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Olusoga, Peter F. "Stress and coping : a study of elite sports coaches." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20773/.
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This thesis provided an in-depth investigation into the phenomenon of stress within the unique culture of elite sports coaching. The overall aim of this thesis, and the series of studies contained herein, was to bridge the gap between research and practice by providing practical recommendations for sport organisations and sport psychology practitioners, informing coach education and development programmes, and developing an intervention aimed at helping coaches on the pathway to elite sport to develop psychological skills and attributes to help them coach effectively under pressure. The aim of the first phase of the research programme (studies one and two) was to provide an in-depth examination of elite coaches' experiences of stress. Specifically, using interviews with 12 world class sports coaches as the method of data collection, study one identified a wide range of organisational and competitive stressors. Findings suggested that these stressors were often experienced in combination rather than in isolation, and conflict within the organisation emerged as a key theme, indicating that communication skills might be important in helping coaches function effectively as part of a wider organisational team. Study two explored the same 12 coaches' responses to stressors, the perceived effects of experiencing stress, and the coping strategies coaches employed. Coaches discussed psychological reactions (e.g., negative cognitions, emotional responses), and suggested that their negative responses to stress could be projected onto their athletes. Coaches described a limited use of psychological skills to cope with stressors and tended to avoid stressors that provoked strain responses. Taken together, the findings of studies one and two highlighted the need for coaches to be aware of the demands that elite coaching might impose, and have a range of skills and strategies to help them manage these diverse demands. The aim of the second phase of the research programme (studies three and four) was to bridge the gap between research and practice. Specifically, the purpose of study three was to investigate successful coaches' perceptions of the factors that enable them to coach in a stressful Olympic environment. Data collection took the form of interviews with eight Olympic coaches from one of Great Britain's most successful Olympic teams (based on medal success). Psychological attributes (e.g., emotional control), preparation, (e.g., strategic approach), and coping at the event (e.g., team support), were factors that coaches perceived as important for successful Olympic coaching. Additionally, coaches offered specific suggestions for the training and development of those on the development pathway to elite sports coaching. The final study described the design, implementation and evaluation of a 'Coaching under Pressure' mental skills training (MST) intervention for sports coaches. While statistical significance was only observed for a small number of the observed variables, the practical significance of the intervention for coaches was underlined in the study. Specifically, coaches indicated that they understood the importance of being mentally prepared for the demands of coaching, that the programme was useful for them, that they had been satisfied with the MST programme, and, importantly, that they had experienced positive changes in their coaching performance as a result of the intervention. From a theoretical perspective, the findings of this thesis provided support for the complex nature of the stress transaction and have highlighted important considerations for the study of stress in coaching populations. From a practical perspective, sport organisations should be aware of the stressors that coaches can experience and ensure that coaches have the opportunity to interact and share best practice with their colleagues, and have access to psychological skills training at all stages of their careers.
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Biggin, Isobelle J. R. "An investigation of elite athletes' and coaches' perceptions of mental ill-health in elite athletes." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13826/.
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Research suggests elite athletes have an equal, possibly higher, probability of developing mental ill-health as the general population. However understanding of these issues amongst athletes and coaches remains largely unknown. The perceptions of 20 elite athletes and 16 elite coaches of mental ill-health amongst elite athletes were explored. Two concurrent, three round Delphi methods, using descriptive statistics and thematic analysis, were used to compare groups’ responses. Athletes and coaches expressed different opinions and experiences of mental ill-health amongst elite athletes. However, both felt the pressure athletes place upon themselves is a significant contributing factor and that obsessive compulsive disorder (OCD) and anxiety may be particularly prevalent. Whilst associated stigma was thought to be a barrier to support seeking, both groups felt sport and clinical psychologists would provide the most appropriate support, with coaches playing an important role. Implications for coaches, clinical and sport psychologists are explored and suggestions for future research are presented.
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Schinke, Robert J. "The career markers of elite basketball coaches: A qualitative analysis." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9626.
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In-depth open-ended interviews were conducted with six elite Canadian basketball coaches. The purpose of the interviews were to delineate the development of these coaches from their first athletic experiences to their current elite coaching status. The average age of the coaches was 51.5 years, and they had coached for an average of 19.7 years. The results of the present study identified the following seven chronological stages: early sport participation, national elite sport, international elite sport, novice coaching developmental coaching, national elite coaching and international elite coaching. As novice athletes, they were influenced by parents, sport instructors an accessibility to physical resources. Eventually, all became elite level athletes with high levels of commitment, talent and passion for sport. Some athletes chose to pursue their athletics to the highest international level, and therefore became national team members. When athletic careers ended, the coaches searched for possible ways to remain affiliated with sport. The novice developmental coaching stages reflected a search for appropriate coaching philosophies and skills. Concurrently, the developmental coaches sought out additional theoretical and applied wedge from coaching science courses and more knowledgeable master coaches. Due to their winning records and formalized coaching procedures, those sampled were all hired to work with university basketball teams. The differences between the national and international elite levels were minimal. However, those who opted to become international level coaches made a conscious decision to prioritize competitive results over all else. The implications of this research provide basketball coaches and sport scientists with one possible blue print for the professional development of elite coaches.
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Fawcett, Thomas. "An investigation into the perceptions of mental toughness of adventurers/explorers, elite athletes and elite coaches." Thesis, Northumbria University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428862.
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Hajo, Kendal, and Niklas Norberg. "How do elite coaches implement relationship maintenance strategies? : A qualitative investigation." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171264.
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The importance of an effective coach-athlete relationship has been highlighted by previous research. The COMPASS-model points out seven maintenance strategies found to be important to maintain a high-quality coach-athlete relationship. The aim of this study was to explore how elite coaches implemented relationship maintenance strategies with their athletes as well as investigate potential barriers to implementing relationship maintenance strategies. Twelve elite team sports coaches in Sweden were interviewed with semi-structured interviews and data was analyzed using thematic analysis. Results showed that the coaches implemented seven main strategies to maintain high-quality relationships with athletes. In addition, five main domains were identified as barriers for coaches to implement the relationship maintenance strategies. This study provided an insight to elite coaches’ daily work regarding how the relational aspect is implemented. Moreover, the study identifies barriers, which could help improve future interventions and education in team sports. Future research would benefit from placing more focus on how these barriers prevent coaches from reaching optimal functioning relationships with their athletes and how the barriers can be conquered.Tidigare forskning har framhävt vikten av en effektiv tränare-spelare relation. COMPASSmodellen identifierar sju upprätthållande-strategier som har visat sig vara viktiga för att upprätthålla en högkvalitativ relation mellan tränare och spelare. Syftet med denna studie var att undersöka hur elittränare implementerade upprätthållande-strategier med sina spelare samt undersöka potentiella hinder som uppstår i att implementera dessa strategier. Tolv elittränare inom lagsport i Sverige intervjuades med semistrukturerade intervjuer. Datan analyserades genom tematisk analys. Resultaten visade att tränarna implementerade sju huvudstrategier för att upprätthålla högkvalitativa relationer med spelarna. Vidare identifierades fem områden där potentiella hinder kunde uppstå för tränarna att implementera de sju strategierna. Denna studie gav en inblick i elittränares dagliga verksamhet gällande hur den relationella aspekten ser ut. Dessutom identifierar studien hinder, som skulle kunna förbättra hur framtida interventioner och utbildningar inom lagsport utförs. Framtida forskning skulle gynnas av att lägga mer fokus på hur dessa hinder förhindrar tränare från att nå den optimala relationen med sina spelare, samt hur dessa hinder kan bemästras.
