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Dissertations / Theses on the topic 'Coaching pedagogy'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Borg, Caroline. "Varaktiga effekter av coaching : En intervjustudie om upplevda effekter av coaching." Thesis, Högskolan i Gävle, Pedagogik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27799.

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Syftet med denna studie var att söka svar på hur individer upplever varaktiga effekter av coaching samt hur coachingen påverkat deras välbefinnande. De tre respondenterna i studien hade fått en blandning av ledarskapscoaching och livscoaching hos samma coach. En kvalitativ metod med semistrukturerade intervjuer användes för att få en djupgående förståelse för de tidigare klienternas upplevelser av coaching och därefter analyserades datan med hjälp av tematisk analys. Resultatet visade att samtliga upplevt ett ökat och varaktigt välbefinnande. Ytterligare effekter, som hos vissa av deltagarna även var bestående var: en större trygghet i sig själv och/eller i yrkesrollen, ett större mod, självkännedom och förändring genom ökad reflektion, medvetenhet och insikt samt utökade färdigheter/förmågor. Slutsatsen som kan dras av studien är att de effekter som tidigare klienter upplevt av coaching bidragit till personlig utveckling och ett ökat varaktigt välbefinnande.
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2

Bush, Anthony J. "'Doing coaching justice' : promoting a critical consciousness in sports coaching research." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500692.

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This research enquiry is a positional paper that locates the context in which sports coaching research is undertaken. Embracing a physical cultural studies sensibility, the research enquiry raises critical questions about the explanatory framework guiding sports coaching research and presents a new conceptualisation for research in the ‘field’. Deploying the theory and method of articulation (Hall, 1996) and Foucault’s (1969) genealogical method, this research enquiry maps out the critical history of the sports coaching present through consideration of the social forces that comprise our conjunctural moment (Grossberg, 2006). By doing so, the impact of the liberal capitalist order prevalent in higher education in the United Kingdom – termed the ‘proto-fascist / pernicious present’ (Giroux, 2005a; Silk and Andrews, in press) – is unpacked. Within this context, the research enquiry explicates how these various social forces congeal at, meet at, and frame the practice of sports coaching research. Through mapping sports coaching research within a corporatised higher education, the dominant or legitimate forms of sports coaching knowledge are problematised.
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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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4

Lindell, Johan. "En kvalitativ studie om Livscoachers uppfattningar om Livscoachning i Sverige." Thesis, Högskolan i Gävle, Pedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36369.

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Den här studiens mål var att studera livscoacher uppfattningar om livscoachning i Sverige och fånga livscoachningens karaktärer. Metoden som användes var kvalitativa intervjuer. Det var totalt tre informanter som deltog i studien. Resultatet visade på att livscoachning handlar om att skapa en stark relation till sina klienter, där det är okej att i fråga sätta olika mönster och förutfattade tankar hos de, eftersom relationen mellan livscoachen och klienten är baserat på ett starkt förtroende för varandra. Andra fynd är att livscoachen försöker ständigt själv utvecklas. Resultat av livscoachningen är att klienter förbättrar tron på sig själva, löser sina problem, hanterar ångest bättre och får en bättre hälsa samt tar mer ansvar. Studien visar att det finns svårigheter inom livscoachningen, det kan bli för opersonligt om inte coachen är tillräckligt empatisk. Livscoachning kan även fungera som en resurs hos företagens HR avdelning.
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5

Larsson, Sanna. "Chefen som coach : En kvalitativ studie om problematiken med att coacha som chef." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39926.

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Denna studie syftar till att ge chefer bättre förutsättningar att coacha personal genom att undersöka vilka svårigheter och utmaningar de kan möta i ett coachande (pedagogiskt) ledarskap. Extra fokus riktas mot faktorer som påverkar förutsättningarna för just chefer att coacha i sin chefsroll, som dubbla arbetsroller och personalens mottaglighet. Ansatsen är av kvalitativ design och semistrukturerade intervjuer användes som metod. Utifrån kriterierna att vara chef med personal- och verksamhetsansvar, samt anse sig själv bedriva ett coachande ledarskap, intervjuades fem chefer. Säljö’s (2014) tolkning av det sociokulturella perspektivet har utgjort grund för tematisk analys. Resultaten visar att begreppet coachning definieras på olika sätt av olika chefer, och att det finns en uppfattad fördel om alla visste vad coachning innebar. Det kan vara svårt att hitta tid att coacha i chefsrollen och alla personer inblandade påverkar förutsättningarna. En god relation mellan chef och mottagare är av stor vikt och coachningens effekter påverkar motivationen. Resultaten visar även att ett coachande ledarskap behöver kombineras med andra former av ledarskap, och att avvägningen för användning är svår. Studien bidrar till en ökad förståelse för svårigheter och utmaningar chefer kan möta i ett coachande ledarskap, vilka med förhoppning kan avhjälpas och därmed bidra till ökad kompetensutveckling hos personal.
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6

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

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Dr. Grigory Dmitriyev, major professor; Dr. John Weaver, Dr. Daniel Czech, Dr. Trey Burdette, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 109-115).
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Rodger, Fiona B. "Peer-coaching in higher education : an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1553975/.

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This research explores learning and democratic values in the peer-coaching service at the Institute of Education (IOE). The service, set up seven years ago, adopted a learning-centred model of coaching (Carnell, MacDonald and Askew 2006). An initial evaluation of the service focused mainly on benefits to the coachee (Hargreaves 2007). To date, there has been no study into how learning is understood and facilitated by the coaches. This study builds on the work of the initial facilitators of the coaching group, Askew and Carnell 2011, by providing a detailed study into how learning is interpreted in practice. The study is set in the context of Adult Learning. In particular, aspects of Mezirow’s Theory of Transformative Learning are applied to illuminate the learning process. Six audio-recorded coaching conversations are analysed. A system of analysis is borrowed and developed from Conversation Analysis. The conversations are presented and analysed sequentially, before discussing approaches to learning, and values that appear to underpin practice. Findings suggest that despite following the same programme of professional development, coaches seem to understand learning differently resulting in diverse practice. Some appear to facilitate reflection on self. Connections between current and previous behaviour patterns are explored together with developing an understanding of where embedded beliefs and attitudes have originated. In other conversations, a goal-centred approach, focusing on completing specific tasks, is dominant. This research advances the argument for a learning-centred model of coaching leading to individual development, fulfilment and possibly better working practices. The thesis addresses a gap in research by exploring the practice of coaching as a model for supporting adult learning, identifying democratic values that underpin and give strength to, the transformative learning model. The thesis concludes with suggestions for coaches’ professional development and thoughts for future research.
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Koivisto, Tomi, and Marcus Odén. "En tränares väg till framgång : En kvalitativ studie om tränare och deras kompetenskrav." Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-140205.

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Since the need for financial resources and competent leaders is high in the modern sports industry, the demands on these leaders are also growing. With few means it is expected that good results will be achieved. In order to compete at the international level, higher demands will be placed on coaches and leaders in all sports in Sweden. The purpose of this study was to develop an elite development plan for trainer in wrestling with the specific purpose of identifying the characteristics a successful trainer should possess and what efforts are needed to develop the Swedish wrestling movement. In the study, four national team coaches and four national team wrestlers participated, four of which were men and four were women. The answers received have largely been about the coach's ability to listen to his adept and to respond to their opinions. It also emerged that cohesion in the training group is a key factor for success. Furthermore, the lack of financial resources was considered a major obstacle to the development of sport. As a conclusion, it can be seen that the visibility of wrestling in Sweden is not great, which indirectly affects the conditions that both coaches and practitioners have to work in their sports.
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Renton, Paul Andrew. "The identification of a referee practice model and a pedagogy for the coaching of Rugby Union referees." Thesis, Cardiff Metropolitan University, 2013. http://hdl.handle.net/10369/6526.

