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Trujillo, Carol A. "How Writing Coaches Coach Most Effectively." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292147.
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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.
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Gentile, Dina. "Volunteering to coach: an analysis of youth sport coaches." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33475.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The motivation to volunteer and the satisfaction associated with volunteering were investigated through the responses of volunteer youth coaches (n = 100). Two surveys and follow-up interview questions were created and adapted from previous research in the area of volunteerism to determine reasons why adults volunteer to coach and to explore the factors that contribute to the satisfaction levels of youth coaches. Statistical analyses of variance were conducted to determine the relationship between each of the motivation and satisfaction variables with the gender of the volunteer coaches, the gender of the team coached (male, female, or both), and the completion of a coaching education program. The highest ranked motives for volunteering according to the sample included: to give back to the community, enjoyment associating with youth, and to teach and lead others. Overall the respondents were highly satisfied with their role as a youth coach, the organization of games and practices, and the recognition received for volunteering. Through the interview process (n = 20) various themes emerged from the responses of the volunteer coaches. The reasons for volunteering, according to the interviewed coaches, were that most people volunteer because their child is involved in the program, no other adult would coach, to contribute to society, and their lack of trust in other coaches.
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Ma'ayah, Fadi Y. "Players' and coaches' perceptions of soccer coaches' specific leadership behaviours." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/776.
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This research has examined players' and coaches' perceptions of the specific leadership behaviours of soccer coaches. The research was comprised two studies, the first a quantitative study and the second a qualitative study. Both studies focused on researching Yuki's (1989, 1994) 14 specific leadership behaviours. These are: (a) team building and conflict management, (b) developing, (c) supporting, (d) rewarding, (e) recognising, (I) motivating and inspiring, {g) delegating. (h) consulting, (i) problem solving, (j) planning, (k) monitoring, (1) clarifying, (m) informing, and (n) networking. Subjects for Study I were 400 randomly selected soccer players and 40 randomly selected soccer coaches. The ratio between the players and the coaches was 10:1. Results of the MANOVA revealed significant multivariate differences between players' and coaches’ perceptions of coaches' behaviours. The univariate ANOVAs revealed that Coaches' and players' perceptions differed significantly on ten of the 14 specific behaviours. The MANOVA results showed significant multivariate difference between players' perceptions and the coaches' years of experience. The univariate ANOVAs test revealed that players' perceptions differed significantly on eight specific behaviours. The results of Bonferroni adjusted t tests indicated that there was a statistically significant difference between players' perceptions of their coaches' behaviours. Results of the MANOVA revealed significant multivariate difference in players' perceptions of their coaches' behaviours and the level of competition. The univariate ANOVAs test revealed that 13 specific behaviours were statistically significant. Results of the MANOVA showed significant multivariate difference between male and female players. The univariate ANOVAs test indicates that players' perceptions differ significantly on six specific behaviours. Results oft he MANOVA revealed significant multivariate difference between junior and senior players. The univariate ANOVAs test indicated that only delegating is significant at the 0.001 level.
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O'Grady, Bernard. "THE ROWING COACHES." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3860.
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The Rowing Coaches is about friendship, money, love, loss, and rowing. It chronicles the turning point in the lives of three friends who are professional rowing coaches. The friends are Don Bestos, Bill Maxwell, and Bergman, men who are or were at the very top of their sport, and now question their friendships with each other and where their lives are headed. The story takes place on a weekend in the summer of 2000 at the USRowing Convention in Las Vegas, the big blow-out for everyone in the sport of rowing. The Rowing Coaches also offers a look at an esoteric and often misunderstood sport. The main character is Don Bestos, a fifty-year-old head coach from Northeastern University. Don is recently divorced and has yet to move on from the failure of his marriage. The memory of his ex-wife Annie causes him physical pain and occasionally haunts him. Don is in crisis and he questions what he has done with his life and whether he can continue with his chosen career. Don's concerns are compounded by his alcoholism. He grapples with his addiction throughout the story. Don also has a peculiar gift; upon touching certain inanimate objects, such as a boat, he can sense if the object has a soul. Don's best friend is Bergman, the obese head coach from the University of Pennsylvania. Bergman's team has been losing for years and he has lost the drive to continue as an elite rowing coach. Bergman is a loyal friend and he watches out for his friends. The one coach who appears to be on the upswing is Billy Maxwell, Don's assistant coach at Northeastern. Billy is a former Olympian and he is considered one of the rising stars in the coaching profession. Billy has been a winner at every level in the sport and he is willing to sacrifice everything to win, even friendship. Other characters include Stacy Kookla, a sociable sales representative for the top rowing boat manufacturer in the country; Andy Carr, the head coach of Yale University; and Missy Krajcik, the fastest female rower in the world.M.A.
Department of English
Arts and Humanities
English
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Roberts, Alexandra Hannah. "The Coaches’ Eye: Exploring coach decision-making during talent identification." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2391.