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Potrac, Paul. "A comparative study of elite football coaches in England and Norway." Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518214.
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Ricciuti, David P. "Examining the mistake-contingent communication strategies of elite high school football coaches." Thesis, Boston University, 2009. https://hdl.handle.net/2144/32821.
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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.
There is little doubt that successful football coaches have tremendous amounts of tactical and technical expertise, but are the coaches also expert communicators? This study aimed at developing a greater understanding of mistake-contingent coach/player interactions and sought to identify and explore specific patterns and recurring themes in the subsequent reactive coaching behavior and communication that occurred within the dynamics of the natural setting as experienced by male high school football players and their elite coach. The participants for this systematic observational study included two "elite" high school football (n=2) with career records of 286-72-4 and 219-35-2 and respective career winning percentages of .790 and .827. The findings reveal that the coaches addressed a total of 5,053 mistakes over the course of a single week of practice and one game. There were three different types of errors that emerged from the data: tactical error (2191), technical error (1156), and effort error (1106). The findings also reveal that 13 different categories of feedback type emerged from the 7781 utterances of individual feedback identified in the data. The categories of feedback were: technical instruction (540), tactical instruction (804), general instruction (1240), criticism (722), modeling the right way (483), modeling the wrong way (317), hustles (450), rationale (510), scolds (618), praise (444), challenge (311), questions (860), and OK/Alright (482). The two main categories of voice power emerged from the data and were elevated, and neutral/even. The importance of this finding was twofold. First, it supported the hypothesis that these two great football coaches did in fact use concrete communication strategies with their players by revealing that even the power of the voice they used to deliver feedback may not have been the product of a spontaneous reaction to a specific event, but was actually rooted in a pre-determined feedback strategy that consistently emerged across all categories of error type. Second, this finding supports the idea that it voice power is a teaching tool in the hands of these great communicators. They do not just yell to be authoritative; but use the volume of their voice as a stimulus to strategically direct, reinforce, or extinguish a particular behavior.
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Cregan, Kerry. "The knowledge of elite level coaches of swimmers with a physical disability /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83174.
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The last decade has seen an increase in empirical research pertaining to coaching science and education. A great deal of research has focused on coaches of elite able-bodied athletes, while coaches of athletes with a disability have generally been overlooked. In a recent analysis of disability sport, only 5% of empirical publications pertained to coaching. Thus, the current study addressed the gap in the literature by examining the knowledge of disability sport coaches. Six elite level Canadian coaches of swimmers with a physical disability were interviewed using an unstructured, open-ended interview format. Four categories emerged from the analysis: coach background and characteristics, training, competition, and contextual factors. Results revealed who the coaches were, what they did, and similarities with elite able-bodied coaches, as well as differences that were specific to coaching swimmers with a physical disability. Specifically, it was essential for coaches to become knowledgeable of their athletes' disabilities, deal with issues of equality between able-bodied and swimmers with a physical disability, and accommodate a large array of individual needs. These findings augment knowledge in coaching psychology by including elite level coaches of athletes with physical disabilities.
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McNeill, Kylie. "Understanding Burnout and Self-Regulation Capacity in Canadian Developmental and Elite Sport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37913.
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The overarching aims of this research were to advance knowledge of coach burnout and interventions addressing this syndrome by investigating (a) the associations between burnout, well-being, self-regulation capacity, and perceived stress in coaches, and (b) the perceived impact of a self-regulation intervention implemented with coaches experiencing moderate to high levels of burnout. A sequential mixed methods design was employed to collect quantitative and qualitative data in two separate phases. In Phase 1, an online survey was used to collect cross-sectional quantitative data from a sample of 260 Canadian developmental and elite sport coaches to assess associations between the variables of interest (i.e., burnout, well-being, self-regulation capacity, and perceived stress). Selected based on data from Phase 1, five coaches experiencing moderate to high levels of burnout then participated in a self-regulation intervention in Phase 2, which involved completing a workbook and a reflective journal and participating in a semi-structured intake and outtake interview before and after the intervention, respectively. Four studies were carried out to address the overall aims of this research. Phase 1. The purposes of Study 1 were to identify profiles of psychological functioning within a sample of coaches based on burnout and well-being indices, and investigate whether coaches in these profiles differed in their capacity to self-regulate and their perceptions of stress. Findings of the two-stage cluster analysis revealed that 54% of the coaches were characterized by a “thriving” profile (i.e., relatively low burnout and relatively high well-being), while 14% of the coaches were characterized by a “depleted” profile (i.e., relatively high burnout and relatively low well-being). The remainder of coaches were characterized by an “at-risk” profile (i.e., relatively high burnout and moderate well-being), which suggests that experiencing symptoms of burnout may not necessarily preclude coaches from experiencing well-being. Moreover, thriving coaches reported higher levels of self-regulation capacity and lower levels of perceived stress than coaches in the two more maladaptive profiles. Depleted coaches also reported higher levels of perceived stress than at-risk coaches. These findings speak to the salience of effective self-regulatory capacity and stress management skills in coaches’ adaptive functioning. Finally, depleted coaches worked longer hours and were more likely to be remunerated for their coaching than thriving coaches, demonstrating the importance of monitoring these situational factors to ensure coaches’ optimal functioning. The purpose of Study 2 was to examine the associations between self-regulation capacity, perceived stress, and burnout in coaches, and more specifically, to test the intervening variable effect of perceived stress in the association between coaches’ self-regulatory capacity and their emotional exhaustion, depersonalization, and personal accomplishment. Results of the structural equation modeling showed that coaches with greater self-regulatory competencies (i.e., self-control and self-observation) perceived less stress in their lives, and in turn, experienced less emotional exhaustion and depersonalization, and greater personal accomplishment (i.e., lower burnout). A direct association between these self-regulatory competencies and coaches’ sense of accomplishment was also found. This indicates that effective self-control and self-monitoring competencies may enable coaches to feel more efficacious in their coaching, regardless of their perceptions of stress. Phase 2. The purpose of Study 3 was to investigate coaches’ subjective experiences of burnout in order to shed light on the complex emotional nature of this syndrome. To this end, idiographic, first-person narrative accounts of the five coaches’ subjective experiences of burnout were provided. The narratives revealed that burnout was highly individualized and characterized by a variety of emotions (e.g., apathy, anger, dejection) linked to the dimensions of burnout. Burnout had negative implications for the coaches’ well-being (e.g., loss of enjoyment) and their coaching practice (e.g., yelling at athletes), and was associated with deficits in the coaches’ self-regulatory capacity (e.g., resistance to healthy eating and exercise). These findings underscore the need for interventions to help coaches effectively manage their personal and professional life and their symptoms of burnout. The purpose of Study 4 was to implement a self-regulation intervention with coaches experiencing moderate to high levels of burnout and examine the perceived impact of this intervention on their self-regulation capacity and experiences of burnout and well-being. A content analysis of the coaches’ outtake interviews and five bi-weekly journals revealed that all five coaches learned to self-regulate more effectively by developing various competencies (e.g., self-monitoring) and strategies (e.g., task delegation) throughout the intervention. Four of the coaches also perceived improvements in their symptoms of burnout (i.e., felt less emotionally drained, more engaged with their work and/or accepting of their athletes, and more effective in their coaching) and their well-being (e.g., experienced more positive emotions, satisfaction with life, and autonomy). Overall, the results of the current research shed light on important personal resources (i.e., self-regulation competencies) that can be strengthened to help coaches prevent or manage burnout and achieve greater well-being. This research also provides data on the first known empirical investigation of an intervention implemented with coaches experiencing burnout. As such, the findings from this dissertation make novel empirical and practical contributions to the literature on coach burnout.