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10

Johns, Janet Rachel. "Abriendo caminos : peer coaching of culturally relevant pedagogy for teachers of adolescent emergent bilinguals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.

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11

Eriksson, Viktor, and Josef Sandström. "Physical literacy i praktiken : Ledaren och utbildningens betydelse." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152119.

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Physical literacy is used today as a philosophical and theoretical concept where its definition and use is widely discussed. The concept of physical literacy has been implemented by the Swedish sport educators (SISU) in different ways. They offer different courses which affects the different elements of physical literacy (Motivation, Confidence, Physical competence and Knowledge/Understanding). The purpose of this study was to look into how coaches work with the different elements of physical literacy after they have participated in the courses that SISU offers and to see what impact these courses have. The method used in this study was qualitative interviews with six coaches whom had participated in one of the courses offered by SISU. The respondents were coaches from different sports and have had this role for a minimum of two years. The result showed that all of the interviewed coaches work with all elements of physical literacy, but with more or less awareness how they are implementing it. We found out that the courses who were made to change the way coaches coach had a very little impact for the majority of the respondents. The conclusion of this study were that all of the coaches work with the different elements of physical literacy but they were not always aware of it. The impact of the courses were low for the coaches with much experience, while they were significant for the coaches with less experience.
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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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13

Wray, Nicole. "An Exploration of Teachable Moments in University Sport." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41571.

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Teachable moments (TMs) is a term that is used across various domains to refer to situations, occurrences, and/or events that present a potential opportunity to learn (Seals, 2018). TMs are recognized as important for educating others, as well as playing a role in professional and personal development. In sport contexts, TMs are a pathway for coaches to develop athletes (Hedlund, 1996). However, we do not fully understand what comprises TMs due to inconsistent usage of the term, and the paucity of sport-based, scholarly research on TMs. Much of our current understanding of TMs is based on studies from domains external to sport. This exploratory study aimed to (a) develop a broader conceptual understanding of how TMs occur between coaches and their athletes, and (b) explore university sports coaches’ perceptions of TMs with their athletes. In this study, data were collected through semi-structured interviews and a virtual TM recall document, whereby coaches logged events they perceived to be TMs with their athletes. Seven (7) university sports coaches completed an initial interview, while 5 of the 7 coaches completed between 4-8 recalls, as well as a second interview. A reflexive thematic analysis in combination with focused coding was applied, thus allowing us to develop a preliminary model of TMs in university sport contexts. In the first manuscript, titled ‘Teachable moments in university coaching: Exploring a coaching catchphrase,’we present our model, and outline the main qualities and conditions that support the occurrence of TMs. In the second manuscript, titled ‘Teachable moments: Practical examples from university sport,’ we elaborate on different forms of TMs that were developed in the findings, and provide concrete examples of TMs that coaches encountered in their day-to-day coaching practices. Throughout both manuscripts, we build our understanding of what comprises TMs in sport and discuss the implications for coaching practices and athlete development.
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Trimuel, Stewart Merita. "The Effect of Elementary Mathematics Coaching On Student Achievement in Fourth, Fifth, and Sixth Grade." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557108.

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Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement and teachers' instructional practices is important to district leaders, school administrators, and teachers. The purpose of this study was to evaluate how a coaching practice with teachers affected student achievement in elementary mathematics. The theoretical foundation of this study was the coaching model, first used by Joyce and Showers, which theorized that teachers who participated in this type of professional development would improve their instructional practices in the classroom, and subsequently, student achievement. A quasi experimental design was employed to test the theory that teachers who were coached would improve student achievement in elementary mathematics. A total of 185 test scores from students were analyzed using an independent measures t test and a repeated measures t test. Findings suggested that the achievement scores of students whose teachers were coached were statistically higher on both state and local assessments. Fourth grade students showed improvement on both the local and state assessments, while 5th and 6th grade students demonstrated significant differences on the local assessments only, but not on the state assessments. This research contributes to positive social change by providing educators with a coaching model that demonstrates how teacher coaching can increase student achievement in elementary mathematics, Grades 4 through 6.

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Cunningham, Thomas. "The Konami Code: An Experiment in Dialect Pedagogy." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2398.

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The Konami Code is a tool for teaching stage dialects that I have been developing for the past three years. I wanted a method that didn’t rely on students’ having a keen ear for phonetics; rather one that offered context for each dialect, and presented individual sound-changes as small parts of an easy way to digest the whole. Most importantly, I wanted a process that was portable: a set series of applications that my students could incorporate easily into their actor’s tool-kit and carry with them into the professional world. The Konami Code incorporates kinesthetic and imaginative elements into the study of dialects. This thesis discusses the genesis of the Code, the theory behind it, and my applications of the Code, to date, as both a teacher and a coach. It is a work in progress, and one which I hope you will expand upon even as I continue to do so!
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Graves, Kristi Rae. "A Mixed Method Analysis of The Ohio State University Mathematics Coaching Program Site Visits." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334796584.

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17

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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Langström, Christer. "Lärande i professionellt samtalsstöd : Villkor för vuxna arbetssökandes karriärprocesser." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146594.

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The aim of this thesis is to contribute knowledge to how professional conversations such as career guidance and coaching contribute to adults’ learning in their career development. Unemployment is a topic that has recently gained much attention in the political debate as well as in society. Career guidance and coaching have largely been used as a means for supporting the unemployed in their career development. This thesis takes the adult job seekers’ perspective for increasing our knowledge of the learning-process taking place in professional conversations. The study draws on theories of learning, recognition, career development, dialogue and relationships. The thesis focuses on the following research questions:How do participants experience professional conversations? What learning conditions emerge from the participants’ experiences? How does learning take place and what meaning does this have for the participants in their career development? The study was conducted in two municipal labor market projects. The empirical data is based on 22 qualitative interviews with 16 long-term unemployed, 16 initial interviews and six follow-up interviews one-and-a-half year after the first interview. The interviews were conducted as reflective conversations, about participants past experiences of professional conversations in order to benefit participants’ own stories. The results show that: Learning in professional conversations is influenced by the tensions between participants’ self-image, societal demands on the outcome of conversations and how the conversations are organized. The participants’ previous experiences of different forms of employment measures seem to affect their experiences of the professional conversations. Participants’ previous experiences of professional conversations affect the participants’ learning in different ways. How the professionals have treated the participants affects the participants’ confidence or skepticism towards the professional helper. It opens or closes for the relationship and work alliance between them. The participants’ emotional experiences in their encounter with professionals appear to be an important driving force in the learning process. Small nuances such as how the professional attitude is perceived are crucial to the learning process. The dissertation shows that emotional and relational aspects, largely, influence participants’ learning process in professional conversation. Three conditions for learning were identified: Pre-existing conditions, organizational conditions, and conversation related conditions. Four learning processes have also been identified: The positive, the turning, the adaptive and the negative. These learning processes seem to affect the continuing career process in different ways.
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Nelson, Julia, and Martina Petersson. "Det är lätt att motivera : En intervjustudie om pedagogiska processer som verktyg för att motivera medarbetare." Thesis, Högskolan i Jönköping, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35534.

