Dissertations / Theses on the topic 'Coach's learning'
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1
MacLellan, Justin. "Investigating a Coach's Facilitation of Learning Situations Among Masters and Youth Athletes." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35501.
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This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.
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Greenberg, Ethan. "How Parkour Coaches Learn to Coach: An Exploration of Parkour Coach Learning and Development." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35691.
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Parkour is a sport with a focus on overcoming obstacles. Parkour practitioners utilise specialised techniques relating to movements such as running, jumping, vaulting, climbing, swinging, rolling, and occasionally acrobatic manoeuvres in order to traverse a path through urban and rural environments. Parkour is a new sport, and as it continues to grow in popularity, there is an accompanying demand for parkour instructors. As a result, programmes to train parkour coaches have been created in various parts of the world. There has been minimal scholarly research conducted regarding parkour, and much of the current parkour research focuses either on parkour athletes, or the perceptions of parkour by non-parkour athletes. No research was discovered regarding parkour coaches. This exploratory study aimed to: (a) explore how parkour coaches learn to coach; and (b) explore the perceptions held by parkour coaches regarding parkour coach education programmes.
In the first article, titled ‘How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport’, participants’ responses related to the themes of: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. The second article, titled ‘What Does It Mean to be a Certified Parkour Coach? Parkour Coach Perceptions of Formal Coach Education Programmes’, shared participants’ perceptions of formal parkour coach education programmes, including: potential benefits and risks to participation in such programmes, modifications that could be made to the programmes, and parkour coach perceptions of coach education programmes for other sports.
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Taylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.
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The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn from (Werthner & Trudel, 2009). This dissertation explores the lifelong learning process through a collective case study involving four coaches for athletes with a physical disability. The theoretical framework that guides this study is Jarvis’ (2006, 2007, 2009) comprehensive view on human learning, including his concept of lifelong learning, and key concepts such as biography, experience and disjuncture, and types of learning. Jarvis' psychosocial perspective on human learning is a useful lens for a closer examination of how coaches develop over a lifetime and how they change and continue the process of becoming through new experiences, which they gain, more often than not, within a social context. The work of Moon (1999, 2004) and her metaphor of a network view of learning is a complementary framework for examining learning through reflective practice. Moon's generic view of learning (1999) illustrates how a network of knowledge, feelings and emotions make up one’s "cognitive structure" and suggests that this structure plays an important role in the learning process as it guides what we choose to pay attention to and what we choose to learn. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three in-depth interviews with each coach, observation of the coach in their coaching contexts, as well as interviews with key collaborators in their coaching practice. The transcripts were member checked to increase trustworthiness. Three articles comprise the results section and the main points in this dissertation are as follows: (a) a case study of one exemplary parasport coach and how he learned through a wide variety of life experiences, such as pragmatic problem solving, education, and building relationships; (b) the four coaches who engaged in social learning through meaningful interactions with a variety of key collaborators who contributed to their learning and coaching practice; and (c) the four coaches who used reflection to learn and to build their coaching practices within the unique context of the parasport world. These findings contribute to the emerging body of literature on coaches for athletes with disabilities by adding to our understanding of how coaches’ life experiences and biographies determine what kinds of learning opportunities they each found meaningful; the importance of the social context in learning to coach athletes with disabilities; and the role and importance of reflection in understanding the interconnections of learning from life experiences, particularly in the unique and developing parasport setting. The study will also aid coach educators in understanding the role and importance of past learning experiences and the social context in coach learning.
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Crickard, Travis. "Examining Coach Pathways and Learning Situations: High-Performance Head Hockey Coaches who Played Goal." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26200.
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Using archival analysis and interviews this study examined the career pathways, learning experiences, and athletic experiences of 11 high-performance head hockey coaches who played goal in ice hockey. Guided by the learning situations discussed in Wright, Trudel, and Culver (2007) the interviews revealed four important learning experiences common to all the coaches: coach interactions, books and videotapes, coach clinics and academic education, and experiences related to playing and coaching. Like Werthner and Trudel (2009) the results indicated that certain similarities aside, each coach’s career pathway is idiosyncratic with elite athletic experience being an important, but not imperative, aspect of high-performance coaches’ career development. The findings provide insight into how these individuals acquired their coaching knowledge and provide a more complete picture of the developmental pathways associated with becoming a high-performance head hockey coach.
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McMaster, Sarah. "Coaches of Athletes with a Physical Disability: A Look at their Learning Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20684.
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Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.
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Rodrigue, François. "Examining the Process and the Outcomes of a 12-Month Learning Journey of Intercollegiate Sport Coaches Accompanied by a Personal Learning Coach." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39929.
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The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice.
This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles.
The first article suggested reflective cards as a useful tool for coaches to engage in
reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal
learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories.
The four articles together make novel theoretical and practical contributions to the field
of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.
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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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Stodter, Anna. "Understanding coaches' learning : process, practice and impact." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16047.
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Although it seems clear that coaches become effective practitioners through idiosyncratic combinations of learning experiences (Werthner & Trudel, 2009), little is known about how and why this occurs and impacts on coaching knowledge and practice (Cushion et al., 2010). This research sought to understand the processes and impact of coaches learning in the context of UK youth football coaching, specifically centring on a formal education course. The research process utilised a pragmatic and integrated perspective, influenced by impact evaluation frameworks (e.g. Coldwell & Simkins, 2011). A group of 25 coaches were investigated at different points over a period of a year and a half, using a mixture of semi-structured interviews, systematic observations, video-based stimulated recall interviews and course observations, to build up increasingly in-depth levels of data. Using the principles of grounded theory methodology (Strauss & Corbin, 1998) as well as mixed analyses of variance (ANOVA), changes in the knowledge use and practice behaviours of course candidates, and equivalent coaches not undertaking formal education, were compared. The course had subtle impacts on coaches knowledge conceptions in interaction with wider knowledge sources, yet impact on practice was generally demonstrated only in the areas of questioning content and individually directed coaching interventions. Mismatches between the espoused theory of the course and what the candidates actually perceived, as well as a lack of individualised support to overcome disjuncture (Jarvis, 2006) created barriers to learning, preventing integration of theoretical conceptions into altered coaching practice. A substantive grounded theory was generated to explain the underpinning double-loop cognitive filter and reflective feedback processes involved in coaches learning. The model demonstrated that practitioners learning, guided by existing biography and driven by a practical focus on what works , was heavily influenced by context. Meaningful learning connected knowledge with implementation in practice through reflection. These processes help explain uneven learning across individuals; addressing for the first time questions of what works , how , 'why', and for whom in coach learning (McCullick et al., 2009). Thus the results generate an understanding of coaches learning which can be practically relevant in fostering better opportunities to enhance the development of capable and creative coaches.