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Patry, Philippe. "Coach Knowledge Management: The Needs and Wants of Elite Coaches from African and Small Island Regions of the Commonwealth." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34758.
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Coaching knowledge is an essential resource for improving competition quality. The purpose of this study was to explore the needs and wants of elite coaches from the African and small island regions of the Commonwealth at the 2014 Commonwealth Games in Glasgow, Scotland. Specifically, their development of coaching knowledge and their context was analyzed to understand their needs and wants. Using a knowledge management framework, 19 semi-structured interviews identified the process of combining knowledge as predominant in the development of coaching knowledge within these regions. Tacit knowledge was developed through their social environment, mentorship, and athletic or coaching experience. The need for formal knowledge development opportunities and basic coaching resources were also identified. Finally, technology helped to reduce challenges around accessibility to knowledge, and coach certification programs helped with the transition from athlete to coach.
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Duchesne, Catherine. "Intercollegiate coaches' perceptions of the knowledge and strategies used with elite culturally diverse athletes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112334.
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The purpose of this study was to identify the knowledge and successful strategies utilized by intercollegiate team sport coaches who have worked with a large number of international athletes. Six head coaches were selected to participate in a semi-structured open-ended interview. At the time of data collection, each participant was coaching a Division I NCAA university female soccer team and had coached at least two international athletes per season in the last five years or at least 10 international student athletes throughout their head coaching careers. An interview guide was created exclusively for this study. The analysis of the data was based on the tenets of grounded theory and followed an inductive process of theory development (Strauss & Corbin, 1990). Using the CM and the MML as frameworks, a modified model was designed to portray the cultural perspective of the coaching process. Seven categories indicated the coaches' knowledge of cultural diversity on both athlete development and team success. The categories were called International Athlete Development and International Athlete Performance and Satisfaction, which revealed the coaches' perceptions on international athlete and personal development; (3) Environmental Context, which discussed the American dimension of coaching intercollegiate female soccer athletes; (4) Social and Team Structure, which was the implementation of cultural coaching knowledge, and the following categories; (5) Coach Philosophies and Experiences; (6) International Athlete Individual Aspects and (7) Game Preparation and Game Day, which defined coaches cultural understanding as it relates to aspects of training and competition. This study provided a deeper understanding of cultural coaching competence, leading to the recommendation of effective strategies and interventions for coaching culturally diverse teams and athletes.
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Perlus, Haley S. "Elite Alpine Ski Racing coaches' achievement goal orientations as predictors of their coaching behavior." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0002883.
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Williams, Stephen John, and n/a. "A case study of the relationship between sports science research practice and elite coaches' perceived needs." University of Canberra. Health Sciences, 2005. http://erl.canberra.edu.au./public/adt-AUC20060530.101909.
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Elite coaches consider aspects of sports science when preparing athletes for
competition. Sports scientists conduct applied research and a fundamental purpose of
sports science research is to produce knowledge that helps improve the performance of
elite athletes. In view of the considerable resources being directed toward research and
coaching at the elite level, there is a need to conduct research to identify the relationship
between research and coaching practice at the elite level.
Australia has an institute of sport or academy of sport in each state and territory
dedicated to the development of team and individual sports, both Olympic and non-
Olympic. In the area of elite athlete performance, the Australian Institute of Sport (AIS)
has gained an international reputation for excellence, and the AIS Research Centre has
achieved international recognition for the quality of research projects directed toward
the performance of elite athletes. Sports scientists at Australian universities also
undertake research related to elite coaching, some of which has occurred in partnership
with researchers at Australian institutes of sport.
The purpose of the study was to identify the relationship between sports science
research at Australian institutes of sport and post-graduate sports science research in
Australian universities, and how elite coaches in Australia perceive sports science
research practice meeting the needs of elite coaching.
A case study method was selected for this thesis, which involved the following data
gathering instruments: a survey of 225 elite coaches and 125 sports science researchers,
follow-up interviews of elite coaches and sports science researchers, and document
analysis of 725 research projects conducted at Australian institutes of sport and postgraduate
theses at Master and Doctoral level at Australian universities. An analysis was
also conducted to assess the sports science content contained in the National Coaching
Accreditation Scheme's Level Three course material. A schedule was developed for the
document analysis called the "Williams Sports Science Research Schedule". Interviews
were conducted with elite key informants to validate a model that was developed fiom
the study.
Results of the study revealed a degree of congruence between the perceptions of elite
coaches and sports science researchers regarding the research needs of elite coaches and
the research activity of sports science researchers. A model, called the "Elite Sports
Research Model" was developed to describe that relationship. The Elite Sports Research
Model contains four components, namely: coach knowledge, information seeking/dissemination strategies, qualities valued in an elite coach and a sports science
researcher, and application of research. Within the model, particular perspectives of
elite coaches and particular perspectives of sports science researchers were identified.
Some differences were found between elite coaches of team sports and elite coaches of
individual sports, as well as some differences between researchers at institutes of sports
and researchers at universities. At the elite level in Australia a relationship was found
between sports science research activity and the research needs of elite coaches.
With the increase in support for elite coaching and sports science research in Australia
and internationally, the results of this study should help to inform improvement in
sports science research programs that support elite coaching practice.
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Hjälm, Sören. "Utbrändhet och återhämtning bland elitfotbollstränare." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskap och medicin, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-33835.
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Only a small number of studies dealing with burnout among coaches have been published, and none of these have dealt with burnout among elite soccer coaches in a European context. This thesis – investigating both the burnout and recovery process – includes a longitudinal design spanning ten years. Out of 53 head coaches, from elite soccer teams in Sweden, 47 participated in study 1. Results showed that burnout scores assessed by Maslachs Burnout Inventory (MBI) were generally low, but coaches in women’s premier league showed significantly higher levels of emotional exhaustion than coaches in men’s soccer teams. A sub-sample of these 47 coaches was interviewed for study 2, namely those 8 reporting the highest MBI scores. Characteristics of the elite coach professions personality traits and the allover life situation of the coach were identified as risk factors for developing burnout, as well as some retention factors, risking to create detention effects which might worsen the stress levels of the coach. In study 3 and 4, the burnout and recovery processes were examined, respectively. On the basis of descriptions from the coaches, three separate phases are discerned from the burnout process: a phase of restlessness and annoyance, a fatigue phase and finally a phase of exhaustion and burnout, while it is possible to make out four phases in the recovery process: a wake-up process, a phase removing one-self, a phase of reflection and evaluation, and finally a phase of new-orienting one-self. Study 5 revealed that both energy cost reducing strategies and energy boosting activities, were used by the coaches to prevent burnout. Study 6 showed that lack of sufficient recovery periods inhibited a lowering of the burnout levels, but also that lack of adequate coping strategies slowed the recovery process and also that coaches who have experienced burnout have an impaired professional efficiency. Finally, the focus in study 7 was on longterm consequences of burning out. Increased fatigue, diseases, cognitive impairment and a lower stress tolerance were examples of negative consequences, whereas an improved ability to identify stress causes and an enhanced awareness about one’s stress reactions, as well as to reflect and prioritize health, were examples of positive and favourable consequences. It is also urgent that elite clubs strive to create a good psycho-social work environment, which will function as a buffer against stress.