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Syftet med studien är att undersöka hur en organisation med hjälp av särskilda pedagogiska processer kan påverka medarbetares inre motivation. Det finns flera teorier kring begreppen människan och motivation och forskning har visat på de tilltalande förutsättningar som motiverade medarbetare genererar för att en organisation ska nå goda resultat. Studien ämnar således att kontrastera hur organisationen arbetar med ledarskap, utvecklingsgrupper, introduktion, potential i laget och kompetensutveckling och hur dessa uppfattas hos respondenterna i relation till påverkan av deras inre motivation. Data har samlats in med hjälp av åtta semistrukturerade intervjuer. Studiens resultat visar, trots meningsskiljaktigheter kring arbetet med de pedagogiska processerna, att dessa bidrar till medarbetarnas inre motivation.  Utifrån det resultat som studien gav yttras i resultatdiskussionen en slutsats kring hur en organisation lätt kan påverka sina medarbetares inre motivation med de föreliggande pedagogiska processerna som verktyg och strategier och således bli en än mer effektiv organisation.
The aim of this bachelor level thesis is to study how an organization through specific pedagogical processes can affect employee's internal motivation. There are several theories that discuss the concepts of man and motivation and research has shown the attractive conditions that motivated employees generate for an organization to achieve good results. This bachelor level thesis therefore aims to contrast how the organization works with leadership, development groups, introduction, potential for team development and competence development and how this is perceived by the employees in relation to the influence of their internal motivation. This has been done by collecting data using semi-structured interviews. The results of the thesis, despite disagreements regarding the work of the educational processes, show that they contribute to the employees' internal motivation. Based on the results, the thesis implicated how an organization easily can influence the internal motivation of its employees, using the pedagogical processes as tools and strategies and thereby become even more effective.
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Chapman, Steven James. "Spin it to win it: A comparison of constraints-led versus traditional coaching approaches." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/90731/1/Steven_Chapman_Thesis.pdf.

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This thesis aimed to compare the effects of constraints-led and traditional coaching approaches on young cricket spin bowlers, with a specific research focus on increasing spin rates (i.e., Revolutions per Minute). Participants were 22 spin bowlers from either an Australia state youth squad or an academy in England. Results indicate that adopting a constraints-led approach can benefit younger, inexperienced bowlers, whilst a traditional approach may assist more skilled, older bowlers. The findings are discussed with regards to how they may inform the learning design of training programs by cricket coaches.
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Kinsella, Keith Charles Douglas. "Revealing what is 'tacit/rationally-invisible/in the background' : an online coaching pedagogy for developing improved leadership practice through 'presencing empathetic responsiveness'." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580674.

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This thesis reports on a self study into educational learning, energized and guided by the question 'how do I improve my practice'?' as I coach mature students on a distance learning Masters in Leadership Studies at Exeter University. My 'living' educational inquiry" captures and articulates the development of online pedagogic practices which stimulate a 'virtual' culture of inquiry. These regular 'diaiogically structured':" web-based interactions help students successfully negotiate learning barriers posed by the online medium, allowing them to notice and exploit the variety of opportunities for learning and development available in their everyday lives, and the many different forms of knowing embedded in these. Through developing richer epistemologies and more resourceful ontologies, students increase their receptiveness and responsiveness to challenges in the situations they study and work in. Through detailed analysis of textual and audio-visual data, I offer glimpses of such learning and development, and the coaching associated with this, in fleeting moments of educational influencing which spark 'primitive reactions', in development episodes where 'indwelling,iV transforms these into new 'language-games', and in reflexive biographies which trace the longer term development of new ontological skills involved in 'knowing how to go on' At the heart of the online coaching pedagogy is an original 'inclusional' vi coaching process I call presencing'" empathetic responsiveness which I use to encourage students to contextualise and presence their learning under conditions of epistemological and ontological uncertainty. This 'ontological' form of coaching enables students to become agents in the production of their own lives despite the masking and insidious effects of disciplinary power, so they can learn to contribute effectively in a world characterised by 'supercomplexity'
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Lundqvist, Sophie. "Det coachande ledarskapet och lärande inom organisationen." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179868.

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Coachande ledarskap tillhör det nya ledarskapsparadigmet och då organisationer verkar i en alltmer komplex omvärld har det blivit viktigare för ledare att underlätta för anställdas lärande. Det coachande ledarskapet kan bidra med just lärande och utveckling av medarbetare. Syftet med denna studie är att beskriva och få fördjupad förståelse för betydelsen av coachande ledarskap för det individuella lärandet inom organisationen och hur det i sin tur gynnar organisationen utifrån coachande medarbetare och coachande ledares perspektiv. I denna kvalitativa studie genomfördes fem intervjuer, varav tre med coachande ledare och två med coachade medarbetare vid två anonyma företag i Sverige. Av resultatet framkommer bland annat att coachande ledarskap har betydelse för både för kognitivt, emotionellt och färdighetsbaserat lärresultat. En bra relationik är dock en grundläggande förutsättning för det individuella lärandet av det coachande ledarskapet och kan förklaras av de grundläggande behov som finns hos människor av trygghet och sociala relationer. Dessutom tyder resultatet på att ledarskapet och ledarens beteenden och färdigheter samt lärtillfällen har en betydande roll i sammanhanget. Nyttan för organisationen är framförallt, ökad effektivitet, ökade idéer och innovation samt förbättrade prestationer. Hilmarsson (2020) påpekar att ”syftet med det coachande ledarskapet är att skapa en positiv kultur där det finns samarbete, effektivitet och hälsa” (Hilmarsson, 2020, s.17). Till det bör tilläggas att det coachande ledarskap även kan leda till lärande och organizational development (OD) inom organisationer. Denna studie har till största del bekräftat tidigare forskning på området och ger en inblick i coachande ledare och coachade medarbetare upplevelser av det individuella lärandet inom organisationer och hur det kommer organisationer till nytta. Då studiens resultat tyder på att relationik, ledarskap och lärtillfällen samverkar och påverkar varandra och förefaller ha betydelse för det individuella lärandet så bör det finnas en möjlighet att optimera lärandet av det coachande ledarskapet och dess resultat om hänsyn tas till detta. Lärresultatet affektivt lärande förefaller vara en stor del av lärresultatet av coachande ledarskap, medan för coaching förefaller det vara kognitiva lärresultat är en skillnad som studien kastat ytterligare ljus på.
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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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Tonnby, Loredana, and Liza Vennerqvist. "För att skapa en relation behöver man bygga upp ett förtroende : En kvalitativ studie om relationers betydelse i specialpedagogens roll som handledare." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22393.