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For decades, researchers and practitioners interested in talent identification have discussed the coaches’ eye: the elusive ability that allows some coaches to ‘see’ qualities in an athlete that point to their talent or future potential. While there is significant anecdotal evidence of coaches who possess this ability, there is little empirical research supporting the validity or reliability of the coaches’ eye. Guided by ecological dynamics, this thesis employs mixed methodologies to explore the decision-making that underpins how high-level coaches identify talent in Olympic combat sports. These four studies captured the processes of thirty- four coaches during the talent identification process, exploring and identifying the factors that impact on a coach’s ability to perform this integral task.
A systematic review and meta-synthesis revealed that ‘instinct’ is a primary contributor to coach decision-making during talent identification (TID), allowing coaches to ‘know it when they see it’. Semi-structured interviews with international coaches explored this ‘instinct’ during TID and revealed that coaches require experience, time and knowledge of context in order to identify talent. An instrumental case study corroborated these results, and also found that there is a significant conceptual difference between talent identification and talent selection, in the eyes of this coach. Both studies indicated that coaches likely select athletes based on their capabilities as a coach, not purely on athlete ability or potential. The final study found that nine national-level coaches did not agree on the rankings of talented youth judo athletes after four days. This finding indicates that the coaches’ eye is subjective and confirms the novel findings of the prior studies; namely that coaches require time to get to know athletes, their opinions of the athletes’ talent changed over time, and coaches vary in who they ‘see’ as talented. Finally, two new models are presented: the Coach-Informed Talent Identification Process and a novel model of the Coaches’ Eye in Talent Identification. The experiential coach knowledge gathered in this thesis informed the creation of these models.
This thesis indicates that the coaches’ eye is the lens through which coaches view athletes, using their expertise and experience to interpret the athlete’s raw potential, and the time spent with the athlete and the context of their identification to determine whom they will select into their team. It appears that coaches perceive talent with reference to what they can develop in an athlete; thus, coaches must be involved in the identification and selection of talented athletes. These results indicate that National Sporting Organisations should ensure that coaches are provided with the necessary time, education and guidance to ensure that athlete outcomes are optimised.
This thesis provides an understanding of how the coaches’ eye works during TID and a new understanding of this term. These findings have implications for the ongoing practice and research of talent identification in combat sports, and this work contain recommendations for both coaches and national sporting organisations to improve the confidence, accuracy and reliability of the coaches’ eye when forecasting talent.
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Lowery, Doyle Lee. "Equipping effective youth coaches." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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West, Amanda. "Women as sports coaches." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20516/.
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The purpose of this study was to examine the reasons why women are under-represented in sports coaching roles in Britain, particularly the most prestigious coaching positions. In depth, semi-structured interview schedules were carried out with twenty women coaches from five sports. The backgrounds of the twenty coaches ranged from those working with essentially recreational performers to those coaching international standard performers. Literature on women and the labour market, women and leisure and women and coaching was employed to contextualise the analysis of the coaches' responses, and a socialist feminist perspective adopted. The interviews with the coaches revealed that, on a macro-level, the unequal division of labour in the home, together with women's unequal position in the labour market contributed to the lack of women coaches in Britain. On a micro-level, women coaches experienced difficulty in gaining access to coaching qualifications, coach development programmes, coaching appointments and difficulty in obtaining opportunities to work with higher status teams. Access to higher status coaching roles was further constrained by coaching networks and the assumption that men were better coaches than women for such work.
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Ramsey, Michael W. "Physiological Technology for Coaches." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4105.
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Harris, Brandonn S. "Coach and athlete burnout the role of coaches' decision-making style /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3970.
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Henriques, Carina Ribeiro. "O papel do Coaching no desenvolvimento pessoal e profissional : perceções de coaches e coachees." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/16522.
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Mestrado em Ciências EmpresariaisO conceito de coaching tem vindo a ganhar relevância em contexto organizacional como uma ferramenta de desenvolvimento pessoal e profissional. No entanto, carecem ainda estudos académicos sobre o tema e a sua eficácia. O presente estudo visa explorar o papel dos processos de coaching no desenvolvimento pessoal e profissional dos indivíduos através das perceções dos seus intervenientes: coaches e coachees. Dado o caráter exploratório do estudo, optou-se por uma metodologia qualitativa, suportada em entrevistas semiestruturadas a coaches e coachees. Os resultados desta pesquisa permitem-nos concluir que foram vários os benefícios do coaching percecionados, quer ao nível profissional quer pessoal. Designadamente, os entrevistados consideram que o coaching permite melhorar o enfoque nos objetivos, o juízo crítico, a autorreflexão, o desempenho profissional e os relacionamentos interpessoais.
The concept of coaching has been growing over the years and has been considered as a tool, regarding to development. However, there is still a need for academic studies about the subject and its effectiveness. This study tries to explore the coaching´s paper in the personal and professional development through the perceptions of its stakeholders: coaches and coachees. Given the exploratory nature of this study, a qualitative methodology was used supported in some semi-structured interviews with the participation of some coaches and coachees. The results of this investigation, allow us to conclude that effectively the coaching Processes have benefits either in personal development or in professional of the individuals, like focus on goals, better interpersonal relationships, critical judgment, self-reflection and better professional performance.