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Hassell, Kristina A. "Elite female adolescent swimmers' perceptions of the motivational influences of coaches, parents, and peers : an interpretative phenomenological analysis." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112397.
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This study explored elite female adolescent swimmers' perceptions of the motivational influences of their coaches, parents, and peers using qualitative methods. Nine elite female swimmers (aged 13--15 years) participated in two semi-structured interviews that were audiotaped and transcribed verbatim. Data was gathered and analyzed according to Interpretive Phenomenological Analysis (Smith & Osborn, 2003). Six categories emerged including: individual factors, and assistance, informational, esteem, emotional, and network support. Results indicated girls' interpretations and unique, salient aspects of social support types provided by coaches, parents, and peers. Findings are related to past self-determination theory (SDT; Deci & Ryan, 1985) motivational research. In particular, swimmers social support experiences were uniquely linked to their perceptions of competence, autonomy, relatedness, and motivation in elite competitive swimming. Findings support main SDT tenets and offer new insights into the important and differential social support influences in sport.
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Steinmo, Isac. "Ett Tränat Öga." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33619.
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Bakgrund: Inom fotbollen råder det oenighet kring definitionen av begreppet talang. Vissamenar att talang utgörs av medfödda egenskaper, andra hävdar att talang bildas vid mycketträning. Ändå är talang hos unga fotbollsspelare en central del av den akademi som finnsinom fotbollsklubbar med elitambitioner. Tränaren är en viktig del av hur talang uppfattas ochpåverkar vilka som elitsatsar i akademier. Som teoretiskt ramverk används en idrottsanpassad version av gatekeeping- teorin.Syfte: Studien syftar till att undersöka hur akademitränare ser på talang hos ungafotbollsspelare.Metod: Fem semi-strukturerade intervjuer med akademitränare har genomförts.Den insamlade datan bearbetades sedan utifrån en induktiv tematisk analys.Resultat: Analysen av materialet resulterade i fem övergripande teman; Arvet, Miljö,Inställning, Oviss Framtid och Helheten.Diskussion: Tränarnas syn på talang visar att den definieras av tränarnas eget tycke och smak.Talang verkar vara en sammansättning fysiologiska, tekniska och kognitiva egenskaper sombildas av det genetiska arvet och miljön.Backround: Within football there is disagreement around the definition of the term ”talent”.Some say that talent consists of abilities that are innate. Others say that talent is formedthrough training. Despite that, talent in young football players is regarded a central part of theacademy system that exists in football clubs with elite ambition. The coach is also animportant part of how talent is perceived and affects which players makes an elite investmentin an academy. The theoretical frameworks that were used on the study consists of a sports-customized version of the gatekeeping theory.Purpose: The aim of this study was to examine how academy coaches view talent in youngfootball players.Method: Five separate semi-structured interviews with academy coaches were conducted.The data collected were processed using an inductive thematic analysis.Resultat: The analysis of the gathered material resulted in five overall themes: Legacy,Environment, Attitude, Uncertain Future and Entirety.Discussion: The coaches view on talent shows that talent is defined by the coaches liking andtaste. Talent seem to be a composition of the physiological, technical and cognitive abilitiesthat are formed by the genetic legacy and the environment.
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Ramos, Gonzalez Andres, and Isak Regnér. "Coaches’ experiences of working with RIU dual career athletes." Thesis, Högskolan i Halmstad, Hälsa och idrott, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41867.
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The purpose of the study was to examine coaches’ experiences of working with RIU (Riksidrottsuniversitet)-dual career (DC) athletes with foci on the coaches’ DC awareness, perceived challenges, resources, and strategies. The authors of this study conducted 9 interviews, including both men and women, ranging from 23 to 54 years of age (M=33.33, SD=10.20). Through combining the holistic athletic career model (Wylleman, 2019) and the athletic career transition model (Stambulova, 2003), semistructured interview guides were designed and applied by the authors. The results showed a lack of awareness regarding what the RIU concept entailed for the coaches, and their greatest challenge was to help their athletes remain focused on their practice. The coaches expressed that the most important resources were the coaches’ own professional support network, as well as the athletes’ support network, which would aid the coaches in their work. The coaches had difficulties with articulating what strategies they utilized when helping their student-athletes, though they could still explain situations in which that they had acted in certain ways to help ease the demands for the DC-athlete. These strategies were “planning together with the athlete” and “adjusting schedules in line with the student-athletes demands”. The results of the study highlight the need for a better communication between the coaches and the schools, in terms of optimizing the environment for the student-athletes.Syftet med studien var att undersöka tränares upplevelser av att arbeta med studentidrottare, med fokus på deras upplevda utmaningar, resurser och strategier. Författarna till uppsatsen genomförde nio intervjuer, vilket inkluderade både män och kvinnor från 23 till 54 års ålder (M = 33,33, SD = 10,20). Genom att kombinera Holistiska karriärutvecklingmodellen (Wylleman, 2019) och Karriärövergångsmodellen (Stambulova, 2003) designades semistrukturerade intervjuguider av författarna. Resultaten visade brist på insikt i RIU (Riksidrottsuniversitet) konceptet från tränarna och deras största utmaning var att hjälpa idrottare att behålla sitt fokus under träningarna. Tränarna uttryckte att den viktigaste resursen var tränarnas egna professionella stödnätverk, tillsammans med idrottarnas egna stödnätverk, vilket bidrog till att tränarna kunde behålla fokus på sin egen uppgift. Tränarna hade svårigheter att formulera de strategier som de använde sig av när de hjälpte sina studentidrottare. Dock, kunde de fortfarande förklara situationer när de hade agerat på särskilda sätt för att hjälpa underlätta kraven för studentidrottaren. Dessa strategier var “planering tillsammans med idrottaren” och “anpassa scheman i enlighet med studentidrottarens krav”. Resultaten av uppsatsen önskar belysa att det behövs en bättre kommunikation mellan tränaren och skolorna för att kunna optimera miljön för studentidrottare.
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Dodo, Emmanuel Oluwafemi. "Spiritual rituals and competitive sport outcomes: a study of South African coaches’ and elite players’ perceptions of spirituality in soccer." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006780.
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During sports competitions, especially soccer many players and coaches would pray before, during and after the game. Sometimes they would pray when they score a goal. The behaviour has attracted a research interest wanting to know why they do what they do often. The purpose of the study was to understand and evaluate the perceptions of coaches and elite players who continuously use spiritual rituals before, during and after soccer games to influence competitive outcomes. This study was carried out under the guidance of the following key questions; (a) Do spiritual perceptions of elite players influence outcomes of soccer competitions? (b) Does a divergence in spiritual perception between coaches and players influence competitive outcomes? and (c) Are spiritual (ritual) perceptions of soccer coaches and elite players related to religiosity/psychological interventions? In this study, a mixed method of data collection was used to eliminate the biases inherent in single method research. Specifically, qualitative and quantitative methods involving questionnaire, interview and observation supported by secondary and primary literature were used to gather information that would provide answers to the raised key questions. The results show that spiritual ritual practices would not influence the outcome of soccer competitions. Secondly, the spiritual ritual divergence among players and coaches would not influence outcomes of soccer competitions. Thirdly, the results showed that the use of spiritual rituals among players was purely for personal reasons, while the coaches used spiritual rituals as psychological intervention strategy to prepare the team before a given competitive. The overall results show that coaches and players agreed that spiritual rituals interventions are used for psychological interventions more than spiritual interventions. The implications of these findings to the players and coaches are discussed linked with future research focus.