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I denna studie undersöker vi specialpedagogers tankar kring relationers betydelse i deras roll som handledare för lärare. Vi utforskar även relationella faktorer som främjar ett bra samarbete med lärare. Vår teoretiska förankring är relationell pedagogik och studien tar utgångspunkt i såväl svensk som internationell forskning i ämnet. Undersökningsmetoden vi använder är kvalitativa, semistrukturerade intervjuer med fem specialpedagoger i skola och förskola. Resultaten av intervjuerna sammanställs och presenteras utifrån fyra teman som vi funnit i svaren från specialpedagogerna. I innehållsanalysen och tolkningen av resultaten utgår vi ifrån vår valda teori, relationell pedagogik, och i vår diskussion tar vi avstamp utifrån litteratur om perspektiv på handledning samt tidigare forskning om relationskompetens inom handledningssituationer. Resultaten i vår studie belyser att samtliga specialpedagoger framhåller att goda relationer mellan dem och de handledda pedagogerna är en viktig del i deras arbete. Vidare indikerar resultaten att dialog och samtal är avgörande för att skapa relationer. Att skapa förtroende, vara ödmjuk, uppmuntrande, lyhörd, inlyssnande, nyfiken, tydlig, respektera varandra samt vara genuint intresserad av vad pedagogerna har att säga, är några relationella faktorer som specialpedagogerna anser vara viktiga att bemästra för att skapa och bygga relationer med de lärare som de handleder. En annan upptäckt som görs i studien är att relationsskapandet för specialpedagogen är en kombination mellan ontologisk och instrumentell relationsorientering, (Kullenberg & Eksath, 2017), samt en kombination mellan "det mellanmänskliga" och " det sociala" inom relationer (Bubers teori i Aspelin, 2016). Det vill säga relationer byggs och upprätthålls genom att specialpedagogerna är tillmötesgående och genom spontana samtal där man lär känna varandra på ett personligt och naturligt sätt. Samtidigt anser de att man måste vara tydlig, göra några avgränsningar och visa varandra respekt. Här arbetar specialpedagogerna målmedvetet med att skapa relationer med syftet att få ett bra samarbete med lärarna för att hitta lösningar till deras gemensamma elever.
In this study, we examine special educationals needs co-ordinators (SENCO) thoughts about the importance of relationships in their role as coaches for teachers. We also explore relational factors that promote good collaboration with teachers. Our theoretical foundation is relational pedagogy and the study is based on both Swedish and international research in the subject. The research method method we use is qualitative, semi-structured interviews with five SENCOs in school and preschool. The results of the interviews are compiled and presented based on four themes that we have found in the answers from the SENCOs. In the content analysis and interpretation of the results, is based on our chosen theory, relational pedagogy, and in our discussion is based on literature on perspectives on coaching and previous research on relational competence in coaching situations. The results of our study highlight that all SENCOs emphasize that good relations between them and the educators they coach are an important part of their work. Furthermore, the results indicate that dialogue and conversation are crucial for creating relationships. Creating trust, being humble, encouraging, responsive, listening, curious, clear, respecting each other and being genuinely interested in what educators have to say, are some relational factors that SENCO consider important to master in creating and building relationships with teachers they coach. A conclusion drawn in the study is that for a SENCO building relations means a combination between ontological and instrumental relationship orientation (Kullenberg & Eksath, 2017) and a combination of "the interpersonal" and "the social" in relationships (Bubers teori i Aspelin, 2016). That is, relationships are built and maintained by the SENCOs being accommodating and through spontaneous conversations where you get to know each other in a personal and natural way. At the same time, they believe that you have to be clear, make some boundaries and show each other respect. Here, the SENCOs work purposefully to create relationships with the aim of having a good collaboration with the teachers to find solutions for their common students.
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Gullikson, Joey. "Strong Side, Weak Side: Goal Generating Tactics in NCAA Men's Water Polo." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3618.

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In the game of water polo, it is generally accepted that the shooting position of the offensive player and the tactic employed are both important in generating goals. Despite their importance, little is known about the relationship between shooting position and offensive tactics and their impact on the probability of goal scoring. In this research, a sequence of hierarchical mixed logistic regression models is applied to a unique data set from 2016 and 2017 NCAA men’s water polo seasons to analyze the relationship between goal generating tactics and different shooting positions. The primary result reveals that the closer a player is the “midline” of the pool and the closer a player is to the goal, the higher the percentage of scoring by offensive tactic. Furthermore, statistically significant relationships reveal (i) direct shots are better than perimeter shots, (ii) left-handed shooters are more efficient at scoring goals that right-handed shooters, and (iii) counterattack opportunities are better than power plays (player advantage). Understanding the best goal-scoring positions in the pool for each offensive tactic will assist coaches and players in devising more successful offensive and defensive strategies.
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Bobrownicki, Raymond Kenneth. "Impact of verbal instruction type on movement learning and performance : a multidisciplinary investigation of analogy and explicit instruction." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20454.

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The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.
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Gunnars, Hanna, and Fanny Coldenberg. "Prestationsångest i sångundervisning : Åtta sångpedagogers arbete med mentala blockeringar hos sina elever." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3883.

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I denna studie undersöktes hur sångpedagoger ser på prestationsångest och mentala blockeringar hos sina elever. Prestationsångest hos sångare är ett relativt outforskat område, men det är en känsla som drabbar de flesta som utövar musik. Syftet med studien var att undersöka hur sångpedagoger både resonerar kring och hur de hanterar sina elevers prestationsångest och andra mentala blockeringar. Arbetet genomfördes i första hand genom en enkät som sedan låg till grund för intervjuer med åtta verksamma sångpedagoger. Studien vilar på en sociokognitiv teori. Resultatet visar att alla sångpedagoger frekvent möter elever med prestationsångest och att de alla har liknande verktyg för att hantera det. En upptäckt som gjordes var att det sällan talas om prestationsångest i musikundervisning, där många paralleller gjordes till idrottspsykologi som är ett mer utforskat ämne. Sångpedagogerna använde många verktyg som tangerade mental träning men ingen av dem ansåg sig använda någon särskild metod. Det är i nuläget ovanligt att lyfta mental träning i musikundervisning men ett konstaterande som görs är att sångpedagogen måste lära sig att hantera elevers prestationsångest för att kunna hjälpa dem vidare i utvecklingen. Resultatet visar att ett gemensamt ordförråd och gemensamma verktyg att ta till vore gynnsamt.
This study examined vocal coaches’ view on performance anxiety and mental blockages in their students. Performance anxiety is a relatively unexplored area, but it’s a feeling that affects most people who practice music. The purpose of the study was to investigate how vocal coaches both reason about and how they handle their students’ performance anxiety and other mental blockages. The work was carried out through a pilot study that formed the basis for interviews with eight practicing vocal coaches. The study is based on a social cognitive theory. Results show that all vocal coaches meet students with performance anxiety on a daily basis and that they all have similar tools to work with it. A discovery that was made was that the subject of performance anxiety was rarely talked about in music education and many parallels were made to sports psychology, which is a more explored area. The vocal coaches used many tools that are used in mental training, but they all made it clear that they did not use any particular method. It is currently unusual to highlight mental training in music education, but it’s clear that the vocal coach must learn to handle the students’ performance anxiety in order to help them further in development. The result show that a common vocabulary and common tools to use would be beneficial.
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Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.
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Lindberg, Maria. "Strategier för gruppundervisning i sång : observationsstudie av sångundervisning på kulturskola och gymnasium." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2329.

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The study examines strategies used by voice coaches in small groups and how they apply cultural-mediating tools. The analysis is primarily based on Hultberg’s theory of cultural-psychological model of musical learning by making music (2009). However, here the strategies are defined as cultural tools through which knowledge is mediated, rather than as part of the framework.  Three voice coaches have been observed through video recordings: two at Swedish kommunala kulturskolor (municipal cultural schools) and one at a gymnasium’s (high school) arts program. The study focuses on similarities rather than differences between the voice coaches. According to the study, the voice coaches use ten thematically different strategies, which they combine in different ways and together with other kinds of cultural-mediating tools. The strategies are: routine, questions, placement, mirroring, focusing, openness, peer resources, listening and performance, body awareness, and happiness. According to the analysis, it is possible to adapt the education to the individual abilities of each student through the use of these strategies. In addition, the distributed knowledge becomes an asset for the individual student as well as for the group through interaction.
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Eriksson, Jakob. "Esportsinriktningens lärandeprocesser : Lärandet inom en gymnasieskolas nya esportsinriktning." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156647.