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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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Read, Andrea D. "When coaches burnout: Understanding the phenomenon from the perspective of high performance coaches." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28331.
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Coaching is a challenging and complex profession, and those who assume the role of a coach take on numerous responsibilities. The profession consists of "endless dilemmas and decision-making, requiring constant planning, observation, evaluation, and reaction" (Bowes & Jones, 2006, p. 235). Burnout in coaching has been studied from a number of different perspectives, including interpersonal and situational predictors of burnout, gender differences and burnout, stress and burnout, and coach commitment and burnout, but to date, "there have been no entirely qualitative studies" (Goodger, Gorely, Lavallee, & Harwood, 2007, p. 142). The purpose of the present study was to explore the phenomenon of burnout from coaches' perspectives, using a qualitative approach. Twelve coaches at the varsity and national level were interviewed. Research findings indicate that issues such as the performance demands of coaching, difficulties with athletes, athletic directors, or members of board of directors, and lack of financial and human resources, contributed to feelings of exhaustion, frustration, and a loss of passion for coaching, which led to burnout and inevitably, leaving the world of coaching.
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Yust, Christine. "Communication strategies of successful coaches : a content analysis of books by coaches about coaching /." Online version of thesis, 2008. http://hdl.handle.net/1850/8697.
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Yanofsky, Kirk. "Volleyball coaches' perception of performance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/MQ49475.pdf.
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Bucci, Joseph. "Coaches' perceptions of athlete leadership." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96884.
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Leadership has been cited as a vital component contributing to the achievement, personal satisfaction, and enhanced well being of athletes (Chelladurai & Riemer, 1998; Dupuis, Bloom, & Loughead, 2006). Coaches believe that athlete leadership is a central component to team success, however, the majority of research examining athlete leaders has been generated from the athlete's perspective. Therefore, the purpose of this study was to identify ice hockey coaches' perceptions of the factors influencing the development of athlete leadership. Semi-structured open-ended interviews were conducted with six high performance ice hockey coaches of 16 to 20 year old athletes. Côté, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories, which were called personal experiences and characteristics, daily coach tasks, and athlete leadership. The results provided evidence that coaches had a clear understanding of the qualities they looked for in their leaders, used similar approaches to develop the leadership skills in their athletes, and understood the impact athlete leaders had on their team. Practically, these findings provide coaches, sport administrators, and athletes with new information on how to identify their leaders, cultivate positive relationships with them, and help them develop their leadership skills.Le leadership a été évoqué comme un élément essentiel contribuant au succès, à la satisfaction personnelle et au bien-être des athlètes (Chelladurai & Riemer, 1998; Dupuis, Bloom, & Loughead, 2006). Les entraîneurs croient que le leadership de l'athlète est un élément fondamental au succès de l'équipe, par contre, la majorité des recherches sur les athlètes leaders ont été réalisées du point de vue des athlètes. Donc, le but de cette étude était d'identifier les facteurs qui influençaient le développement du leadership des athlètes selon la perception des entraîneurs de hockey sur glace. Des entrevues ont été menées avec six entraîneurs de hockey sur glace dirigeant des athlètes âgés entre 16 et 20 ans. Les étapes de Côté, Salmela, et Russell (1995) ont été utilisées pour l'analyse inductive et l'interprétation des données. Les résultats ont été classés en trois catégories, les caractéristiques et expériences personnelles, les tâches quotidiennes des entraîneurs et le leadership de l'athlète. Les résultats nous prouvent que les entraîneurs ont une idée bien précise des qualités recherchées auprès de leurs leaders. Ils utilisent des approches similaires pour développer les aptitudes de leadership auprès de leurs athlètes et attribuent beaucoup d'importance à l'impact qu'ont leurs athlètes leaders au sein de l'équipe. D'un point de vue plus pratique, ces résultats peuvent fournir aux futurs entraîneurs, entraîneurs actuels, administrateurs sportifs ou athlètes de nouvelles informations sur la façon d'identifier leurs leaders, d'entretenir une relation positive avec eux et de les aider à développer leur leadership.
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Turner, Brian Allen. "Commitment Among Intercollegiate Athletic Coaches." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392803490.
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Söderkvist, Nils. "Recommendation system for job coaches." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446792.
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For any unemployed person in Sweden that is looking for a job, the most common place they can turn to is the Swedish Public Employment Service, also known as Arbetsförmedlingen, where they can register to get help with the job search process. Occasionally, in order to land an employment, the person might require extra guidance and education, Arbetsförmedlingen outsource this education to external companies called providers where each person gets assigned a coach that can assist them in achieving an employment quicker. Given the current labour market data, can the data be used to help optimize and speed up the job search process? To try and help optimize the process, the labour market data was inserted into a graph database, using the database, a recommendation system was built which uses different methods to perform each recommendation. The recommendations can be used by a provider to assist them in assigning coaches to newly registered participants as well as recommending activities. The performance of each recommendation method was evaluated using a statistic measure. While the user-created methods had acceptable performance, the overall best performing recommendation method was collaborative filtering. However, there are definitely some potential for the user-created method, and given some additional testing and tuning, the methods can surely outperform the collaborative filtering method. In addition, expanding the database by adding more data would positively affect the recommendations as well.