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Mc, Nutt Matthew. "Understanding underrepresentation of female high-performance coaches in Swedish Sport." Thesis, Malmö universitet, Malmö högskola, Institutionen Idrottsvetenskap (IDV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18531.
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Historically, women like other marginalized and discriminated groups, have been compared to the manly model of sport as ‘others’ and often it is their feminine characteristics that are focused upon. In the coaching profession, women have yet to break through and be seen as equals to their male counterparts. Even as the number of women taking part in sports is increasing and equity between men’s and women’s sports is growing, there still remains areas within sport where women continue to struggle to gain more influence and power. High-performance coaching is an area where growth has been slow for women to gain a more equitable foothold. Men continue to dominate the role as the coach and continue to dominate even more so at the high-performance level of coaching. The aim of this qualitative study is to examine and explore the experiences of high-performance coaches in three Swedish sporting organizations and contribute to an understanding to what factors surround the underrepresentation of high-performance female coaches in sports organizations that are relatively gender equal in participants and leaders. A semi-structured interview was conducted with 5 individual high-performance coaches (3 female; 2 male) across swimming, skiing and triathlon. The results show a continuation of a flexible masculine hegemony in the role of a coach, but also changing attitudes and norms towards women as high-performance coaches. It also questions the organization and structure of the coaching role taking into consideration recommendations for changes in the work of a coach to make the profession more sustainable for both men and women.
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Schubring, Astrid [Verfasser], and Ansgar [Akademischer Betreuer] Thiel. "Wachstum als Herausforderung. Soziologische Analysen des Wachstumsmanagements jugendlicher Spitzenathleten und Nachwuchstrainer : A Sociological Analysis of the Growth Management of Youth Elite Athletes, and their Coaches / Astrid Schubring ; Betreuer: Ansgar Thiel." Tübingen : Universitätsbibliothek Tübingen, 2014. http://d-nb.info/1163235318/34.
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Andrén, Martina, and Kalle Averfalk. "Upplevda relationer mellan individuella elitidrottare och deras primära tränare: En prövning av självbestämmandeteorin." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31632.
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Individuell elitidrott kan vara ensamt och motivationen behöver vara stor under en lång period för att prestera på topp och bibehålla träningsmängden. Det har visat sig att tränare är en av de viktigaste influenserna för idrottares motivation. Därmed är syftet med studien att pröva självbestämmandeteorin för att öka förståelsen om hur motivation uppstod under relationer mellan elitidrottare och respektive tränare. Det teoretiska ramverket inkluderar tre psykologiska behov i form av autonomi, kompetens och samhörighet. Behoven behövs för att tillfredsställa inre motivation och välbefinnande hos idrottarna. Det finns även många yttre faktorer som motiverar dem, därför har även yttre regleringar inkluderats. Studien är retrospektiv och totalt genomfördes sex semistrukturerade intervjuer med elitidrottare och tre med deras primära tränare i Sverige. Insamlad empiri bearbetades och analyserades genom en kvalitativ tematisk analys. Ur analysen utvecklades underteman baserat på de tre psykologiska behoven. I resultatet redovisas dessa baserat på relevans utifrån båda perspektiven och exemplifieras av: kommunikation, utveckling, involvering, individanpassning och situationsanpassat ledarskap, uppmärksammas, ge och få respekt och trygghet. Resultatet indikerar på många likheter, få skillnader och att relationerna var uppskattade. Det framkom även att elitidrottarna motiverades av alla tre psykologiska behov och att det existerade en hierarki mellan dem. Autonomi och kompetens var de starkaste behoven och influerade inre motivation och självbestämd yttre motivation mest. Samhörighet var ett mer distalt behov, som ändå visade sig vara viktigt för elitidrottarna. Slutsatsen är att självbestämmandeteorin ökade förståelsen om att regleringsprocesserna bestående av identifierad och integrerad reglering. Dessa var betydelsefulla för elitidrottarnas internalisering av inre- och självbestämd yttre motivation. Prövningen av teorin ledde även till slutsatsen att den kan behövas kompletteras med fler behov eller modeller för att vara ändamålsenlig i en kontext med elitidrottare.Individual elite sports can be lonely, and motivation needs to be great for a long period of time in order to maintain the performance level. Coaches are one of the most important influences of athletes’ motivation. Therefore, the aim of this study is to test the Self-Determination Theory (SDT) to increase understanding of how motivation arose during relationships between elite athletes and their primary coaches. A comparative design was used, and empirical data based on semi-structured interviews was analyzed using a qualitative thematic analysis. The result presents many similarities and few differences based on the athletes’ and coaches’ perspective. Seven themes were developed based on the three psychological needs of SDT: communication, development, involvement, individualized and situational leadership, attention, give and receive respect and feeling secure. Conclusion: A hierarchy was found between the psychological needs and internalizing identified and integrated regulations was important to elite athletes intrinsic and self-determined extrinsic motivation.
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Billger, Rebecca. "Har du hört talas om RED-S? : Enkätundersökning av kunskaper om Relative Energy Deficiency in Sport inom svensk truppgymnastik." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6160.
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Syfte och frågeställningar Studien syfte var att undersöka kunskapen om RED-S bland tränare inom svensk truppgymnastik och få en översikt om tränarna kände till Svenska Gymnastikförbundets eller Internationella Olympiska Kommitténs åtgärdsplan för identifiering, behandling och återgång till idrottande. Detta undersöktes med följande frågeställningar: 1) ”Hur mycket kunskap om RED-S har dagens tränare inom truppgymnastik?” 2) ”Skiljer tränares kunskaper åt beroende på kön, division och erfarenhet i år?” och 3) ”Har tränarnas förening en åtgärdsplan för RED-S?”. Metod En digital enkät baserad på liknande studier och IOC’s rekommendationer, skickades ut till både en sluten Facebookgrupp och via mail till föreningar på subelitnivå. Enkäten bestod av 28 frågor där de första åtta frågorna riktade sig mot tränarnas karaktärsdrag och de följande tjugo frågorna riktade sig mot kunskaper kring RED-S enligt IOC’s rekommendationer. All data analyserades i Google Excel och via SPSS. För att avgöra kunskapsnivån bland tränarna skapades ett poängsystem för frågorna om RED-S medan en icke parametriskt T-test genomfördes för att upptäcka eventuella kunskapsskillnader mellan gruppfördelningarna kön, division och erfarenhet. Resultat Inga tränare följde en åtgärdsplan för RED-S och ingen kände till Gymnastikförbundets eller IOC’s åtgärdsplan för RED-S. Det fanns inga kunskapsskillnader mellan gruppfördelningarna och utifrån resultaten är tränarnas kunskaper högre i frågor om återgång och behandling, men lägre i frågor om identifiering och grundläggande kunskaper. Av 35 deltagande var det endast 20% som tidigare hört talas om RED-S. Slutsats Denna studie upptäckte att det fanns kunskaper om RED-S men inte tillräckligt för att tränare skulle kunna hjälpa gymnaster som är utsatta eller löper risk för RED-S. Däremot var intresset att lära sig mer om ämnet högt bland deltagarna. På grund av bristande deltagande är studien inte representativ för svenska trupptränare på subelitnivå och kräver fler studier för att fastställa resultaten.Aim The aim of the study was to investigate how much knowledge Swedish teamgym coaches have about the syndrome called RED-S. The study was also used to gather an overview of how many teamgym coaches that follow the action plan made to identify, treat and return to play, by either the Swedish gymnastics association or the International Olympic Committee. To reach the aim, three questions of the issue were made: 1) ”How much knowledge does teamgym coaches have about RED-S?” 2) ”Is there any difference between the coaches knowledge based on their gender, division or experience?” och 3) ”Does the coaches union have an action plan for RED-S?”. Method A digital survey based on similar studies and the recommendations by IOC, was shared on a private Facebook platform and also by email to unions competing in the sub-elite series. The survey included 28 questions where the first eight focused on the characteristics of the coach, while the next twenty questions were related to RED-S based on the recommendations from IOC. All data was analysed with Google Excel and run by SPSS. A point-system was created to determine the coaches knowledge of RED-S, while a non-parametric T-test was used to discover any differences between the coaches based on their characteristics; gender, division and experience. Result No coaches followed an action plan or were acknowledged about the action plan made by either the Swedish gymnastics association or IOC. There were no differences in knowledge based on the coaches characteristics and according to the results, the coaches had a higher knowledge with questions related to return to play and treatment, but lower in questions related to identification and basic information. Only 20% of the participants had ever heard of the syndrom RED-S before. Conclusion This study discovered that the coaches have some knowledge of RED-S, but not enough to be able to help gymnasts that have or are at risk to develop RED-S. There was a high interest among the coaches to learn more of the subject, but because of few participants these results won’t be able to represent Swedish teamgym coaches in the sub-elite. More studies needs to determine the results.