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Det problemområde som uppsatsen belyste var hur lärandet upplevs av eleverna inom de nya svenska esportsinriktningarna på gymnasienivå. Det fanns ingen lärarutbildning för att bli coach vid dessa inriktningar och det saknades teoretisk förankring. Därför blev uppsatsens syfte att undersöka elevernas lärande samt att finna vilka former av lärande som eleverna upplever är effektiva. Frågeställningarna var således ”vilka är de primära lärandeprocesser som elever lär sig igenom?” och ”vilka processer finner eleverna effektiva?”. För att besvara detta användes en kvalitativ ansats där halvstrukturerade intervjuer stod i fokus. 10 elever intervjuades från samma gymnasium och resultatet visade på att de grundläggande och centrala lärandeprocesserna är gruppdiskussion, praktiskt lärande och undervisning anpassad till elevernas undran. Sedan ansågs praktiska former av lärande vara både roligast och bäst enligt eleverna, följt av gruppdiskussion som också ansågs effektivt. Vidare så kopplade studien resultaten till lärandeteorier, där pragmatismens inslag var de mest centrala och i andra hand de sociokulturella inslagen. Pragmatismen upplevdes vara betydligt mer omtyckt av eleverna samtidigt som den upplevdes mest effektiv. Genom detta hade studien 3 rekommendationer. Den första var att behålla de pragmatiska inslagen och möjligtvis utöka dem. Den andra är att minska kognitivismens inslag och ge utrymme för andra inslag. Den tredje är att ge sociokulturella inslag större utrymme i undervisningen, exempelvis utmaningar. Slutligen uppmanade studien till vidare forskning där man ska undersöka lärandet i en social miljö, samt hur eleverna presterar i jämförelse med vanlig idrott och hälsa. Det uppmanades även att framtida forskning bör ske i koppling till idrottspedagogik, då esport anses ha potential att utgöra en gren inom forskningsfältet.
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Johnsson, Patrice. "Glädjen att möta barn : Berättelsen om den altruistiska pedagogen." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-958.

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During this life-history I met a person who was enthusiastic in her personality. You can see Marianne’s special and unique personality very well because of the method I have chosen. The purpose of writing about this subject is that children spend most of their time awake in school; thus it is important for me, as an educationalist, to discover the ones that are mistreated. This study is about how I can discover children who are not taken care of. The answer I found wasn’t what I expected when I started this study. The answers I got were hidden in her personal story by being an educationalist human being. Her life has been surrounded with love and consideration just like her work. Being genuinely interested in human beings but above all children has created this altruistic pedagogue Marianne. By putting my literature beside Marianne’s story, it was obvious to me that the only way to discover children that get hurt in life is to be an afflated pedagogue.


Mariannes entusiastiska person som jag fick glädjen att möta och ta del av, löper som en gyllene tråd genom det här arbetet som jag vill delge er. Att Mariannes speciella och unika personlighet kommer fram på det sätt som det gör, beror mycket på valet av metod. Metoden bygger på att man får ta del av en person på ett djupare plan- en livsberättelse. Syftet att skriva om detta ämne är för det är viktigt hur jag som pedagog kan upptäcka de barn som far illa, eftersom barnen tillbringar den största delen av sin vakna tid i skolan. Arbetet handlar om hur jag som pedagog kan se/upptäcka barn som inte mår bra. Jag fick ett svar men det kom inte fram på det sättet jag räknade med. Svaret jag istället möttes av var inlindade i Mariannes engagerade berättelse om sitt liv som pedagog och människa. Jag möttes av en människa vars uppväxt var präglad av kärlek och omtanke som hon senare tagit med sig i sin pedagogik under 40 år. Att vara genuint intresserad av människor, men framför allt av barn har skapat den altruistiska pedagogen. Genom att ställa min litteratur bredvid Mariannes berättelse stod det klart för mig att sättet att upptäcka barn som far illa är att vara en besjälad pedagog.

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Hallingsten, Heléne. "Coaching i företag och organisationer : en intervjustudie." Thesis, Örebro University, School of Humanities, Education and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-7256.

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Hermansson, Jonas. "Coaching som en väg till kompetensutveckling : En kvalitativ textanalys." Thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-14210.

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Denna studie ämnar belysa coaching och undersöka relationen mellan coaching och kompetensutveckling. Syftet är att undersöka hur coaching kan hjälpa till kompetensutveckling i arbetslivet. Genom en kvalitativ textanalys granskas texter om arbete med kompetensutveckling. Intentionen med granskningen är att undersöka likheter mellan coaching och arbete med kompetensutveckling. Texterna valdes slumpmässigt ut med förutsättning att de hade en gemensam faktor, vilket i detta fall är att de representerar olika fackförbund. Med hermeneutik som vetenskaplig ansats tolkas texterna med hjälp av den hermeneutiska cirkeln som tillvägagångssätt. Tolkningarna analyseras sedan med hjälp av teori kring coaching för att se eventuella likheter till arbetet med kompetensutveckling. Analysen av texterna visar ett resultat där likheter mellan arbete med kompetensutveckling och coaching är synliga. Dessa likheter utgör motiveringen till resultatet som visar att coaching kan hjälpa till kompetensutveckling. De olika likheterna visar också hur coaching kan hjälpa till kompetensutveckling i arbetslivet. En slutsats som dras är att coachingens kommunikation och öppna förhållningssätt skapar starka motiv till hur det kan hjälpa utveckling av kompetens.
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Johansson, Lisa. "COACHING ETT NYTT KONCEPT I SKOLAN : TREND ELLER PEDAGOGISKT VERKTYG?" Thesis, Stockholm University, Department of Special Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28741.

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Antesten, Anna. "Omställning - en hjälp till nytt arbete : Uppfattningar och upplevelser av deltagandet i omställningsprogram." Thesis, Uppsala University, Department of Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-111103.

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Vi befinner oss nu i en lågkonjunktur som innebär att många blir uppsagda från sina arbeten och den grupp som har drabbats hårdast i Sverige är arbetare inom den privata sektorn. Som en reaktion på den förändrade arbetsmarknaden har de företag som levererar omställningsprogram ökat explosionsartat.

I svåra tider ökar konkurrensen om arbeten och höga krav ställs på den arbetssökandes förmåga att marknadsföra sig själv. Omställningsföretagen arbetar med att hjälpa dem som blivit uppsagda på grund av arbetsbrist att finna ny sysselsättning, detta gör de med hjälp av jobbcoacher. Omställningsprogram och jobbcoaching är ett nytt fenomen och det finns därmed ett behov av forskning på området.

Syftet med arbetet är att studera ett omställningsprogram vars avsikt är att coacha människor som mist sin anställning till att få ny sysselsättning. Studien görs på ett företag som levererar omställningsprogram och belyser hur de människor som befinner sig i programmet upplever det under tiden det pågår. För att uppnå syftet har telefonintervjuer med tjugo deltagare i omställningsprogrammet genomförts.