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Nelson, Lee J. "Understanding coach learning." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/9243.
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Coach learning is a complex process of which we have relatively little appreciation. Existing knowledge is largely fragmented and has tended to lack conceptual clarity and theoretical depth of understanding. This investigation sought to build on existing understanding by adding to a limited body of information about knowledge structures, learning situations, motives and deterrents to learning, and means of enhancing the provision of coach education. Data were derived from 90 UK practitioners (82 males &8 females), comprising a range of sports (n = 8), who had accumulated on average 23 years of coaching experience (ranging from 3-50 years). Semi-structured interviews were conducted with 16 elite performance coaches. 74 practitioners of a diverse range of coaching levels completed open-ended questionnaires. All of the data were subjected to inductive content analysis. A number of theoretical `hooks' were utilised within the analysis process to help make sense of the findings. Analysis of the findings demonstrated that: (1) while it was possible to compartmentalise the coaches' knowledge structures (i. e., Ologies, Pedagogy, and Sport Specific), coaching practice likely requires integrated understanding; (2) the coaches under investigation learnt in formal, nonformal, and informal situations; (3) the participants' learning endeavours were largely driven by an internal desire to actualise their coaching potential; (4) dispositional, institutional, and situational barriers were shown to deter these practitioners from further coach learning participation; and (5) these practitioners were pragmatic learners who desired relevant and usable knowledge. Exploration of the coaches' educational experiences, and perceptions about optimal provision, revealed that they wanted more active learning opportunities (i. e., observations, group discussions, practical experiences, and mentoring schemes). Collectively, the results of this investigation built upon previous understanding of coach learning. They highlighted the significance and underresearched link between the types of knowledge these coaches had acquired, what drove their continued learning engagement, and how these factors had influenced their actual and preferred learning approaches. These findings, therefore, not only contributed towards a greater understanding of how coaches learn, but what needs to be considered if the ongoing development of coaching practitioners is to be better supported. Continued exploration of these factors is required if greater depth of understanding is to evolve.
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Patry, Philippe. "Coach Knowledge Management: The Needs and Wants of Elite Coaches from African and Small Island Regions of the Commonwealth." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34758.
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Coaching knowledge is an essential resource for improving competition quality. The purpose of this study was to explore the needs and wants of elite coaches from the African and small island regions of the Commonwealth at the 2014 Commonwealth Games in Glasgow, Scotland. Specifically, their development of coaching knowledge and their context was analyzed to understand their needs and wants. Using a knowledge management framework, 19 semi-structured interviews identified the process of combining knowledge as predominant in the development of coaching knowledge within these regions. Tacit knowledge was developed through their social environment, mentorship, and athletic or coaching experience. The need for formal knowledge development opportunities and basic coaching resources were also identified. Finally, technology helped to reduce challenges around accessibility to knowledge, and coach certification programs helped with the transition from athlete to coach.
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Davey, Jennifer J. "How do Novice Parasport Coaches Develop Their Knowledge? A Look at the Experiences of Para Sailing Coaches." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30647.
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Despite growing interest in coaching sciences, literature has revealed a dearth of research on coaches who work with para athletes (e. g. Cregan, Bloom, & Reid, 2007; McMaster, Culver, & Werthner, 2012). The purpose of this study was to explore how novice coaches in parasport develop their knowledge. The study was conducted in real-time during the coaches’ first contact with the context. Semi-structured interviews and participant observation were conducted with six Canadian para sailing coaches. Thematic analysis (Braun & Clarke, 2006) revealed that coaches developed context-specific knowledge and skills through a blend of formal, nonformal, and informal learning situations. The participants highlighted the importance of learning from others, especially other coaches and from athletes.
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Griffiths, Mark. "Formalised mentoring as a professional learning strategy for volunteer sports coaches." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/11983.
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The aim of this study was to examine formalised mentoring as a learning strategy for volunteer sports coaches. Despite the popular use of mentoring as a learning and support strategy across many professional domains, there has been comparatively little research on structured mentoring programmes in sports coaching, and there is a distinct lack of empirical evidence to support claims for its efficacy in supporting and enhancing coach professional learning Moreover, despite the significantly high numbers of voluntary coaches that support sports coaching in the UK, there is a lack of research that addresses the professional needs of this population data are reported from a 12 month longitudinal study of 7 coach mentors and 18 mentees that were organized into formal mentor partnerships in one region of the UK Methods included semi-structured interviews, questionnaires and focus groups with all participants Data analysis was undertaken usmg a constructivist revision of the Grounded Theory Method (Charmaz, 2006), recognizing that themes and categories are constructed from data and are mutually negotiated 'Core' conceptual categories were identified, depicting actions that embody mentoring processes.
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Goffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.
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Harris, Kerry. "Enhancing coaches' experiential learning through 'communities of practice' (Lave & Wenger, 1991)." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/2716.
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Significant work in the social sciences has argued the nature of learning as a collaborative, social process (Lave & Wenger, 1991). Similarly, research within coaching has positioned interaction and experience within practical coaching contexts as the principal knowledge source of both novice and experienced coaches (Cushion, Armour & Jones, 2006; Jones, Armour & Potrac, 2004; Potrac, Jones & Armour, 2002). Despite such developments, a dearth of research exists examining the complexities inherent in establishing, developing and facilitating such a social learning environment. This is particularly so in terms of exploring the effectiveness of pedagogical frameworks used to develop coaches‟ experiential knowledge. The aim of this PhD thesis was to explore how, through an action research based study, coaches‟ experiential learning could be harnessed and better developed within Lave and Wenger‟s (1991) shared „communities of practice‟ (CoPs). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches‟ learning were gathered both through on-going observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a „community of practice‟ (CoP) and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematise and build credible pedagogies for coach education, whilst bringing to light the issues associated with the messy nature of such research and the constant everyday demands placed on coaches working at a variety of levels.
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McKinstry, Elizabeth. "The impact of coaches' training on implementation of the Linked Learning approach." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.
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The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.
This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.
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Callary, Bettina. "Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22647.