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Pernilla, Fredriksson. "Att bli och vara elittränare : En kvalitativ studie om elittränarnas syn och uppfattningar om hur man är en bra elittränare." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43617.
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Det finns olika definitioner av vad en ledare är, vad som är bra ledarskap och det finns en mängd olika ledarskapstyper. En ledare för ett lag är någon som oftast i huvudsak har ansvar att planera träningen. Idag ställs det högre krav på tränare och det krävs mer planering för att nå goda resultat på hög nivå. Syftet med denna studie är att undersöka elittränares syn på att bli och vara elittränare. Metoden var en kvalitativ metod där åtta stycken intervjuer har genomförts. Resultatet visar att de flesta tränarna har liknande egenskaper och tankesätt. Dessutom har samtliga tränare utbildningar kopplade till idrotten och några har även läst på universitet. De viktigaste egenskaperna hos en tränare enligt respondenterna är att elittränare ska vara bra på att kommunicera, ha positiv inställning och vara tydliga. De ska även vara omtänksamma, ha en bra kompetens och vara målinriktade.There are different definitions of what a leader is, what is good leadership and there are a variety of leadership types. A leader of a team is someone who usally primarily responsible to plan the training. Today is it a higher burden on the coach and it requires more planning in order to achieve good results at high level. The purpose of this study is to investigate the elite coach´s vision of becoming and being elite coaches. The method was a qualitative method where eight interviews have been conducted. The results show that most of the coaches have similar characteristics and way of thinking. In addition, all the coaches have training linked to sport and a few have also studied at university. The main characteristics of a coach according to respondents is that elite coaches should be good at communicating, have a positive attitude and be clear. They should also be considerate, to have good skills and targets.
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Spencer, Kirsten. "Male Coach or Female Coach : How this Choice Influences Performance in Elite Women's Field Hockey." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520056.
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Gervis, Misia. "An investigation into the emotional responses of child athletes to their coach's behaviour from a child maltreatment perspective." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/6560.
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Millions of children participate in sport and through their participation come into contact with coaches who are there to guide and support them. However, it has been observed that not all children’s relationships with their coaches have been positive ones, and concerns have been raised about the nature of the child-athlete relationship within the sports context. This research sought to use theory from child maltreatment research and apply it within a sports context to investigate perceived child athlete experiences. The research used both qualitative and quantitative methodologies to investigate retrospectively athletes’ perceptions of, and emotional responses to their coach’s behaviour. The initial study used qualitative method to establish if key theoretical frameworks from outside sport had a resonance and relevance within a sports context. Twelve elite athletes, all of whom had been identified as ‘elite’ when children reported that they had experienced negative coaching behaviour on a frequent basis they also reported negative emotional responses to this behaviour, and emotional problems as a consequence of how they were coached when they were children. Study Two (n=229), focused on broadening the research to access a larger population of athletes in order to examine their perceptions and experiences of being coached. In order to achieve this aim a new questionnaire, the Sport Emotional Response Questionnaire (SER-Q), was developed. The SER-Q was grounded in the real-life experiences of those athletes in Study One, and as such represented their expert opinions of their coaches’ behaviour. Through factor analysis, a 22-item questionnaire was established which measured frequency of negative (i.e. emotionally abusive) coach behaviour, athletes’ emotional response and perceived effect on performance. Results from this study showed that frequency of negative coach behaviour and emotional response were significantly and negatively correlated such that, as the frequency increased so did the negative emotional response. Study Three (n=314), was a confirmatory study, and found similar results to Study Two. Study Four (n=543), sought to investigate, through the SER-Q, specific questions in relation to: competitive level, athlete gender, and type of sport (either team or individual) and gender of the coach. Results revealed that there were no significant differences between athlete gender, type of sport and coach gender. However, significant results were found in relation to competitive level. Elite athletes (international-level and national-level) reported experiencing significantly more frequent negative coach behaviour: they also reported a greater negative emotional response to it than any of the non-elite (recreational-level, club-level and regional-level) groups. Finally, Study Five examined the perceived performance effect, and found a significant negative relationship with frequency, such that has the frequency increased so did the perceived negative performance effect; and a significant positive relationship with emotional response. Further results from this Study Five also found that there were only significant differences in relation to competitive level. Again elite athletes reported significantly greater detriments to their perceived performance resulting from their coach’s behaviour than did non-elite athletes. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship. A consistent finding across all the studies was that when athletes reported ‘never’ having experienced emotionally abusive behaviour from their coach, they always reported ‘no emotional response’, and no effect on their performance. Therefore, the SER-Q was able to discriminate between these two populations of athletes. Overall, the findings from these studies have contributed to the development of a theoretical model that describes the process of emotional abuse from a child athlete perspective. Secondly, the findings reveal that elite athletes report different experiences of being coached when children than non-elite athletes. Furthermore, these studies found that theories anchored in family settings can be used to explore issues within a sports setting, and thus the child maltreatment perspective has relevance in developing sports specific theory in relation to the coach-child athlete relationship.
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Bohlke, Nikolai. "Benchmarking of elite sport systems." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/12193.