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Dugan, Celeste C. "The Effectiveness of Literacy Coaches as Perceived by School Administrators, Classroom Teachers, and Literacy Coaches." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1134.
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School districts are hiring literacy coaches to provide professional development and followup support for teachers as a means to improve teacher effectiveness and student achievement in reading. A paucity of research exists reflecting a clear analysis of the factors which can be used to determine the effectiveness of a coach. According to a survey conducted by Roller (2006), few districts follow standards developed by the International Reading Association (2003) related to qualifications and experience. This lack of consistency in the training required could influence the effectiveness of the coach. The purpose of the study was to determine the effectiveness of coaches as perceived by administrators, teachers, and the coaches themselves, and to understand the factors that contributed to this effectiveness. In this study, coaches, teachers, and school administrators completed a survey entitled Survey of Perceived Effectiveness of the Literacy Coach (SPELC) to determine how the effectiveness of the coach was perceived by all three groups. Factors predicting the self-rated effectiveness of the coaches were determined. The coaches were also surveyed to collect information on their background and the extent of training they received in the area of literacy coaching to examine the influence these factors had on their perceptions of effectiveness. The sample of participants (n=487) consisted of 54 administrators, 242 teachers, and 191 coaches. The Literacy Coach Perceived Effectiveness Scale (LCES) was developed to measure perceptions of effectiveness using scores derived from 22 items. The SPELC was used to collect data from the participants to compare the effectiveness ratings of literacy coaches. Teachers ix rated the effectiveness of coaches significantly lower (score of 42) than administrators (score of 50.6). Literacy coaches’ perception of their effectiveness was similar to that of the administrators (score of 52.2) The self-reported effectiveness of coaches was used to determine the factors that predicted high perceptions of effectiveness. The two factors of overriding importance were years of coaching experience and university-level training in topics related to literacy coaching. Overall, the findings show the importance of advanced education in reading education in determining the perception of effectiveness of a literacy coach.
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Rathwell, Scott. "Head coaches' perceptions on the the selection and development of the assistant coach." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114370.
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Elite level coaches spend a considerable amount of time creating a vision, establishing a seasonal plan, training, and working with assistant coaches (Côté & Salmela, 1996; Vallée & Bloom, 2005). Expert team sport coaches' ability to work with their assistant coaching staff has been noted as a key element of their success (Bloom, 1997). Assistant coaches' roles include helping with team organization, practice planning, and coaching during competitions (Reynaud, 2005). Research has shown head coaches influence their assistant coaches' behaviours and approaches through mentoring and guidance (Bloom, Durand-Bush, Schinke, & Salmela,1998; Côté, 2006). In football, assistant coaches are particularly important due to large roster sizes and the specialization of playing positions. As a result, head football coaches spend considerable time and effort selecting and developing their assistant coaches. The purpose of the present study was twofold: to examine the criteria head coaches used in selecting their assistant coaches and to examine the career progression, and coaching roles and responsibilities of head assistant football coaches in Canada. Semi structured open ended interviews were conducted with 6 successful Canadian head University football coaches who were identified by a panel of experts familiar with this sport. The sample of coaches won numerous coaching awards (e.g., coach of the year), had team success (e.g., winning Vanier Cup), and were recognized for strong programs in both the classroom and their communities. Head coaches looked for assistants who cared about their athletes, had important personal values concerning loyalty and education, and possessed strong leadership skills. In addition, head coaches chose assistants who possessed a large base of football knowledge from their success as both an athlete and as an assistant coach. In addition, they described the importance of hiring assistant coaches who had different areas of expertise from their own. These results represent one of the first empirical accounts of the knowledge used by head coaches for selecting assistant coaches. In addition, this study represents new information on the primary roles and responsibilities of head assistant coaches. These results will be of interest and benefit to both head coaches and assistant coaches.Les entraineurs de niveau élite passent un temps important à créer une vision, établir un plan saisonnier, concevoir des programmes d'entrainement, et travailler avec leurs entraineurs adjoints (Côté & Salmela, 1996; Vallée & Bloom, 2005). La capacité des entraineurs de sport d'équipe à travailler avec leur entraineurs adjoints est considérée comme un élément essentiel à leur succès (Bloom, 1997). Le rôle des entraineurs adjoints inclut le soutien à l'entraineur chef dans l'organisation, la planification des entrainements, et les instructions lors des compétitions (Reynaud, 2005). La littérature a démontré que les entraineurs en chef influencent le comportement et l'approche de leurs entraineurs adjoints par leurs orientations et conseils (Bloom, Durand-Bush, Schinke, & Salmela, 1998; Côté, 2006). Au football, les entraineurs adjoints sont particulièrement importants en raison du grand nombre de joueurs et la spécialisation des nombreuses positions. En conséquence, les entraineurs chef au football prennent beaucoup de temps et mettent des efforts considérables à la sélection et au développement de leurs entraineurs adjoints. Le but de l'étude actuelle était double. Elle avait d'abord pour but d'examiner les critères utilisés par les entraineurs chef dans la sélection de leurs entraineurs adjoints ainsi que d'analyser la progression de carrière de