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Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn (Werthner & Trudel, 2009). Understanding the process of learning to coach can be explored holistically over the course of an individual’s lifespan. This thesis is guided by Jarvis’ (2006, 2007, 2009) theory of human learning, which takes a psychosocial perspective to understanding the way that individuals perceive their social situations, change their biographies, and become who they are over the course of their lives. The purpose of this dissertation is to explore the biographies of five Canadian women coaches to understand how the multitude of experiences throughout their lives have contributed to their learning and coaching development. Four in-depth interviews were conducted and transcribed verbatim with each coach. From these interviews a biographical narrative analysis was created to document how each coach learned throughout her life. The transcripts and narrative analyses were member checked to augment trustworthiness. Four articles and one research note comprise the results section. The main points in this dissertation are as follows: (a) experiences in primary and secondary socialization influenced the coaches’ approaches to coaching; (b) specific meaningful learning experiences helped the coaches develop and become experienced as coaches; (c) values develop throughout life experiences and influence coaching actions; (d) Jarvis’ theory is used to explore my own process of learning throughout the PhD degree, and how this learning was influenced by my lifetime of experiences to date; and (e) a brief research note highlights how the research process was a co-creation between the researcher and the participants. These findings add to the emerging body of literature on female coaches and coach learning by further understanding how the coaches’ biographies determined what kinds of learning opportunities they each found meaningful; the importance of social connections in learning to coach; and the importance of reflection in understanding the interconnections of learning from life experiences. The study may motivate women coaches in understanding how lifelong learning influences their career paths and it informs coach education programs about the muddled reality of coaches’ learning and development.
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Deek, Diana J. Z. "Examining How NCCP Competition-Development Modules Contribute to Coach Learning." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19989.
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The purpose of the present study was to explore the influence of an NCCP coach education module on coaches‟ ongoing learning. Using the theoretical framework of Jarvis (2006) and Moon (2004) to guide the research, this study consisted of three phases: an interview with each of the 10 coaches prior to attending a module to understand their biographies as well as various learning situations they had already experienced; attendance at one of three potential Competition-Development modules, Managing Conflict, Coaching and Leading Effectively, or Psychology of Performance, and an interview with each of the 10 coaches immediately following the module to explore their thoughts, reflections and possible learning within the module; and a third and final interview with each of the 10 coaches three months following the module to explore how they implemented learning from the module, as well as other learning situations that may have occurred within that 3 month timeframe. The findings indicated that the biographies of each of the coaches varied considerably. For example, the coaches‟ athletic experiences ranged from recreational to national level and several of the coaches were still active in sport at a master‟s level. Their formal education levels ranged from high school to completion of a university masters degree, and their ages varied from 21-45. As well, each of the coaches said they learned something from the NCCP coaching module they attended such as a more effective method for communicating with their athletes, strategies to cope better with conflict, and the importance of setting a variety of goals. The findings also indicated that a number of the coaches were open to on-going learning and stated that they would continue to enrol in formal coach education modules.
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Townsend, Robert C. "Understanding coach learning in disability sport : a Bourdieusian analysis." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32423.
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The purpose of this research was to answer longstanding calls to explore the learning and development of coaches in disability sport (DePauw, 1986; Reid & Prupas, 1998). We know very little about coaches in disability sport and although there exists a growing body of work that has explored coach learning, there is an absence of in-depth sociological research on disability coaching and coach education. In order to address this gap in the literature, this research sought to examine the nature of coach learning through analyses of coach education and coaching practice. Drawing upon a critical sociological framework, the research was conducted on the premise that understanding social practice can generate critical insights into the nature of coach learning. The research begins to answer some of the criticisms levelled at previous research by operationalising the sociological framework of Pierre Bourdieu in conjunction with disability studies, to analyse data generated through a two-year case study evaluation of an impairment-specific mode of coach education, and ethnographic data generated from eighteen-months of fieldwork in a specific disability coaching context. Altogether, data were collected through in-depth observations, interviews, focus groups and qualitative surveys to generate data that had both breadth, gathering data from large numbers of participants, and depth, by understanding in detail a particular coaching culture (Polkinghorne, 2005). The findings reveal how knowledge about disability was often marginalised in coach education, with engagement in the field functioning as principle source of knowledge about coaching in disability sport. As a result, disability-specific coach education contributed marginally to coach learning and functioned as a platform for the transmission of medical model discourses about disability, in terms of the pedagogy adopted and its effects on coaches knowledge. In the ethnographic study, analyses revealed how disability was assimilated into a high-performance coaching logic that structured coaches learning according to high-performance ideals. The process of learning was revealed to follow the logic of reproduction as alluded to by Bourdieu (1977, 1990a), and reinforced in social practice through the continual (re)adjustment of class habitus to structural conditions. The mechanisms underlying this process revealed learning to have a symbolic nature, mediated by power, resulting in the uncritical reproduction of ideology related to coaching disabled people. Thus, the research extends an understanding of coach learning, taking into consideration social structure and agency, as a basis for further critical inquiry into coaching in disability sport.
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Paquette, Kyle. "Examining Learner-Centered Coach Education." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.
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At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging findings, coach education can be significant in its contribution to coach development when coaches are addressed as learners and their unique learning needs and orientations are recognized and prioritized. Indeed, the conversation has shifted to the application of learner-centered (LC) approaches. The purpose of this doctoral dissertation was twofold: to explore the contribution of using the LC theory, including a well-established learner-centered teaching (LCT) framework, to support coach education; and to examine the LC initiatives of a coach education program. An immersion in the LC literature was followed by the collection of multiple sources of data: program documents (n = 5), coach survey data, in-depth participant interviews (coach development administrators, n = 14; learning facilitators, n = 6; coaches, n = 10), and audio-visual material. Program documents (449 pages) were analyzed using a summative content analysis (Hsieh & Shannon, 2005) based on Blumberg’s (2009) LCT framework, and the interview transcripts (521 single-spaced pages) were analyzed using thematic analysis (Braun, Clarke, & Weate, 2016). The findings are presented in three articles and an additional findings section. The first article presents a theoretical overview of the LC literature linked to current perspectives and issues in coach education, including validated framework for facilitating LC change and assessment. The second article looks at the evolution and current LC status of Canada’s golf coach education program, a distinguished program within the Canadian sport system. The third article, using composite vignettes, presents the coaches’ and learning facilitators’ perception of their experiences participating in the LC designed program. In the additional findings, the CDAs’ biographies and perceptions of their experiences participating and contributing to the design of the program are presented along with the challenges they faced. The main points from the findings in this dissertation are as follows: (a) given the strong conceptual links and evidence-based foundation, LCT offers a coherent and sensible framework to guide the study and design of coach education; (b) there were lessons to be learned when looking at the history and evolution of the coach education program; (c) the creation and implementation of LC program benefitted from leaders who understood and subscribed to a constructivist view of learning; (d) the LCT approaches were dependent on the role and effectiveness of the learning facilitators; (e) coaches’ and facilitators’ perceptions of LCT approaches and engagement in the program varied according to their cognitive structures, specifically their learning orientation; and (f) more broadly, the program’s impact and effectiveness was influenced by the dynamic and complex interplay between the program design, delivery, and coach engagement. The findings contribute to the emerging body of literature on the use of constructivist learning principles to support coach education; they provide scholars and practitioners with a robust framework to guide the study, design, delivery, and assessment of LC coach education; and they share the exemplary efforts, experiences, and challenges of a sport federation who successfully adopted a high degree of LCT within its coach education program. Finally, based on the findings and the coach education and LC literatures, a fourth article is presented in the discussion that offers a collection of practical recommendations for CDAs to support LC coach education.