Coacherna hjälper deltagarna att själva inse sin potential och detta gör de genom att, likt Sokrates, ställa frågor som får individen att plocka fram alla de egenskaper och färdighetersom kan vara till nytta i en anställning. Deltagarna får hjälp med att skriva CV vilket uppskattas då det idag är hög konkurrans på arbetsmarknaden.

Deltagarna är sammantaget positiva till programmet vilket dels kan bero på att programmet kanske är väl planerat och genomförs på ett framgångsrikt sätt. Det är även troligt att en bidragande orsak till omdömet är att deltagarna inte hade några förväntningar på programmet.De har blivit uppsagda och är inställda på att själva ta sig an sin situation. De förändringsförslag som deltagarna fört fram i intervjuerna rör tidpunkten för informationsmötet samt önskemål om workshop angående vidare studier. Det faktum att de känner glädje över att de har en coach som hjälper dem och faktiskt ser dem går hand i hand med vad som visats i forskning från 1930 talet.

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Dyrvik, Kristian, and Martin Bolinder. "En bra lyssnare är aldrig fel : Förväntningar kring mötet med en coach." Thesis, Stockholm University, Department of Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28497.

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The aim with this essay is to examine the individual's expectations in the meeting with a job coach. It has become all more common with job coaches, in order to meet the unemployment in the society. The survey builds on a quantitative method, where 29 individuals who are linked to a changeover-program towards new jobs, have replied to a questionnaire. The survey shows that the participants have expectations on the coach as a supporting function. There is also a trust to that the contact with a coach will lead to new employment. In conclusion, there is among some of the participants a view about that there is someone else than themselves that has a responsibility in order to reach employment.

 

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Borgström, Eva, and Lorencita Eckerström. "Att utmana framtiden - en enkel match? Betydelsefulla faktorer i en omställningsprocess ur jobbcoachers perspektiv :." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-61621.

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Syftet med studien är att belysa upplevelsen av vilka faktorer som är av betydelse i en omställningsprocess ur jobbcoachers perspektiv. För att få ett svar på det användes kvalitativ metod vilka bestod av semistrukturerade djupintervjuer. Fyra jobbcoacher på fyra olika omställningsföretag har intervjuats. Deras arbete innebär att skapa målbilder, få syn på viktiga egenskaper och att identifiera hinder för att med hjälp av olika metoder och strategier komma runt dessa. Resultatet visade att marknadsföring, CV och intervjuträning inte bara var ett komplement utan bidrog dessutom till att deltagarnas självförtroende stärktes. Med hjälp av en ansökan med hög kvalitet, att söka ett fåtal arbeten som är relevanta och möjliga att få med tanke på individens situation, får man ett bättre resultat än när man sökt många arbeten utan relevans. Deltagarna återgick snabbt till ny sysselsättning genom att flexibla metoder och strategier individanpassades, vilket gav ett bra utfall.
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Sundström, Madeleine. "Coachens betydelse vid en hälsointervention : Aktionsforskning av ett hälsofrämjande pilotprojekt på ett företag - med fokus på deltagarperspektivet." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21620.

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Syftet med denna studie var att undersöka hur deltagarna i ett hälsofrämjande pilotprojekt upplevde deltagandet samt att undersöka deras upplevelse av att ha en individuell coach tillgänglig under processen. Studien som gjorts är en kvalitativ forskningsstudie med aktionsforskning som ansats. Datainsamlingen skedde kontinuerligt under studien av pilotprojektet, i form av formativa utvärderingar samt observationer. De formativa utvärderingarna och observationerna var en del av planeringen inför nästkommande aktion under pilotprojektet. Pilotprojektet utvärderades även i slutet med hjälp av en summativ utvärdering. Allt material som samlades in under studien av pilotprojektet bildade sedan studiens resultat. Resultatet visade att deltagarna upplevde det lärorikt och intressant att delta i pilotprojektet. De ansåg det vara positivt att ha en individuell coach tillgänglig och att det varit en stor hjälp i förändringsprocessen. Deltagarna menade att det var bra att ha både gruppaktiviteter och individuella aktiviteter i en hälsofrämjande intervention, men upplevde de individuella samtalen som mest givande. Motivation var något som påverkade deltagandet positivt och hög arbetsbelastning påverkade deltagandet negativt.
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39

Sileryte, Gerda, and Bo Öhman. "Personliga tränare lever som de lär : En intervjustudie om motivation med fyra personliga tränare." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21107.

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Denna studie syftar till att undersöka hur personliga tränare som ledare arbetar med motivation, för att deras kunder ska bevara sin egen träningsmotivation och därigenom nå sina valda mål. Ett delsyfte är att se om skillnad föreligger i deras uppfattning av hur kunderna når målen beroende på om motivationens ursprung är av inre eller yttre karaktär. Fyra stycken personliga tränare har intervjuats med hjälp av semistrukturerade intervjuer om hur de arbetar med motivation och målsättning, samt hur de ser på sig själva som ledare och pedagoger. Även svårigheter och andra påverkande faktorer de stöter på i arbetet med att motivera kunder tas upp. Resultatet visar att det finns olika typer av motivation, att den kan vara både inre och yttre (eller blandad), där respondenterna i denna studie är överens om att människor med inre motivation lättare når sina träningsmål samt att den inre motivationen bibehålls längre.
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40

Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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41

Dunwoody, Dana N. "“Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness." Thesis, 2019. https://hdl.handle.net/2144/38592.

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The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social justice within youth sporting communities. Using convergent mixed-methods design, critical consciousness (Freire, 1970) was the theoretical framework and method of analysis for this study. Forty-seven participants responded to this open-ended survey; 85.1% of coaches reported coaching part-time, 59.5% of the sample were volunteer coaches, and 33% of coaches had less than 1–3 years of coaching experience. Findings revealed a majority White (69%) and Majority Male (61%) sample of youth sport coaches and described coaching identities were categorized into multiple and intersectional (Women of Color; n = 5) identities. Emic coding through cross-analysis of open-ended questions suggested a deeper understanding of coaches’ connection to community in relationship to how coaches described identities. These were coded as Coach-Centered Coaching , Limited Connection, or Synthesizing Connection. Furthermore, community-based sport coaches were engaging in and enacting social justice within youth sporting communities in ways that mirror critical consciousness patterns of dialogue, reflection, and action. The theoretical implications of this study expand the application of societal roles, more specifically the role of a youth sport coach to the theory of intersectionality. This study supports past literature that found that youth sport coaches are dissatisfied with the education they receive; thus these findings inform suggestions for how to make coaching education more relevant and accessible. Empirically, study findings suggest that the underresearched area of youth sport coaches’ identities may be related to the depth of connection coaches have to community, impacting the holistic developmental outcomes of participating youth athletes. Practically, this study delivers a critical pedagogy framework for community-based coaching education that blends the personal (identity and role development) and professional (coaching specific knowledges). Results of this study can inform future empirical research of youth sport coaching and intervention development that theoretically considers the integration of intersectionality with critical consciousness.
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Cashman, Penelope Veronica. "International Best Practice in the Teaching of Lyric Diction to Conservatorium-Level Singers." Thesis, 2019. http://hdl.handle.net/2440/120990.