l'entraineur adjoint et par le fait même ses rôles et ses responsabilités au football canadien. Des entretiens ouverts semi-structurés ont été menées avec 6 entraineurs chef de football universitaire canadiens qui avaient été identifiés à priori par un panel d'experts en football canadien. Les entraineurs dans cet échantillon ont remporté de nombreux prix individuels (i.e., l'entraineur de l'année), ont eu du succès avec leurs équipes (i.e., gagner la Coupe Vanier), et sont reconnus pour leurs programmes solides à la fois dans la salle de classe et dans leurs communautés. Les entraineurs en chef ont dit rechercher des assistants qui se soucient de leurs athlètes, qui préconisent la loyauté et l'éducation, et qui possèdent un fort leadership. De plus, les entraineurs chef choisissent des assistants qui possèdent une grande connaissance du football reflétée par leur succès comme athlète et comme entraineur adjoint. Ils ont aussi décrit l'importance d'embaucher des entraineurs adjoints qui ont différents domaines d'expertise Ces résultats représentent l'un des premiers portraits empiriques des connaissances utilisées par les entraineurs en chef dans le but de sélectionner leurs entraineurs adjoints. Par ailleurs, cette étude fournit une information nouvelle sur les principaux rôles et responsabilités des entraineurs adjoints. Ces résultats sauront intéresser et profiter à la fois aux entraineurs en chef et entraineurs adjoints.
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Mundy, Charlotte Anne. "Reading First Reading coaches' interpretations and enactments of their role as reading coach." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024886.
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Bird, Michael L. "High school football coaches and stress." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003birdm.pdf.
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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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Jones, Tiffanie D. "Do Youth Coaches and High School Coaches Meet the Minimum Standard for Concussion and Cervical Spine Management?" Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399502323.
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Jackson, Dean Milanda Dyal Allen. "Principals' perceptions of the effectiveness of reading coaches and the necessity of reading coaches within elementary schools." Auburn, Ala, 2010. http://hdl.handle.net/10415/2053.
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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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Blom, Lindsey C. "Understanding the coach-athlete dyad the impact of educational interventions on perceptions and psychosocial variables /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3981.
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Thesis (Ed. D.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.
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Braswell, Ray. "Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football Coaches." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332045/.
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The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.
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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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Narcotta, Eileen M. "Mentoring effects on job satisfaction and turnover intent of assistant soccer coaches." Virtual Press, 2006. http://www.oregonpdf.org.
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Thesis (M.S.)--Ball State University, 2006.Includes bibliographical references (leaves 103-112). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Hope, Zack. "An Exploration of Two-year College Female Basketball Athletes Experiences of Being Coached by Male and Female Coaches." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931115.
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Purpose. The purpose of this phenomenological study was to understand and systematically describe the essence of the experience of two-year college female basketball athletes coached by male and female coaches.
Methodology. A phenomenological design was used to explore two-year college female basketball athletes’ experiences being coached by male and female coaches. The researcher interviewed 10 two-year college female basketball athletes from Los Angeles, San Bernardino, and Riverside Counties in southern California. The researcher chose the hermeneutic approach because it was grounded in interpretation. As defined by Wojnar and Swanson (2007), “hermeneutic phenomenology is the interpretation of the structures of experience and with how things are understood by people who live through these experiences” (p. 173).
Findings. Transcripts from interviews were reviewed and common themes emerged from statements made by the participants. Four major themes emerged from the interpreted meanings, and supported by the participants. The essence of the two-year college female basketball athletes’ experiences of being coached by male and female coaches was described.
Conclusions. The results of the study supported previous findings on this topic. However, the results explored an underrepresented group of two-year college female basketball athletes. The key themes that emerged were fundamental basketball (being taught the rudiments of the game, discipline, and structure); perceived authority; coaching preference (male coaching qualities viewed more positively than female coaching qualities), and coaching characteristics (fostering relationships and building trust).
Recommendations. Future studies could involve more participants, random sampling, or other qualitative or quantitative methods that would provide results more generalizable to a larger population. This study was performed after two-year college female basketball players completed their first year of sports eligibility and required the athletes to recall their past experiences. Further phenomenological research could be conducted looking at two-year college, high school, travel ball (AAU), and four-year college female players in different regions. Finally, the researcher recommended exploring the male and female coaches’ backgrounds in basketball to explore their experiences and training methods, and how those played into the coaching relationship.
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Cohen, Elissa. "Lesbian coaches: Personal perspectives on being out." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28216.