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Duarte, Tiago. "A Collaborative Effort to Frame and Assess a Social Learning Space for Wheelchair Curling Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40588.
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Social learning interventions have been implemented to develop coaches in many contexts, however are yet to be applied to coaches of athletes with disabilities. The lack of knowledgeable coaches prevents people with disabilities from participating in sports. The overall purpose of this doctoral research programme was to enhance the learning capability of the Canadian wheelchair curling coaches’ landscape. To achieve this overall purpose, the study was divided in three phases (i.e., pre-intervention, framing, and assessment). The pre-intervention phase aimed at understanding the disability sport coaches’ landscape; the framing phase aimed at building on the pre-intervention findings to frame a social learning space intervention for disability sport coaches; finally, the assessment phase, as the name suggests, assessed the value created through the intervention. More specifically, the four articles presented in this dissertation illustrate the work done to achieve the overall purpose of enhancing the learning capability of Canadian wheelchair curling coaches. The pre-intervention phase includes Article 1 and Article 2. Article 1 is a literature review of the two major areas addressed in this dissertation, which are disability sport in Canada and coach development. Article 2 introduces the metaphor of a landscape to create a visual representation via a map that includes the major elements of the Canadian wheelchair curling coaches’ landscape. Semi-structured interviews with 16 participants were thematically analyzed and helped create the above-mentioned elements, such as the coaches’ pathways, the types of learning structures, and the barriers. Moreover, Article 2 provides three considerations for systems conveners who seek to lead social learning space interventions in landscapes. Next, the framing phase took place concurrently with the assessment phase. Common to both phases, the intervention included a series of face-to-face and online interactions through the use of four online tools. Multiple data generation techniques (e.g., in-depth interviews, focus groups, observations) were employed during a 13-month period and resulted in 615 single-spaced pages of data. Thematic and interpretative analyses were used to make sense of the data. The framing phase, as presented in Article 3, includes the process through which the researchers (N = 3) made use of collaborative inquiry to co-construct the intervention with the participant coaches (N = 16) and Curling Canada technical leaders (N = 6). Additionally, Article 3 built upon the considerations from the pre-intervention phase to report how the intervention managed the limitations of the landscape, prioritized meaningful learning, incorporated influential people, as well as produced reflections on the consequences of the lack of enabling conditions. Article 4 expands the landscape metaphor and presents four composite vignettes of the participants according to their wheelchair curling coaching experiences. The vignettes vividly illustrate major contextual factors of the landscape common to all participants and the range of values created in the intervention. Overall, the findings of this dissertation contribute theoretically, methodologically, and practically in several ways. From a theoretical perspective, it is the first study to date to make use of landscapes of practice and the value creation framework to increase the learning capability of disability sport coaches. From a methodological perspective, the articles included in this dissertation made use of multiple and longitudinal data generation techniques to provide a broader perspective of the values created. Finally, the use of visual representations like the map and the vignettes, while unconventional, might facilitate the knowledge transfer for coaches and coach developers willing to frame social learning space interventions.
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Bertram, Rachael Kathleen. "Designing, Implementing, Assessing, and Sustaining Sport Coach Communities of Practice." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34282.
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The purpose of this doctoral dissertation was twofold: (a) to explore how communities of practice (CoPs) can be designed, implemented, assessed, and sustained in sport settings, and (b) to examine the value that is created by participating in a community of practice using Wenger, Trayner, and De Laat’s (2011) value creation framework. Two studies were conducted. In Study One, a sport coach CoP was collaboratively designed, implemented, and assessed in a youth soccer organisation. Data generation included two individual interviews with each co-researcher, observations from CoP gatherings, and communications via an online discussion platform. Findings indicated that the co-researchers created value within each of the five cycles of value creation outlined in Wenger and colleagues’ framework. The co-researchers created value that was personally relevant to their coaching needs, which led to an increase in perceived coaching abilities. The co-researchers also gained new perspectives, such as the importance of social learning, and a broader view of athlete development. Study Two examined the value that was created in five CoPs nested in the university sport setting and how they were sustained. One interview was conducted with each participant (10 coaches and two administrators). The findings revealed that the coaches created value in each of the five cycles of the value creation framework. They learned a variety of strategies, some of which they implemented in their coaching practice. As a result, the coaches noticed an improvement in their coaching abilities and their athletes’ outcomes. The coaches also gained new perspectives, and reframed their views concerning their personal development and that of their athletes. For example, the coaches realised the importance of focusing on their own well-being. They also realised the importance of learning through social interactions, and developed a broader view of athlete development. The findings from both Study One and Study Two illustrate that CoPs in sport settings are practical and pragmatic, and that they have a positive impact on coaches’ development and on their coaching practices.
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Kilic, Koray. "How Do Turkish Sport Coaches Access The Knowledge Of Sport Science?" Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615411/index.pdf.
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The purpose of this study was to examine the following research questions in Turkish coaching context: a) How do coaches perceive sport science research? b) Which sources do coaches utilize when obtaining the knowledge they need? c) What obstacles do coaches confront when trying to access the knowledge they need? Participants were 322 coaches (256 men, 66 women) from diverse sports and coaching levels working in Ankara. &ldquoNew Ideas for Coaches&rdquo
questionnaire by Reade, Rodgers and Hall (2008) was translated and adapted into Turkish for the current study. There was a strong concurrence between Turkish coaches in terms of the belief that sport science contributes to sport (%78). Gaps exist, however, between what coaches were looking for and the research that is being conducted. Coaches were most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches. The barriers to the coaches&rsquo
access to sport science were finding out the source of information, being able to implement the knowledge that was obtained from sport sciences into field of coaching, lack of monetary support for the expenses about obtaining knowledge, and language barrier respectively. Coaches&rsquo
demographic characteristics influenced their perceptions of and preferences for obtaining new information. Strategies to remove the barriers could include providing further education opportunities for coaches and eligible scientific knowledge sources to ensure successful knowledge transfer.
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Duarte, Tiago. "An Examination of How a Coach of Disability Sport Learns to Coach from and Through Experience." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26176.
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Despite the steady growth of coaching science over the last two decades, research on coaches of persons with disabilities is scarce. This study examined how an adaptive sailing coach learned through and from experience using a single case study methodology. Jarvis’s (2009) lifelong learning approach and Gilbert and Trudel’s (2001) reflective conversation model framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed to collaborative environments that optimized her learning process. Social interactions with a number of people (e.g., mentors, colleagues, and athletes) possessing different types of expertise made major contributions to Jenny becoming a coach. As time progressed and Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational Para-swimming instructor to developmental adaptive sailing coach. This study informs future research in disability sport coaching.