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This doctoral thesis examines international best practice in the teaching of lyric diction to conservatorium-level singers. It provides a unique perspective on lyric diction teaching in that it focuses on pedagogical process and includes the perspectives of multiple experts across a variety of languages and working in different countries. Most of the literature regarding lyric diction at the conservatorium level focuses on pronunciation rules and descriptions of relevant articulations. As such, it can be seen to focus predominantly on the ‘what’ of lyric diction teaching, and significantly less on the ‘how’. It rarely explores the role of the lyric diction coach/teacher and his/her pedagogical approach in successful lyric diction learning. This thesis addresses the ‘how’ of lyric diction teaching by focussing on the pedagogical approaches and priorities of selected expert lyric diction coaches whose work with conservatorium level students is informed by their understanding of lyric diction at the professional level. Chapters 1 and 2 of the thesis introduce lyric diction in an historical and socio-cultural context and provide explanations of vocal acoustics, singing technique, phonology, articulatory phonetics, and foreign language phonology acquisition as they pertain to lyric diction. Chapter 3 addresses the backgrounds and experience of expert lyric diction teachers and coaches, highlighting the skills and qualities they perceive as integral to the effectiveness of their pedagogy. It also provides an insight into lyric diction coaching for professional singers. Chapter 4 presents analysis and discussion of the key themes that emerged from the primary source materials collected for this study. This encompasses broad-ranging facets of lyric diction pedagogy fundamental to the subject as a whole and applicable to all languages. The key themes emerging from the research indicate pedagogical priorities that diverge significantly from those indicated by much of the lyric diction literature. The analysis is synthesized in Chapter 5, revealing the overall picture of best practice in conservatorium-level lyric diction teaching derived from this research.
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2019
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Ferreira, Ricardo Diogo Neto. "Relatório de Estágio Profissionalizante realizado no CETO/Cunha e Silva Tennis Academy." Master's thesis, 2017. http://hdl.handle.net/10400.5/14167.

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O presente relatório de estágio profissionalizante integrado no segundo ano do Mestrado em Treino Desportivo, da Faculdade de Motricidade Humana, Universidade de Lisboa, é o resultado de todo um trabalho desenvolvido ao longo do estágio profissionalizante, realizado na modalidade de ténis. O estágio decorreu no CETO - Cunha & Silva Tennis Academy, situado em Oeiras e teve como objetivos gerais o desenvolvimento das competências de desempenho profissional, estruturadas em quatro grandes áreas de intervenção profissional:  Organização e Gestão do Processo de Treino, repartido por três pontos: Planeamento, Condução do Treino e Avaliação (Área 1);  Inovação e Investigação Pedagógica (Área 2):  Participação no Contexto Competitivo (Área 3);  Relação com a Comunidade (Área 4). No sentido de cumprir todas as áreas regulamentadas, o estágio baseou-se no acompanhamento e na observação do processo de treino e de competição de um atleta de alto rendimento, bem como a intervenção em escalões de formação e participação em atividades de organização, desenvolvimento e avaliação de projetos desportivos que privilegiaram as interações com os diversos núcleos de apoio para apoiar os projetos de vida e formação dos atletas. As tarefas descritas neste relatório de estágio resultam de um conjunto práticas refletidas e apoiadas na experiência, na investigação e em outros recursos do desenvolvimento profissional do treinador estagiário. A ação profissional foi ainda orientada deontologicamente, assim como as decisões foram avaliadas em termos do efeito
The present paper reports the internship integrated in the second year of the Master's Degree in Sports Training of the Faculty of Human Kinetics, Lisbon University It is the result of all the work developed during the internship period. The internship took place in CETO-Cunha & Silva Tennis Academy, located in Oeiras, and had as general goals the development of professional performance skills, structured in four major areas of professional intervention:  Organization and Management of the Training Process, divided into three points: Planning, Training Control and Evaluation (Area 1);  Innovation and Pedagogical Research (Area 2);  Participation in the Competitive Context (Area 3);  Relationship with the Community (Area 4). In order to comply with all the regulated areas, the traineeship was based on the monitoring and observation of the training and competition process of a high-performance athlete, as well as intervention in the training process and participation at all the levels of organization, development and evaluation of sports projects. The tasks described in this internship report are the result of a set of practices reflected and supported in the experience, research and other resources of the trainee's professional and academic development. Professional action was still deontological oriented, just as decisions were evaluated in terms of effect
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OBADAL, Tomáš. "Pedagogické aspekty trenérské činnosti." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152520.

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The goal of this diploma thesis is to describe and analyze the pedagogical aspects of coaching in the context of the current offer of study programs for coaches, their professional background and their self-reflection due to their educational mission. To achieve these objectives it is necessary to define sport as such, its types and offers of sports activities for individuals. It is also necessary to define the role of the coach and systematically describe important attributes of the trainer. The analytical part of the paper will focus on the coaches self-reflection due to their educational mission. In this context, the questionnaire will analyze trainers view on their possible educational, or teaching activities. Other important issues that will be analyzed include: coaches view on their activities and the circumstances that affect their educational influence, etc. The final part will be devoted to evaluation of the current state of examined problems.
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Martins, Paulo Jorge. "O conhecimento pedagógico do conteúdo no ensino da luta." Master's thesis, 2008. http://hdl.handle.net/10400.5/286.

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Mestrado em Gestão da Formação Desportiva
Este estudo procurou investigar as concepções dos treinadores de Luta, procurando determinar as características do seu pensamento acerca das metodologias de ensino a adoptar no processo de ensino-aprendizagem com jovens. O estudo baseou-se no modelo de Grossman (1990) sobre o conhecimento profissional para o ensino e nos quadros teóricos de Vickers (1990) e de Rink (1993)relativos ao conhecimento pedagógico dos conteúdos e aos aspectos de natureza pedagógica, implicados no processo de instrução. Caracterizou-se por assentar numa metodologia qualitativa, de estudo de caso, inquirindo-se 6 expertos da modalidade, a partir da aplicação de uma entrevista em profundidade, com base num guião semiestruturado. A análise revelou que as fontes de conhecimento profissional são diversificadas, incluindo formação académica e experiência profissional como as fontes principais de acesso ao conhecimento profissional. As concepções dos expertos apresentam evidentes similaridades acerca de aspectos essenciais da didáctica da modalidade, nomeadamente, acerca das progressões pedagógicas a adoptar, do nível de extensão, profundidade, sequência e ênfase na organização didáctica dos conteúdos. O modo de estruturação do ensino das habilidades técnicas da Luta é realizado tendo em consideração o intercruzamento entre o nível de prática dos atletas e os respectivos escalões etários. Diversos aspectos ligados ao refinamento das habilidades e às situações de aplicação são destacados nos modelos de ensino descritos. As similaridades encontradas permitem estabelecer um modelo de ensino desta modalidade, tendo-se destacado,também, as dissemelhanças que caracterizam as aproximações pessoais de cada um dos expertos.
This study aimed to investigate which are the wrestling coaches conceptions about teaching technical skills, looking to determine the thought characteristics concerning the teaching methodologies to adopt in the process of teach-learning with young wrestlers. The study was based in Grossman (1990) model of the education professional knowledge and the theoretical frame work of Vickers (1990) and Rink (1993) relative to the pedagogical content knowledge as well the pedagogical aspects implied in instruction process. It was characterized in a qualitative methodology, case study, inquiring 6 sport experts, using an depth interview, based in a semi-structuralized guide. The analysis findings pointed out the diversity of professional knowledge, including formation and professional academic experience as the principal sources to the professional knowledge access. The experts conceptions presents evident similarities evidences concerning essential wrestling didactic aspects, mainly: pedagogical progressions to adopt, the extension level, depth, sequence and emphasis in the didactic contents organization. The structure of wrestling techniques teaching abilities, is carried through having in consideration the crossed enters the athletes level and age level. Diverse refinement aspects of abilities and application situations are detached in the described teaching models. The similarities allow to establish a wrestling teaching model, having also detached, differences that characterize the personal approaches of each one of the experts.
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Cruz, Ana Augusta de Barros Gonçalves Saraiva Matos da. "As competências do professor de educação física como treinador do desporto escolar." Master's thesis, 2016. http://hdl.handle.net/10400.6/9582.