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The organisation of elite sport systems has been the focus of a great variety of different investigations over the past ten years. In particular, many studies have compared the structure and organisation of different national elite sport systems on the macro and meso levels. A result of the existing investigations is a clear convergence of the service portfolio different elite sport systems offer their athletes and coaches. Despite this current trend to a homogeneous elite sport system design, medal tables of major sport events suggest that some nations are still more successful than others in specific sports. This suggests that more successful sport systems might have found better ways to implement the otherwise similar and conventional support portfolio. However, there is a lack of studies that focus on what practices successful elite sport systems apply in the actual delivery of the support services to their athletes and coaches; in how far these practices are related to the ,success of the sport systems; if these practices look similar across different successful sport systems; and if these practices provide useful lessons for other systems to learn from. The management tool benchmarking appears to be a useful framework to guide such comparisons at the operational level. Thus, this thesis evaluated the applicability of this management concept for furthering understanding of elite sport system management. In order to conduct this evaluation it was decided to analyse the operational processes and structures two successful elite sport systems apply for the delivery of five elements of the elite sport support portfolio. In specific, the investigation focused on the comparison of the design of the squad system, the hierarchy of coaches within the squad system, the organisation of the coach education, as well as the provision of sport science and lifestyle support, which were the Benchmarking Objects of this study. The Swedish athletics and the Norwegian cross-country skiing national team, and the general elite sport support institutions they cooperate with, were chosen as the Benchmarking Subjects, i.e. the comparison partners, for this investigation. This research was based on a series of semi-structured interviews which were conducted with about 50 key pOSition holders such as coaches, athletes, lifestyle support managers, or performance diagnosticians during two study visits to Norway and Sweden. This study concluded that benchmarking can lead to insights into the operational management of successful elite sport systems. It must however also be stressed that benchmarking is not a universal remedy for the problems managers of elite sport systems face today. As this research showed, the two Benchmarking Subjects applied unexpected solutions for the delivery of some of the chosen Benchmarking Objects - and some of these practices appeared to be heavily linked to the organisational and cultural context of the investigated sport systems. Thus, it must be carefully evaluated for each process or structure, which is identified during a bench marking exercise, if it constitutes a transferable best practice which is applicable outside the organisational context of the respective Benchmarking Subject.
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Maitland, Alison. "Organisational culture and coach-athlete relationships : an ethnographic study of an elite rowing club." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7192.
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This thesis explores how coach-athlete relationships are influenced within the organisational culture of a rowing club. Relational Cultural Theory and the work of Weber are used to examine how the concept of organisational culture informs understanding of coach and athlete relating. The study, covering a complete competitive season, involved an eleven month long ethnography of an elite rowing club in Great Britain. The findings demonstrate the visceral, enculturated and complex nature of coach-athlete relationships in elite sport. Relational disconnection occurred in the disenchanted organisational life, where intrinsic values were subordinated to a rational quest for efficiency, control and ultimately success, as well as traditional social ordering based on status and gender. Relationships were characterised by power over relating, distance and impersonal relations, caretaking rather than caring about, fragile trust by the athlete and trust through surveillance by the coach, where emotion was concealed and conflict avoided. However, enacting shared identities, the emotion involved in competing and the fact this was a voluntary organisation with competing values, provided an escape from simulacra of elite sport to allow for multi-value paradigm of interests. The opportunity for coaches and athletes to connect with each other based on their values and with emotion exposed their humanity and revealed the potential for relational mutuality and authenticity. The study challenges the valorised coaching and elite sport relationships and lifestyle. Implications for coaching include providing individuals with confidence to raise the issue of relationship, providing coaches and athletes with knowledge of connection and disconnection in relationship and the outcome on well-being. The need to develop a systemised approach to embedding growth-fostering relationships in the culture of high performance sport is highlighted.
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Wilhelmsson, Sara. "The relationship between coach and peer leadership and team cohesion within elite Swedish floorball players." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144132.
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The present study aimed to (1) examine the direct relationship between coach transformational leadership and peer transformational leadership on team cohesion within elite Swedish floorball players, (2) examine potential differences between coach leadership behaviours and peer leadership behaviours on team cohesion, and (3) examine gender differences in perceived coach leadership behaviours, peer leadership behaviours and team cohesion. A cross-sectional design was used and data was collected through self-assessment questionnaires of transformational leadership and team cohesion from 87 elite floorball players (59 females, 28 males). Age varied from 16 to 33 years (Mage = 22.4, SD = 3.87). Regression analyses revealed that both coach and peer transformational leadership predicted task cohesion, but coach transformational leadership had a stronger influence. There was no correlation between coach or peer transformational leadership and social cohesion. Independent t-tests indicate that female athletes tend to rate higher on peer transformational leadership and task cohesion. There were no gender differences regarding coach transformational leadership and social cohesion. The results from this study are discussed and a co-operation between coach and peer transformational leadership are purposed to increase task cohesion. Further research could refine which specific coach and peer transformational leadership behaviours that correlate to team cohesion, and further clarify the role gender might play.
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Beck, Corbatto Deborah. "Trust as a Precursor of Flow| A Social Cognitive View of Flow in Elite Coach/Athlete Dyads." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792355.
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The purpose of the present study was to explore the influence of trust, help seeking/help giving, and relation-inferred self-efficacy on the onset of flow experience in a dyadic relationship between an elite athlete and their coach. The social cognitive theory of triadic reciprocal determinism was used to examine the relationship of the elite athlete and their trusted coach in a high-pressure athletic environment as it related to the ability of the elite athlete to achieve a flow state. Using a multiple case study approach, semi-structured interviews were conducted with five coach-athlete dyads. Data were analyzed using thematic network analysis (i.e., looking for thematic ties to established theory, as well as emerging themes). Prior research has focused on flow as a personally experienced phenomenon arising due to constructs that are largely self-controlled (e.g., loss of self-consciousness, merging of action and awareness, autotelic nature, centering of attention, feeling in control). Findings of this study, based on the triadic reciprocal determinism model, showed support for a more expansive model for flow in elite sport dyads, including behavioral, personal, and environmental influences, particularly in the area of trust. Based on findings of this study, recommendations are made for further research, including the necessity for sports flow research to move to a more applied focus using social cognitive theory. Implications of this line of research include uncovering the method by which an elite coach might create an environment in which flow experiences and improved performance outcomes might ideally occur for the athlete.
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Åslund, Pierre. "Utforskandet av relationen mellan idrottsrelaterad utbrändhet och tränare- aktiv relationen bland idrottsgymnasieelever." Thesis, Örebro universitet, Hälsoakademin, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21465.
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Att samtidigt göra en satsning på sin idrott och skolan ställer krav på individen. Dessa krav kan leda till idrottsrelaterad utbrändhet. Att hitta faktorer som påverkar idrottsrelaterad utbrändhet är viktigt för att kunna förebygga och förhindra problemet. Många olika faktorer har visat sig påverka och en faktor som behöver undersökas noggrannare är den sociala faktorn. En sådan social faktor är tränare- aktiv relationen. Syftet var att undersöka om det finns något samband mellan symptom av idrottsrelaterad utbrändhet och den upplevda kvalitén på tränare- aktiv relationen. En enkätundersökning genomfördes av 107 idrottsgymnasieelever (34 tjejer och 73 killar) i åldrarna 15-18 år. Idrottsrelaterad utbrändhet visade sig vara negativt korrelerat med tränare- aktiv relationen. Underkategorin Complementary visade sig vara den som visade starkast samband med idrottsrelaterad utbrändhet. 16 procent av eleverna på skolan upplevde höga symtom. Instruktörer på skolan bör fundera igenom deras relationer med eleverna och hur dessa kan förbättras för att reducera problemet. Idrottsgymnasier borde fundera kring både hur kraven både inom skolan och inom elevernas respektive idrott ser ut under de tre gymnasieåren.
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Blackett, Alex. "Understanding the 'fast-track' transition between elite athlete and high-performance coach in men's Association Football and Rugby Union : a grounded theory." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28658/.