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This research project attempted to identify and describe the essence of the experience of being an out lesbian in elite coaching. Through the use of a feminist epistemology, a phenomenological methodology, and in-depth interviews with eight high performance coaches who identify as lesbian, it was possible to identify and describe the essence of their experiences being out lesbians in elite coaching. The data were analyzed using an inductive phenomenological analysis procedure. The six themes that emerged from the data were: sexism, lesbophobia, the old boys' club, acknowledgement and positive reinforcement, the supportive feminist network, and the nature of the job. Sport was identified as a domain rife with sexism, lesbophobia, and dominated by the old boys' club all of which negatively impacted the lesbian coaches' experiences and career advancement. However, with positive reinforcement of their lesbian identity and the supportive feminist network, the participants nevertheless experienced great personal and professional success.
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Laplante, Denise. "Development of expert coaches of figure skating." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28434.pdf.
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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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Ferreira, D?bora Aparecida da Costa. "Estudo sobre a atua??o de Coaches." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/323.
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Previous issue date: 2013-12-10Coaching is a topic that has been frequently underlined on personal and professional development context, theme deeply approached by individuals from different areas and institutions that offer training on the subject, though, scientifically, it has been little explored empirically up to now. People from several educational background are using coaching as a working tool. The research aims at analyzing the performance of professionals who have their main focus on coaching work. Given the scarcity of studies assessing the activities of coaches, practices, methods and results achieved, a semi-structured interview with five open questions about the theme was designed and applied to six participants who work as coaches in consulting. Their answers were examined qualitatively by content analysis, looking for similarities and differences between the speeches. The results showed that each employee performs in accordance with his/her background, knowledge and experience, and such conceptions and practices are quite different. It is expected that the results of this study may help those interested in coaching about processes and techniques, costs of meetings, the coaching status in a national context, and contribute to scientific research on the topic.
O coaching tem recebido bastante destaque no contexto de desenvolvimento pessoal e profissional, tema amplamente abordado por sujeitos de diferentes ?reas e institui??es que oferecem forma??o sobre a tem?tica, ainda que, cientificamente, o mesmo venha sendo pouco explorado at? a atualidade. Interessados de diversos n?veis educacionais est?o utilizando o coaching como ferramenta de trabalho. A pesquisa objetiva analisar a atua??o de profissionais que t?m no coaching seu principal foco laboral. Dada a escassez de estudos que avaliem as atividades dos coaches, suas pr?ticas, m?todos utilizados e resultados atingidos, uma entrevista semi-estruturada com cinco quest?es abertas sobre a tem?tica foi elaborada e aplicada em seis participantes que atuam em consultorias, como coaches. Suas respostas foram analisadas qualitativamente, atrav?s da an?lise de conte?do, buscando as semelhan?as e diferen?as entre os discursos. Os resultados apontaram que cada profissional atua de acordo com a sua forma??o, conhecimento e experi?ncia, sendo bastante diferentes as concep??es e pr?ticas. Espera-se que os resultados do presente estudo possam auxiliar os interessados em coaching sobre os processos e t?cnicas utilizadas, custos das reuni?es, o status do coaching a n?vel nacional, al?m de contribuir para a investiga??o cient?fica sobre o tema.
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Miller, James E. "Burnout in boy's high school basketball coaches." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41898.
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The purpose of this study was to determine the relationship between role ambiguity, role conflict, win-loss record at current position, career win-loss record, school enrollment, total years as a head coach, total years as an assistant coach, and number of sports coached and burnout in men's varsity and junior varsity head high school basketball coaches. The subjects were all male coaches (n=64) from twenty-four counties in southwestern Virginia. The multiple regression analyses indicated that role ambiguity and role conflict did not differentiate a higher level of burnout. The remaining demographic variables were not significant predictors of burnout. Emotional exhaustion and depersonalization were best explained by school enrollment. Personal accomplishment was best explained by total years as a head coach and number of sports coached.Master of Science
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Dale, Judith A. (Judith Anne). "Relationship Between Coaches' Leadership Style and Burnout." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc504017/.
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The purpose of the present study was to examine the relationship between leadership behavior and perceived burnout of coaches. Head coaches from high schools and from Southeast and Southwest Conference universities were included in the sample (N=302). Coaches completed the Maslach Burnout Inventory (MBI), Leader Behavior Description Questionnaire, Social Desirability Scale and a demographic data sheet. Coaches were separated into two leadership behavior groups and classified as Consideration or as Initiating Structure. It was predicted that coaches in the Consideration Group would have a higher level of perceived burnout. A multivariate analysis of variance was conducted and indicated significant differences in four subscales of the MBI. Specifically, coaches in the Consideration Group scored significantly higher in the frequency and intensity dimension of the emotional exhaustion and depersonalization subscales (p<.001).
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CRAWFORD, MICHELLE L. "HIGH SCHOOL COACHES KNOWLEDGE OF EATING DISORDERS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1091625934.
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Norman, Lani Suzanne. "The Relationship between Instructional Coaches and Principals." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752375/.