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Schechter, Amy June. "A Case Study of the Roles and Perceptions of Writing Coaches." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5305.
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The purpose of this intrinsic case study was to explore the roles, responsibilities, and perceptions of writing coaches, a form of embedded professional development, which had the opportunity to assist teachers in deepening their pedagogical knowledge of writing instruction. Furthermore, this inquiry sought to describe middle school teachers' (N = 235) perceptions of how writing coaches may have impacted their beliefs and pedagogy with regard to writing instruction. At the time I conducted this case study, no extant literature existed to describe the roles, responsibilities, or perceptions of writing coaches, and this inquiry sought to fill that void.
In an intrinsic case study, the researcher's own interests guide the inquiry. Qualitative data from interviews, observations, and archival data informed the inquiry. Furthermore, a non-experimental quantitative survey complemented the qualitative data. I analyzed qualitative data as I collected it through constant-comparative analysis beginning with open coding of individual cases, proceeding to axial coding across site cases, and finishing with selective coding across site cases, at which point I integrated relevant empirical research. I reported descriptive statistics for the non-experimental quantitative survey data.
The findings of this inquiry do not generalize to other populations, but the results of data analysis may inform future study and practice. I uncovered teachers regarded the writing coaches in this inquiry positively, but did not explicitly communicate any change in beliefs or practice with regard to writing instruction. Furthermore, I discovered although writing coaches are deemed "coaches," they spend more of their time performing responsibilities which categorize them as teachers and administrators. A posteriori data trends revealed writing coaches faced many challenges: high-stakes testing, unclear roles and responsibilities, balance of their many roles and responsibilities, micromanagement, and inability to impact teacher practice. Lastly, I outline a model, which requires future testing under experimental conditions, to explain how the challenges writing coaches face may serve to lower their loci of control, perceptions of effectiveness, and job satisfaction.
The themes I discovered through data analysis led me to make recommendations with regard to future research and practice. This inquiry described three writing coaches' roles, responsibilities, and perceptions, but future study, both qualitative and quantitative, is needed to more fully describe and explore the phenomenon. The model I developed through qualitative data collect and analysis would require testing in inquiries with an experimental design. I recommend future research in the causal cascade to discover how the efforts of writing coaches and other academic coaches may impact teacher pedagogy and practice and eventually student learning. Furthermore, I endorse future studies into academic coaches' loci of control and challenges. Although this study sought to explore the roles, perceptions, and perceived impact of writing coaches, it truly became a study of the challenges perceived by writing coaches and the factors which may contribute to job dissatisfaction and perceived ineffectiveness. For this reason, I make specific recommendations to support writing coaches in their attempts to perform their jobs excellently.
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Shoemake, James J. "Former Students' and Their Learning Coaches' Perceptions of Their Cyber-Charter School Experiences| A Case Study." Thesis, Indiana University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787137.
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This qualitative case study examined the perceptions of former students who are economically disadvantaged from a poor, rural district in central Pennsylvania who left their traditional school to enroll in one of the three biggest cyber-charter schools in the state. Through extensive interviews with the students and their learning coaches, the study attempted to see the experience through the eyes of those who lived it. Particular emphasis was placed on supports students and their learning coaches received from their schools and teachers and in their homes. Also, the researcher attempted to understand the perceptions of students and their learning coaches about the advantages and disadvantages of enrolling in a for-profit cyber-charter school as opposed to remaining in their traditional schools.
The results of this study, based on the experiences of five students and their learning coaches, imply that support from home is critical for student success in cyber-charter schools. Support from family members or loved ones was found to be more effective than support from social agents or acquaintances, and support from home was found to be more important than support from school. The study also implies that not all students are suited to work in the online environment. Some students in the study reported a sense of isolation as they worked in their cyber-charter schools. Some students in the study also had difficulty adapting to this new way of learning. Finally, the study determined that students who are not capable of functioning in a public school environment may feel more comfortable and be better served in a cyber-charter program. The study provides recommendations for improving the cyber-charter school experience. The improvements suggested included opening local satellite offices around the state staffed by a teacher to provide more face-to-face interaction with students, offering social opportunities in more local venues so students can connect in a sustainable way, and finally, developing a more rigorous screening process that would give all potential students and their learning coaches a realistic view of the expectations required in the cyber environment.
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Proffit, Gregory M. "Sources of Authority for Leadership and Instructional Technology Coaches' Diffusion of High Access Teaching and Learning." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4290.
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This study used a theoretical framework to explore the leadership of three schoolbased instructional technology coaches (ITCs). The researcher employed typical qualitative fieldwork methods by compiling observation notes, interview transcripts, and archival documents for data analysis. This research and dissertation were also placed in context with the tenets of diffusion research.
The collected evidence was analyzed with a theory that proposes five sources of authority for leadership: bureaucratic, psychological, technical rational, professional, and moral. The study presents four major findings: First, ITCs do not use bureaucratic or moral sources of authority for leadership. Second, the coaches are aware of and use technical rational and professional sources of authority. Third, the participants may use some of the characteristics of psychological sources of authority for leadership. Finally, this study verifies that all five theoretical sources of authority are discernible in the participants' school district.
The author recommends that educators combine their respective sources of authority in diffusion of innovation. Schools should recognize and use in combination their administrators’ bureaucratic, coaches’ technical rational, and teachers’ professional sources of authority for leadership.
This study suggests future research in applying the theoretical framework: for tests of the consequences of each source of authority for leadership; to the use of diffusion; for leadership in the diffusion of professional learning communities; to analyze the 2014 Interstate School Leaders Licensure Consortium (ISLLC) standards for school leaders.
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Sinelnikov, Oleg A. "Teaching and learning how to teach sport education an ecological analysis, motivational climate and professional development /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/SINELNIKOV_OLEG_48.pdf.
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Stoszkowski, John Robert. "Exploiting social learning as a legitimate tool in coach development." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/12131/.