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A crescente participação no desporto exigiu uma evolução significativa nas diferentes áreas e disciplinas que o contemplam – pedagogia do desporto, psicologia do desporto e coaching desportivo. Ao professor, é-lhe exigido um conhecimento multidisciplinar e científico, na sua modalidade desportiva, bem como, no que concerne ao específico domínio do campo escolar do nosso estudo – desporto escolar. O nosso professor, tendo como atuação dois campos distinto, a escola e a competição, encara um novo dilema que deverá ser estudado para se apurar novas estratégias e dinâmicas de formação destes profissionais. Assim, estudando a atualidade neste vasto campo, propomos com o nosso estudo apurar a atuação do nosso professor de educação física como treinador do desporto escolar para abrir novos caminhos para a sua formação e exigências da atual comunidade escolar. O nosso tema de investigação enquadra-se na questão “Quais as qualidades, mais valorizadas nos professores/treinadores do desporto escolar, na perspectiva do professor de educação física?”. Assim, para dar resposta a esta questão utilizamos uma amostra de 117 indivíduos, amostra de conveniência, dos quais 90 são do género masculino e 27 do género feminino. A recolha de dados foi efetuada através de um questionário “Perceções sobre qualidades de um Bom Treinador” (cf. anexo I) realizado no Google Questionários e enviado “online” por “email” - correio pessoal na internet, com 20 itens, utilizando uma escala de Likert (Likert, 1961) onde: 1 – Discordo Totalmente; 2 – Discordo; 3 – Indiferente; 4 – Concordo; 5 – Concordo Totalmente. Das percepções mais pertinentes, destacam-se os treinadores do desporto escolar sem cargos no desporto federado apresentam scores de coaching mais elevados do que os treinadores que desempenham cargos. As diferenças observadas foram estatisticamente significativas (U = 1758,5; W = 4839,5; p = 0,047).Os treinadores do desporto escolar sem cargos no desporto federado apresentam scores de gestão psicológica mais elevados do que os treinadores que desempenham cargos. As diferenças encontradas foram estatisticamente significativas (U = 1858,5; W = 4784,5; p = 0,011). Os treinadores com mais anos de experiência apresentam scores de coaching mais elevados do que os treinadores com menos anos de experiência. As diferenças encontradas foram estatisticamente significativas (U = 1801; W = 2504; p = 0,025).Os treinadores com mais anos de experiência apresentam scores de gestão psicológica mais elevados do que os treinadores com menos anos de experiência. Considerando um nível de significância de 0,075, as diferenças encontradas foram estatisticamente significativas (U = 1667; W = 22297; p = 0,074). Os treinadores/praticantes da modalidade apresentam scores de coaching mais elevados do que os treinadores/não praticantes da modalidade. Considerando um nível de significância de 0,075, as diferenças encontradas foram estatisticamente significativas (U = 159,5; W = 195,5; p = 0,07). Perante os dados apresentados, podemos concluir que o fator mais valorizado pelos professores de educação física, na seguinte condição, sem cargos no desporto federado, treinadores com mais anos de experiência, treinadores/praticantes da modalidade é o Coaching Desportivo. Essas emoções positivas “(…) possuem como função o alargamento do campo da consciência e, consequentemente, das possibilidades de pensamento e ação das pessoas” (Neto L. et Marujo, H., 2011: 442; Alves, 2000:133; Whitmore, 2006:3; Hodge et al, 2014; Chan & Mallett de 2011). E ainda, o fator da Gestão Psicológica foi valorizado pelos professores de educação física, nas seguintes condições, sem cargos no desporto federado, treinadores com mais anos de experiência, treinadores com o Curso de Treinadores Nível /Grau 2. Os treinadores efectivos de maior experiência do processo de treino assumem como (Mesquita, 2005; Salmela e Moraes, 2003; Hoover-Dempsey & Sandler, 2005; Bento, 2004; Sarmento, 2012; Brustad, 1992; Smoll, 2001) os scores mais altos deste fator.
Increasing participation in sport required significant developments in the different areas and disciplines that include - sports education, sports psychology and sports coaching. The teacher, a multidisciplinary and scientific knowledge-it is required in their sport and, as regards the specific field of school field of our study - school sports. Our teacher, whose performance two distinct fields, the school and the competition, faces a new dilemma that should be studied to determine new strategies and dynamic training of these professionals. Thus, studying the present in this vast field, we propose with our study to ascertain the performance of our physical education teacher and coach school sports to break new ground for their training and requirements of the current school community. Our research topic is part of the question "What are the qualities most valued in teachers / school sports coaches, in view of the physical education teacher?". So to answer this question we used a sample of 117 individuals, convenience sample, of which 90 are of males and 27 females. Data collection was conducted through a questionnaire "Perceptions about qualities of a Good Coach" (see Annex I) performed on Google and Questionnaires sent "online" with "email" - personal mail on the Internet, with 20 items, using a Likert scale (Likert, 1961) where: 1 - Strongly Disagree; 2 - I disagree; 3 - Indifferent; 4 - I agree; 5 - Agree. The most relevant insights, we highlight the coaches of school sports without charge in federated sport have higher coaching scores than the coaches who play positions. The differences were statistically significant (U = 1758.5; W = 4839.5; p = 0.047) .The coaches school sports without charge in federated sport have higher psychological management scores than the coaches who play positions. The differences were statistically significant (U = 1858.5; W = 4784.5; p = 0.011). Coaches with more years of experience have higher coaching scores than coaches with fewer years of experience. The differences were statistically significant (U = 1801, W = 2504, p = 0.025) .The coaches with more years of experience have higher psychological management scores than coaches with fewer years of experience. Considering a significance level of 0.075, the differences were statistically significant (U = 1667, W = 22297; p = 0.074). Coaches / mode practitioners have higher coaching scores than the coaches / not practicing the sport. Considering a significance level of 0.075, the differences were statistically significant (U = 159.5; W = 195.5, p = 0.07). In view of the data presented, we conclude that the most valued factor by physical education teachers, the following condition without positions in federated sport, coaches with more years of experience, trainers / practitioners mode is the Sport Coaching. These positive emotions "(...) have the function of extending awareness course and consequently the possibilities of thought and action of the people" (Neto L. et Marujo, H. 2011: 442; Alves, 2000: 133; Whitmore , 2006: 3; Hodge et al, 2014; Chan & Mallett 2011). And yet, the Psychological Management factor was valued by physical education teachers, the following conditions without positions in federated sport, coaches with more years of experience, coaches with the Coaches Course Level / Grade 2. Effective trainers more experience the training process take as (Mesquita, 2005; Salmela and Moraes, 2003; Hoover-Dempsey & Sandler, 2005; Benedict, 2004; Sarmento, 2012; Brustad, 1992; Smoll, 2001) the highest scores of this factor.
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