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As a form of teacher professional development, districts and schools are turning to an instructional coaching model for teacher learning, growth, and support. To date, however, few have sought to identify the specific characteristics and conditions that contribute to the success of the instructional coach, particularly in terms of the principal and instructional coach relationship. The purpose of this study was to explore the perceptions of instructional coaches regarding the types of supports, conditions, and relationships they encounter and believe they need in their work with principals to more effectively impact teacher instruction, thus, student achievement. An exploratory case study research design and approach was utilized. Two different data collection tools were used to interview instructional coaches: focus group interviews and semi-structured, face-to-face individual interviews. The following principal behaviors that impact the instructional coaches' work the most were identified: (a) time for the coach and principal to meet, (b) trust and mutual respect built from the principal and coach relationship, (c) protection of the coaching role from administrative duties, (d) a public endorsement of the coaches' work and impact, (e) shared vision and leadership, and (f) a culture of growth and continued learning. Specific principal actions, practices, and critical components of the instructional coach and principal relationship that impact instructional coaches' work with teachers, implications for future practice, and recommendations for future research are provided.
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Harris-Reeves, Brooke. "Behaviour Management Strategies of Beginning AFL Coaches." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/366567.
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This thesis investigates the behaviour management practices used by beginning AFL coaches. It examines beginning coaches’ perceptions of their role, and whether they believe it is their responsibility to manage athlete behaviour. The nature of coaching is multifaceted requiring them to take on many responsibilities. Consequently, coaches can have both a positive and negative effect on the athletes they train. Negative effects range from athlete drop out, injuries, and loss of confidence. On the other hand, positive effects include engaged and motivated athletes, increased self esteem and low attrition rates. It is for this reason that coaches need to ensure they create positive environments for athletes. A postmodern ethnographic approach was used to explore the experiences of AFL beginning coaching candidates. Data was collected via questionnaires, interviews and observations. Data analysis techniques were employed to identify themes and issues around beginning coach’s perceptions, strategies and practices in managing athlete behaviour. Analysis also included the use of a methodological tool that was developed, pilot tested and implemented as a mechanism for evaluating the effectiveness of behaviour management practices.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Silveira, Ana Elisa Segato. "Competências requeridas na formação de coaches executivos." Florianópolis, SC, 2010. http://repositorio.ufsc.br/xmlui/handle/123456789/93767.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Psicologia, Florianópolis, 2010Made available in DSpace on 2012-10-25T03:13:43Z (GMT). No. of bitstreams: 1 278343.pdf: 1341041 bytes, checksum: 25489297f809f0ef1c72b4d2e300b859 (MD5)
Este estudo teve como propósito compreender as competências requeridas na formação de coaches executivos, relacionando-as à formação e à atuação deste profissional. Com a finalidade de compreender esse fenômeno, propôs-se a seguinte pergunta: Quais competências são requeridas na formação de coaches executivos? As participantes foram seis coaches executivas externas formadas pela mesma organização. Para viabilizar a pesquisa, elegeu-se como procedimento entrevistas semiestruturadas, presenciais, individuais e recorrentes com o uso de matrizes de relações de conteúdos. Tal escolha é justificada por permitir o exame minucioso da qualidade das informações coletadas e recorridas, o que torna possível o estabelecimento de inter-relações dos conteúdos e novas descobertas. Elaborou-se instrumento de entrevista para a coleta das informações com base na literatura estudada. Assim, a partir dos conhecimentos, habilidades e atitudes revelados pelas participantes foram criados conjunto temáticos. Os conjuntos temáticos identificados para os conhecimentos foram: coaching, outros processos, coach, coachee, organização, sistema, negócios, psicologia, instrumentos, contexto sócio-políticoeconômico e comunicação. Para as habilidades foram identificados outros conjuntos temáticos: demanda, contrato, comunicação, relação, intervenção, recurso emocional, método, estudos, processos psicológicos básicos e identificações. Para as atitudes, foram constatados os seguintes conjuntos temáticos: honestidade, empatia, confidencialidade, curiosidade, motivação, visão de mundo ampla, identidade profissional, transparência, maturidade, autoconfiança, inteligência emocional, autoestima, responsabilidade, sigilo, postura, confiança, coerência, objetividade, escuta, interesse, preocupação, controle, organização, compartilhar, facilitar, serenidade, calma, equilíbrio, receptividade, respeito, relacionamento, amor, assertividade, flexibilidade, acolhimento, satisfação, sensibilidade, senso de oportunidade, continência, cuidado e não diretividade. Ao final, foram estabelecidas sínteses das relações das subcategorias da competência (conhecimentos, habilidades e atitudes) e conjuntos temáticos com a formação e com a atuação do profissional coach executivo. Foi possível perceber que as competências do coach executivo estão relacionadas à combinação da formação profissional com a formação individual. Por meio da análise de dados, concluiu-se que as informações reveladas pelas participantes acusam as competências requeridas na formação de coaches executivos, pois estão relacionadas à atuação profissional, à formação profissional e individual e são identificadas como a mobilização de recursos internos na ação. É possível perceber também que os conhecimentos, as habilidades e as atitudes reveladas se inter-relacionam e estão articuladas a uma rede de saberes e de relações. São componentes que revelam interdependência quando os eventos anteriores e ulteriores a eles são analisados, demonstrando relevância para o estudo referente ao desenvolvimento de competências.