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The aim of this thesis was to contribute to current sport coaching research, knowledge and practice on how socially mediated learning activities can influence both coach behaviour and learning for better and for worse, as well as how coach developers might better exploit them as a legitimate tool in coach development provision. Accordingly, Chapter 2 provided an overview of social learning approaches in coach development and discussed potential implications of their use. In the first of the empirical chapters, Chapter 3 revealed that the coaching qualities and characteristics which the social “milieu” might encourage coaches to aspire to and pursue were not comprehensive across all areas and that, with respect to the characteristics coaches might “need” to develop, they might not necessarily be aware of or pick up during informal learning situations. Chapter 4 confirmed that coaches’ preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. However, critical justification for and application of, acquired knowledge was largely absent. Having identified a clear need for practical tools and structures that might better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on informal coach learning, Chapters 5 and 6 explored the use of online blogs as a potential tool to support learning in coach education pedagogy. Results suggested that structured group blogs were a useful tool for facilitating and perhaps encouraging a sufficiently critical approach to social learning. Furthermore, Chapter 7 revealed that blogs were perceived by coaches as being a useful learning tool while appearing to meet coaches’ preferences for less formal modes of learning. In closing, Chapter 8 summarised the findings and implications of this thesis, with particular focus directed towards their potential applied impact on coach development provision.
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Lubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.
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Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change. As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry:
1. To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches?
2. Specifically, which principles and processes of andragogy are reflected in the practice of coaching?
3. What are the best practices of coaches who use andragogy in their practice?
Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching.
Ph. D.
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Cybulski, Sarah. "Life Skill Development in Athletes with Intellectual Disabilities: The Strategies and Learning Pathways of Special Olympics Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31791.
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The purpose of this research was to explore how experienced Special Olympics (SO) coaches attempt to integrate the development of life skills into their coaching practice and how the coaches learned these strategies. Merriam’s (2009) basic interpretive qualitative approach was used to guide this research. Six experienced coaches from Ontario participated in this study. Data were collected through two sets of semi-structured interviews, non-participant observations, and document analysis. Data were analyzed both deductively and inductively using thematic analysis. Camiré, Trudel, and Forneris’s (2012) study on how high school coaches help athletes to develop life skills was used as a framework for life skill development strategies. The analysis uncovered that coaches use the following strategies: (a) having a coaching philosophy aimed at helping athletes to develop, (b) understanding athletes’ pre-existing makeup, (c) providing athletes with opportunities to show their skills, (d) modeling, (e) taking teachable moments, (f) using keywords, and (g) and volunteerism. Two inductive strategies were also found: (a) building strong coach-athlete relationships and (b) being stern and direct with athletes. Trudel, Culver, and Werthner’s 2013 chapter on coach learning was used to frame the learning pathways section of this study. Results from this portion of the study indicate that coaches learned through a variety of different means, including their experiences and through mediated and unmediated learning situations. As one of the first studies to explore the coach’s role in assisting Special Olympics athletes to develop life skills, we feel that this study makes a valuable contribution to the literature on coaching science, sport for people with disabilities, and athlete development. This study also highlights new areas for research that could further expand our knowledge of this topic.
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Mackenzie, Robert J. "An in-situ exploration of the reflection and experience-based learning of professional football players and coaches." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/18117.
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The aim of the current thesis was to critically examine the reflection and experience-based learning of professional football players and coaches at a football club. Specific attention was paid to the influence that the social environment had on players and coaches experiences and the extent to which they influenced each others experience-based learning and reflective practice. A case study approach using semi-structured interviews and ethnography including participant observation, informal interviews and audio/video recordings informed the current research. Schön's (1983) experience-based theory of learning and reflective practice was used to represent coaches and players reflective practice prior to the application of Foucault (1972, 1979, 1988, 1991a) as social theory. It was found that an institutionally reproduced discourse, which emphasized the importance of winning, governed both coaches and players experience-based learning at the club. Positive discourses of reflection were introduced by coaches and embodied by willing and docile players due to the added legitimacy that was associated with their knowledge. Players reflective practice represented a technology of power as it was dominated by their coaches presence and resulted in players interpretations being normalised to the extent that they became self-surveillant. Players compliance contributed to the construction and reproduction of an overarching disciplinary culture of surveillance that was initially introduced by the club s coaches and made possible through the constant assimilation of data and different forms of performance monitoring (i.e. GPS, video-based PA, physical testing).
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Eriksson, Nicklas, and Andreas Sandström. "Feedback för lärande : En studie om hur coacher i crossfit ger feedback på gruppass." Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144773.
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Feedback is a powerful tool for coaches and instructors in the learning process as well as an important tool regarding motor skill development. The aim of the study was to investigate how feedback is used in a crossfit environment, focusing on what types of feedback are used and what the coaches’ approach to feedback is. To achieve this, six crossfit coaches were observed and interviewed. The study found that the frequency of feedback varied greatly between the coaches. The feedback was given both individually and to the whole group, and visual and verbal feedback were often combined. The main purposes of the feedback seemed to be to improve the participants’ performance and to promote a fun environment. The coaches also seemed to believe that it is important to adjust the feedback to the individual participants.
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Capstick, Andrea Lauren. "The Development of Youth Soccer Coaches: An Examination Within the Unique Coaching Context of Recreational Youth Sport." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23852.
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The purpose of this research is to explore the context of youth recreational soccer, and to examine how coaches volunteering in this context learn to coach soccer. Framed within Jarvis’ (2006, 2007, 2008, 2009) theory of lifelong learning and employing a mixed-methods approach, this dissertation research had two distinct phases. Phase One involved the collection of data via an on-line survey from 433 recreational youth soccer coaches from Eastern Ontario. The survey served to collect demographic information, as well as general information about their team, their role as a recreational coach, and their approach to learning. The data analysis for the on-line surveys was comprised of an analysis of descriptive statistics. Phase Two involved semi-structured interviews. Recruited through their participation in Phase One, 30 coaches were purposefully targeted and interviewed based on their varied biographies, experiences, and social contexts. Additionally, seven soccer administrators were interviewed. Interview data was analyzed according to the principles of thematic analysis (Braun & Clark, 2006). Findings examine the biographies of youth recreational coaches, their coaching context, how recreational coaches learn to coach, issues of shared responsibilities related to learning, as well as practical implications. It is suggested that recreational coaches differ from one-another on many factors, and that the context of recreational youth soccer is similarly diverse and presents unique challenges to coaches. Recreational youth coaches learn to coach through a variety of sources; mostly through informal learning situations. Responsibilities surrounding coach development fall on the shoulders of individual coaches and clubs, as well as regional, provincial, and national associations; and suggestions for increased engagement in this regard are provided.
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Gilbert, Wade. "Connected cycles of reflection: The experiential learning process used by youth team sport coaches to develop coaching strategies." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8674.
