asked to complete the Leadership Scale for Sport (LSS) - Coaches' Version and each athlete was asked to complete both the LSS - Preference version and actual Behavior version. In addition to the questionnaire, five coaches were interviewed to supplement the data gathered. Athletes provided information via the surveys to assess their respective coach's leadership behaviors, while also providing information about their own preferred coaching leadership behaviors. Coaches provided a self-assessment of their own coaching leadership behaviors via the survey or via the survey and substantiated through the interview (if they participated in the interview process). The quantitative data were analyzed using a variety of descriptive and bivariate statistics. Demographically, the participants were quite similar, with little variation in age or race and no variation in gender (athletes). After analyzing the data, statistical significance was found using ANOVA for athletes' assessment of their respective coach's behavior based on their team position. Athletes in the 1st eights ranked the coaches higher in social supportive behaviors than did athletes in other boats. The qualitative data were analyzed using guidelines for phenomenological research. Four themes resulted from this data analysis - coaching knowledge, athlete management, shared values, and team engagement. Each of these themes is considered critical to leading successful women's collegiate rowing teams. Further research would prove helpful using a greater number of athletes and a stronger focus on qualitative methods to garner additional data.
Temple University--Theses

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Portenga, Steve. „Critical conditions of a positive team environment /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144451.

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42

Turick, Robert Michael. „Coaching Motivations Behind Over-Signing in College Football“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400199034.

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Vallée, Chantal N. „Building a successful program : perspectives of expert Canadian female coaches of team sports“. Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29524.

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The purpose of this study was to assess the perceptions of expert coaches on the key elements for building their successful programs. Five female expert Canadian university coaches of team sports were individually interviewed with an open-ended approach. Data were analysed inductively, following the guidelines of Cote, Salmela, Baria, and Russell (1993) and of Cote, Salmela, and Russell (1995). The results of the analysis identified four key elements for the building of a successful program. First, coaches possessed a variety of personal attributes that enabled them to display appropriate leadership. Second, coaches possessed thorough organisational skills from which they set goals, planned the season, and prepared their team for games. Third, coaches had a personal desire to foster their players' individual growth, by empowering them and teaching them life skills. Finally, the aforementioned elements were interrelated and linked together by the coaches' vision, without which success was unlikely. Data also showed the correspondence of these four elements with a transformational leadership style that has been successfully used in business, military, industry, and educational settings.

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Gallant, Thomas L. „An evaluation of the National Coaching Certification Program level two technical course for the sport of judo“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36124.pdf.

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Burdette, Glenn Parrish. „An examination of preferred coaching behavors as predicted by athlete gender, race, and playing time“. Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/gburdette/burdette_glenn_p_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 79-86) and appendices..

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Davies, Matthew John. „Factors affecting the job satisfaction of Canadian male university basketball coaches“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79836.

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The purpose of the current study was to investigate factors affecting the job satisfaction of Canadian male university basketball coaches, as it pertained to their goals and measures of success for themselves, their athletes, and their team. Semi-structured individual interviews were conducted with six university coaches. Three higher-order categories emerged: (a) personal variables, which encompassed the philosophies the participants developed based on their athletic and coaching experiences, (b) internal elements, which involved what the coaches did for their athletes' academic, athletic, and personal development and the coaches' personal development, and (c) external influences, which included tangible and measurable positive and negative factors that affected the level of satisfaction derived from the other higher order categories. These results provide a clearer understanding of factors that affect coaches' job satisfaction, as well as the goals that coaches set and how they measure success. In addition, this information may be incorporated into coach training programs.

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Alba, Micah Adam. „Comparison of two training programs on acceleration out of the break in American football /“. Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2759.pdf.

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Sisk, Glen A. „The impact of using situational management communication styles in intercollegiate athletics“. Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/712.

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Sullivan, Gregory S. „The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players“. Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center

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Loveday, Thomas. „Effective coaching in cricket, rugby league and rugby union a qualitative investigation involving professional coaches and players from Australia /“. Connect to full text, 2009. http://hdl.handle.net/2123/5739.

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Thesis (Ph. D.)--University of Sydney, 2009.
Title from title screen (viewed 10 Dec. 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Includes bibliographical references. Also available in print form.

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