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Stone, Michael H. "USA Cycling National Coaches Clinic: Strength Training." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4487.
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Frazer, Kirk Jack. "Factors affecting coaches with stress and burnout." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2896.
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Bormann, Erin. "Exploring predictors of sport commitment in coaches." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/607.
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The Sport Commitment Model (SCM) has been used to gain insight about the factors that influence people’s decision to continue participation in sport. Majority of the studies that are grounded in the SCM have been conducted with athletes. To date, few studies have examined sport commitment of coaches however, these did not assess two commitment dimensions per se (functional or “want to” and obligatory or “have to” commitment to sport), rather each has measured certain predictor variables and inferred commitment dimensions based on clustering of predictors [i.e. 13]. This study had one main purpose, to examine the SCM amongst coaches. Specifically, coaches’ commitment to sport and its predictors were assessed from the perspective of the coaches themselves. This was conducted in both a team and an individual sport participation environment. Coaches’ sport commitment was examined during the respective sports season in order to allow all coaches a chance to participate, using current experience to draw upon when they completed the survey. A sample of 92 coaches from Australia and New Zealand, who participate in various sports, completed an anonymous online survey which assessed commitment to sport dimensions and six of the predictor constructs.
Results from a series of 3 separate linear regression analyses provided initial evidence about the factors that explain coaches’ functional, obligatory, and behavioural commitment to sport. It was found that Functional Commitment was significantly predicted by higher Sport Enjoyment, Involvement Opportunities, and Personal Investment. Obligatory Commitment, on the other hand, was predicted by higher Social Constraints and lower Involvement Alternatives. Finally, Behavioural Commitment was predicted by higher Personal Investments and Social Support.
These findings have both theoretical and practical implications for future studies, given that this was the first study which explicitly measured different types of commitment to sport amongst coaches. Results from this study provide a snapshot and a foundation for potential further research about factors that contribute to coaches’ commitment to sport.
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Cowie-Bonne, Jennifer. "Participant-centred sport, an evaluation of community hockey coaches and the Coach Level Training Course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49726.pdf.
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Knight, Jennifer Lynne. "Coach effectiveness and personality assessments an exploratory analysis of thin slice interpersonal perceptions /." Click here to access thesis, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/jennifer%5Fl%5Fknight/format%5Fknigh%5Fjennifer%5Fl%5F200605%5Fms.pdf.
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Thesis (M.S.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." ETD. Includes bibliographical references (p. 36-43) and appendices.
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Poulton, Michael. "Coach education : design and evaluation of a university model." Thesis, The Author [Mt. Helen, Vic.] :, 1996. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/59732.
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Longshore, Kathryn M. "Helping Coaches Help Themselves: The Impact of The Mindfulness Training for Coaches (MTC) Program on Coaching, Stress, and Emotion Management." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/340325.
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KinesiologyPh.D.
Researchers and consultants alike agree that coaching is a stressful job and coaches are not well-equipped to handle the stress (Frey, 2007; Giges et al., 2004). Furthermore, coaches themselves admit they are not always able to shield their athletes from their stress and may even transfer it to their athletes (Olusoga et al., 2010). Mindfulness training has been shown to increase well-being, namely by reducing stress and burnout, while increasing emotional regulation, attention, and satisfaction, among other benefits (Baer, 2003; Chiesa & Serretti, 2009). The Mindfulness Training for Coaches (MTC) program has shown promise as an intervention to increase well-being and reduce stress in coaches (Longshore & Sachs, 2015). The current study aimed to replicate the positive impacts on well-being of the MTC as well as determine if athletes of MTC-trained coaches also benefit. Sixteen Division I and III collegiate coaches attended an initial MTC training session, with eight coaches going on to complete the program. Pre- and Post- measures of mindfulness, emotion regulation, coaching issues, and coaching behavior were taken at the start and end of training. State measures of stress, sport emotion, and mindfulness were taken bi-weekly. Coaches who completed the training were also interviewed about their experiences following the training, while those who dropped out completed a follow-up survey. Thirty-four DI and III athletes completed pre-test measures of satisfaction, burnout, and coaching behavior, with 11 responding at post-test. Repeated-measures ANOVAs were conducted and results showed that coaches who completed the MTC had significantly improved trait emotion regulation, while also reporting generally stable emotions, improved curiosity and decentering, and significantly less perceived stress throughout the training. In contrast, sport mindfulness, coaching issues stress, and coaching behaviors did not see significant change. Interviews revealed two categories (Program Process and Program Experience), four concepts (Motivation and adherence, Mechanics, Outcomes, Impacts) and multiple themes for each concept. Coaches who dropped out after the initial session did not significantly differ from completed training coaches at the start of the MTC. Follow-up surveys revealed one category (Program Involvement) with three concepts (Motivation and adherence, Mechanics, and Experience) and multiple themes. Limitations, including small sample size and lack of a control group, were discussed, along with recommendations for researchers and practitioners, as well as future directions. The current study suggests that the MTC program is an effective intervention to help coaches manage their emotions, reduce stress, and positively impact their coaching and life.
Temple University--Theses
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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).
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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.