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The purpose of the present study was to describe the process of how youth team sport coaches develop knowledge for coaching through experience. Schon's (1983; 1987) experiential learning theory of reflective practice was used as a conceptual guide. The research design included two focus groups (a pre-study) and multiple-case studies (Yin, 1994). Six coaches of competitive youth team sport comprised the case studies; three in soccer and three in ice hockey. Case study sources of evidence included background interviews, documents, observations combined with video and audio recording, on-site interviews, interval summary interviews, and member check interviews. Data were collected over an entire playing season with each coach. Guided by the case study analytic strategy of relying on theoretical propositions, five methods of qualitative data analysis were used: memos, coding, data displays, interim case summaries, and electronic text searches (Kelle, 1995; Maxwell, 1996; Miles & Huberman, 1994; Yin, 1994). The experiential learning process found in the case studies comprised six components: (a) coaching issues, (b) role frames, (c) issue setting, (d) strategy generation, (e) experimentation, and (d) evaluation. The latter four components comprised a cycle of reflection, referred to as a reflective conversation. Each coach's personal role frame, or approach to coaching, bracketed the reflective conversation, and coaching issues provided the impetus for reflection. The process of identifying an issue, and deciding why it was an issue, is referred to as issue setting. Issue setting included three options: other, peer, and self. Issue setting was proceeded by the strategy generation stage. Six options for generating coaching strategies were found. Three were dependent on coaching peers: advice seeking, joint construction, and reflective transformation. The other three were independent of coaching peers: coaching materials, creative thought, and coaching repertoire. After one or more strategies were generated, an experiment was conducted (real world and/or virtual world). An experiment's effectiveness at resolving a coaching issue was then evaluated. Three options were found at the evaluation stage: other, peer, and self. Once an experiment was evaluated, a coach would either exit the reflective conversation because the issue was resolved or considered unworthy of further reflection, or return immediately to the strategy generation stage to continue the reflective conversation. The selection of options at each stage in a reflective conversation was influenced by four conditions: (a) access to peers, (b) stage of learning, (c) issue characteristics, and (d) environment. The present study provides a first step towards unpacking the frequently cited conclusion that coaches learn through experience. Perhaps the study's most notable contribution to the field of coaching is not the empirically based confirmation that coaches do indeed learn through experience, but an explanation of how coaches learn through experience. Furthermore, when the findings are used to examine other coaching studies, the reflective conversation appears to be valid in other coaching contexts. However, additional research is needed to explore the transferability of the results, and the validity of an experiential learning theory for coaches.
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Gilbert, Wade D. "Connected cycles of reflection, the experiential learning process used by youth team sport coaches to develop coaching strategies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46551.pdf.
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Huatuco, Santos Gustavo. "Soccer Coach Decision Support System." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15136/.
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The savage essence and nature of sports means those who work on it hunt for the win. The sport enterprise is undergoing a gigantic digital transformation focused on imaging, real time and data analysis employed in the competitions. Conventional process methods in sports management such as fitness and health establishments, training, growth and match or game realisation are all being revolutionized by the sport digitization. In team sports it is well known that is needful an enough and simple digital methodology to organize and construct a feasible strategy. Digitization in sports is perpetually evolving and requires pervasive challenges. The sports and athletics digitization success is based on what is being done with collection of more data. Competitive advantages go to those who produce powerful operations using the data and acting on it in real time. The potential impact of these sport features in sport team operations is powerful. Data does not ride all decisions, but it empowers knowledgeable decisions. In these world circumstances, our vision with this system was born from a dream helping soccer sport management systems embrace and improve its contest success. Our perspective problem is how a decision support system for soccer coaches helps them to take enhancement decisions better. To face this problem we have created a soccer coach decision support system. This system is organised in two joined components; the first simulates the prediction of the soccer match winner through a data driven neural network. This component output activates the second to operate the logic rules learning and provides the stats, analysis, decision making and additionally plans improvements like drills and training procedures. This helps on the preparation towards upcoming matches as well as being aligned with their style and playing concepts.
Future scalability and development, will analyse the mental and moral features of the teams by virtue of their athlete’s behavior changes.
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Morris, Brian D. "An exploration of the role of the learning coach and learning conversations on computing projects in higher education." Thesis, Brunel University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409842.
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Thunholm, Maria. "Lärandets relevans i coachingyrket : en intervjustudie om coachers uppfattningar." Thesis, University of Gävle, Faculty of Education and Business Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7266.
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Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.
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Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.
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The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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Lady, Michael Andrew. "Towards an automated weight lifting coach: introducing LIFT." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1242.
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The fitness device market is young and rapidly growing. More people than ever before take count of how many steps they walk, how many calories they burn, their heart rate over time, and even their quality of sleep. New, and as of yet, unreleased fitness devices have promised the next evolution of functionality with exercise technique analysis. These next generation of fitness devices have wrist and armband style form factors, which may not be optimal for barbell exercises such as back squat, bench press, and overhead press where a sensor on one arm may not provide the most relevant data about a lift. Barbell path analysis is a well-known visual tool to help diagnose weightlifting technique deficiencies, but requires a camera pointed at the athlete that is integrated with motion-tracking software. This camera set up is not available at most gyms, so this motivates the use of a small, unobtrusive sensor to obtain data about an athlete's weightlifting technique. Researchers have shown that an accelerometer attached to a barbell while the athlete is lifting yields just as accurate acceleration information as a camera. The LIFT (Leveraging Information For Training) automated weight lifting coach attempts to implement a simple, unobtrusive system for analyzing and providing feedback on barbell weight lifting technique.
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Assy, Nicholette. "The translation of ‘moments of insights’ into sustainable change by executive coachees with different learning styles." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95677.
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Thesis (MPhil)--Stellenbosch University, 2012.Purpose – The purpose of this research was to examine the translation of ‘moments of insights’ into sustainable change(s) by executive coachees with different learning styles six to 12 months after the executive coaching intervention had ended. Design/methodology/approach – In this qualitative study, 12 coachees who had completed coaching programmes six to 12 months prior to commencement of the study were selected based on Kolb’s four learning styles (that is, three coachees per learning style). The coachees or research participants were executives, senior managers, professionals or entrepreneurs who had been coached by executive coaches. Essentially, there were three parts to the research process. The first step was to source a sample of coachees using the Kolb’s learning style inventory. The second step was to conduct a semi-structured interview with each coachee. All the interviews were recorded and transcribed for analysis. The third step was to analyse and compare the data using thematic analysis. The findings were interpreted and links were made to the relevant literature. Key findings – Coachees with different learning styles seemed to remember their ‘moments of insight’ in alignment with their learning styles. These coachees, with different learning styles, appeared to translate their ‘moments of insight’ into sustainable change congruently with their learning style preferences. Where any variation was noted in the findings within a learning style, generally it was associated with the coachee having a more balanced learning style, or having a more extreme style within the relevant quadrant of the learning grid. Research limitations/implications - The sample size of this study was small. Nonetheless, the study was intended to be qualitative rather than quantitative. Practical implications – There are implications of this research for both coaches and training institutions for coaches. For the coaches: To recognise how ‘moments of insight’ could lead to transformation of coachees with different learning styles. Knowing and understanding learning style preferences can deepen and further embed learning with regard to the coaching process. Training institutions for coaches: These training institutions need to consider incorporating learning styles in the content of their programme, so that coaches can optimise their coaching of individuals with different learning styles - and learn to work more effectively with metaphors in their coaching interventions with coachees having different learning styles. Originality/value – The study adds to the body of knowledge on understanding how coachees’ different learning styles can impact on coaching, the learning process and the sustainability of changes emanating from the coaching.
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Сергієнко, Володимир Миколайович, Владимир Николаевич Сергиенко, Volodymyr Mykolaiovych Serhiienko, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Coach-athletes communication at higher educational establishment." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46982.
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The current level of world achievements in sport is immeasurably
increased because of the great importance to train highly qualified trainers
who are capable to improve the system of training of athletes with high
skills, to introduce new tools and techniques in the training process and to
use special equipment and devices for the control of training of athletes. It
is extremely important for a coach to apply his physical development and
possibilities for the improvement of functional capacity and predict athletic
performance of a sportsman.
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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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Feuillat, Maxime, and Ellen Swanson. "Tune your leadership before losing the game: A study of how managers can improve their leadership by learning from the way conductors and football coaches handle mistakes." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53157.
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We, as authors, have noticed a paradox in today’s society. We often hear inspirational quotes such as “you have to fail in order to reach success” or “you learn from failure”. Thomas Edison himself said “I haven’t failed; I have just identified many ways that donot work”. Yet in society and within many organizations, there is a lack of discussion and acceptance when it comes to mistakes and failures, thus also a lack of the learnings from them. Failure is actually a neglected and feared topic, referred as “the Elephant inthe board room”, where mistakes are manipulated in hope of being forgotten and nevernoticed. Nowadays, we live in a society in which individuals are chasing perfectionism. Therefore, there is a fear of making mistakes which hinders followers to dare and take risk to progress. We believe that employees constantly suffer from this pressure and unhealthy environment within corporations. Therefore, we wished to go beyond this issue as we found ourselves astonished by the large number of quote present out there. In order to explore the concept of failure, we identified two kind of organizations in which the culture of mistakes and failures are different than in corporations. The two fields investigated are the orchestra and football team. Mistakes in these organizationsare not feared rather expected and accepted. We asked ourselves what do these leaders do differently and if managers could learn from the conductors and coaches in order to avoid or prevent. To answer these questions, we analyzed different major componentsof leaders such as their perspective about performances, their role as leaders, the communication and relationship with their followers and last but not the least their perspectives and way of handling mistakes. It appears indeed that organizational leadershave lessons to learn from coaches and conductors regarding the four main area we have analyzed such as considering mistakes as part of the past and source of learning as well as implementing a two-way communication.
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Wegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.
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The main theme of this thesis is the role of computers as a support for reasoning through talk in the classroom. A second, closely linked, theme is the role of reasoning through talk in general intellectual development. In the first part of the thesis the two areas of the teaching of thinking skills and the use of computers as a support for cooperative work in classrooms are explored through critical reviews of the literature and through two empirical studies. The findings of this exploratory research lead to the development of a theoretical framework for the use of computers in classrooms. This theoretical framework consists of the characterisation of a type of talk that is effective in promoting general intellectual development, a model of the structure of educational activities in which groups of children work with computers and a set of principles for the design of software to support reasoned discussion. In the second part of the thesis the theoretical framework is explored and tested through the development and implementation of an intervention programme. A new methodology is developed to evaluate this intervention programme integrating a quasi-experimental method with both qualitative discourse analysis and computer-based discourse analysis. The findings of the evaluation support four key hypotheses which emerge from the theoretical framework. First, that there is a link between the coaching of reasoning through talk and performance on tests of general reasoning ability. Second, that the quality of computer-supported collaborative learning can be enhanced through the off-computer coaching of exploratory talk. Third, that group work at computers can in turn be used effectively to extend an educational programme designed to coach exploratory talk across the curriculum. Fourth, that computer-based collaborative learning can - be used to integrate active peer-learning with directed teaching. These findings have significant implications for educational theory and practice.
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Yantha, Zachary. "The Recommendation for Learners to Be Provided with Control Over Their Feedback Schedule Is Questioned In a Self-Controlled Learning Paradigm." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39814.
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Researchers have shown that learners who self-control (SC) their knowledge of results (KR) schedule learn the task more effectively than yoked learners. A common recommendation from these results is that learners should be provided choice over their KR schedule, rather than at a coaches' discretion (Wulf & Lewthwaite, 2016). No research to date has compared SC learners to a group that more closely mimics receiving KR from a coach, thus challenging whether such a recommendation can be made. To this end, three groups learned a golf putting task; an SC group, a traditional yoked group (TY), and a group who were led to believe that their KR schedule was being controlled by a golf coach (perceived coach-controlled yoked group; PCC). Participants (N = 60) completed three phases; pre-test, acquisition, and two 24-hr delayed post-tests (retention/transfer). All groups lowered their mean radial error (MRE) and bivariate variable error (BVE) throughout acquisition. As hypothesized, the SC group (M = 40.10) had lower adjusted MRE compared to the TY group (M = 43.12) during the post-tests, yet, the PCC group had the lowest adjusted MRE (M = 36.61). These differences, however, were not statistically significant, F(2, 54) = 2.81, p = .069. BVE did not display the same pattern as MRE during the post-test as group means were clustered together, F(2, 57) = 0.38, p = .963. Results from a questionnaire indicated that both yoked groups showed moderate ratings for receiving KR on a desired schedule, as well as preferring KR on good trials, or good and bad trials equally. Taken together, these results call into question the recommendation for practitioners to give choice to a learner over KR scheduling.
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Williams, Shaun. "Game based pedagogies and the volunteer coaching community : (re)imagining coach learning and knowledge through a collaborative approach." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723316.
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Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.
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Dowdell, Trevor John, and N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.
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Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
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Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Jorgensen, Christie L. "A mixed-methods study examining the role of the instructional coach within a professional learning community." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123797.
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Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining the specific role of the instructional coach within the professional learning community is nearly nonexistent. This mixed-methods study investigates the role of the instructional coach within the setting of the professional learning community, what coaching skills teachers find most helpful within this setting, and what impact instructional coaches have on teacher perceptions of the professional learning community. Themes from semistructured interviews, observations, and open-ended survey responses revealed that teachers and instructional coaches perceive multiple roles and coaching skills within the professional learning community. The instructional coach serves as a bridge to guide teachers to new learning through providing specific supports, manifesting the partnership principles, showing availability and trust, and sharing instructional strategies and ideas. Utilizing the PLCA-R survey, descriptive statistics identified the impact instructional coaches have on teacher perceptions of the professional learning community.