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It is commonplace for many high-performance coaches to be former elite athletes in the same sports they coach (Christensen, 2013; Mielke, 2007; Werthner & Trudel, 2009). In many cases, such individuals are ‘fast-tracked’ through formal coach accreditation structures into these high-performance coaching roles (Rynne, 2014). The reasons why former elite athletes dominate coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. The project builds upon existing research on coach development to understand the social processes for how high-performance athletes negotiate the career transition into post-athletic high-performance coaching roles in men’s association football and rugby union. The project employed a Straussian grounded theory methodology which consisted of three iterations of empirical data collection and analysis. The first and second iterations respectively sampled eight senior club directors and 11 academy directors of men’s professional association football and rugby union clubs on why they appointed ‘fast-tracked’ coaches and how they valued particular sources of coaching knowledge. Data were abductively analysed (Blaikie, 2009) and signified Bourdieu’s concepts of habitus, capital and hexis in addition to Foucault’s concepts of docile bodies, surveillance and technologies of power. The data suggested that elite athletes were drawn through within their clubs into high-performance coaching roles based on three main themes: a) to ensure the perpetuation of specific playing and coaching philosophies; b) clubs’ former athletes were regarded to act as docile bodies when embodying the clubs’ values in their coaching, and; c) ‘fast-tracked’ appointments were often based upon enhanced levels of symbolic capital and the perceived ability to gain player ‘respect’. Such appointment processes imposed symbolic violence onto other populations for whom competing in male elite sport is inaccessible, most distinctly women. The final iteration investigated how current or former elite athletes negotiated a ‘fast-tracked’ career trajectory when developing their coaching identities. Current or former elite athletes (n=15) were interviewed on two occasions over a 10-12 month period whilst registered onto their respective national governing body’s level three coach qualification. Both courses were designed only for senior professional athletes to attend. The resulting grounded theory provides an original contribution to the field of coach development by signifying a number of distinct social process for how the athletes negotiated the ‘fast-track’ coaching pathway for developing their coaching identities. The difficulties the coaches encountered in balancing the values imposed on them by their clubs during the process of consolidating their own coaching identities are critically discussed in alignment with Bourdieu and Foucault’s conceptual frameworks. Recommendations for the provision of formal coach education programmes are made concerning how coaches mediate developing their own coaching philosophies against imposed structural regimes of truth, along with conceptualising the value the coaches attributed to informal mentors over formal mentors. Recommendations are also provided to inform the policies surrounding coach recruitment at the high-performance level in the hope that directors’ recorded subconscious discriminatory practices are addressed.
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Nowik, Daniel, and Amanda Tellström. "Specialidrottslärares erfarenhet av rehabilitering för skadade elever : En kvalitativ studie riktad mot riksidrottsgymnasier och nationellt godkända idrottsutbildningar." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5266.
Full textAbstract:
Syfte och frågeställningar Syftet med studien var att undersöka hur specialidrottslärare på RIG och NIU ger stöttning samt förmedlar strategier till elever kring mentala situationer under en rehabilitering. Frågeställningarna studien ska besvara är följande: Hur anpassas undervisningen för skadade elever på RIG och NIU i form av stöttning? Vilka metoder förekommer på gymnasier för att bidra till elevernas motivation till rehabilitering? Metod Datainsamlingen till studien gjordes i form av intervjuer utifrån en intervjuguide. Sex specialidrottslärare med olika idrotter intervjuades, fyra från NIU och två från RIG utspritt på tre olika skolor i Mellansverige intervjuades. Intervjuerna spelades in och transkriberades. Resultat Samtliga specialidrottslärare menade att motivation behövdes för att orka med att genomföra en rehabilitering och att de hade ett ansvar att finnas där som ett socialt stöd för de skadade eleverna. En motivation för eleverna blev att ta sig igenom delmål utifrån ett rehabiliteringsprogram. Specialidrottslärarna ville få eleverna att känna delaktighet under skadeperioden och de stöttades till att uppnå sina delmål. Specialidrottslärarna ansåg att stöttning var en självklar del av undervisningen, framför allt under en skadeperiod då positiv stöttning bör komma från alla håll och kanter. Det är lättare att ge stöttning till elever som är tillsammans med övriga i gruppen, då gruppdynamiken ger positiv inverkan mentalt på den skadade eleven. En del av specialidrottslärarna använder sig av en strategi med målsättningar, där de sätter upp delmål för att få en progression med rehabiliteringen. Slutsats Undervisningen anpassas så att skadade elever i största mån ska utöva sin rehabilitering i anslutning till gruppen för att den skadade eleven ska känna sig inkluderad. Detta också för att specialidrottsläraren ska kunna ge stöttning och feedback under lektionstimmarna i skolan.Ämneslärarprogrammet, Specialidrott
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Walsh, Julia. "Development and application of expertise in elite-level coaches." 2004. http://eprints.vu.edu.au/312/1/312contents.pdf.
Full textAbstract:
Research providing insight into how coaches behave has mainly been sourced from an athlete perspective or from observing and recording coach behaviour in context. Only a few studies have recognized the views of the expert coach as a potentially valuable source of information. Yet only coaches can provide insight into their histories, learning, goals, beliefs, knowledge, and decision making, and decode the complex interactions that occur in the dynamic context of coaching. The purpose of this thesis was to investigate how elite-level coaches developed and used expertise. Twenty successful coaches working with Australian junior, elite sport participants were purposefully sampled to cover a diversity of sports (team and individual) and to provide a gender balance.
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Chen, Wei Chieh, and 陳瑋傑. "Unlock and Explore：Resolve of Elite Taekwondo Coaches Practical Knowledge." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/95708992910304030423.
Full textAbstract:
碩士國立臺北教育大學
體育學系碩士班
100
Some masterful coaches indeed work in Taiwan, yet their knowledge can only be applied to the venue where a match or training takes place, or to their disciples, without the possibility of transferring the experience to knowledge. Therefore, the current study adopts deep interviewing and field observation and chooses 3 national coaches as participants so as to understand the execution of the knowledge of a coach of taekwando and the promptness of the match, and make further analyses and exploration. The research results have indicated that a coach’s professional knowledge and updated information are accumulated through the experience acquired in the period of being a contestant, in the everyday training and in attending seminars and games, domestically and overseas. From the above 3 aspects, a database of knowledge on training has been constructed. In the process of training, a coaching employs a step-by-step method, pays attention on individual differences and adopts ways such as stimulated training, tandem training and self-review. After the compilation of the materials from interviewing and observation, it is garnered that the core elements to taekwando include bumping rhythm, false actions, gravity control and an excellent grasp of the sense of distance, all of which decide whether a contestant can win or not. On the venue of the training, once a contestant does wrong, the coach would give correction on the spot, communicate with encouraging words or physical movements, and express messages in on-site language that seems more familiar to disciples. On the other hand, on the venue of a match, the coach would enhance a contestant’s skills according to his or her strengths, and build the contestant’s self-confidence via dialogue, and convey simple, important orders to a contestant in the rest round by reminding him/her the opponent’s strategies and habits and warning about him/her advantages and setbacks. Even in the course of a match, the coach would convey the message through gestures and signs so the contestant can receive that message and act accordingly. This is regarded as the simplest way to convey messages to a contestant from a coach. Hence it is known that it is possible to transfer the first-rate taekwando’s coach’s experience to professional knowledge. Only through the written records of the experience can a coach’s professional knowledge be preserved for long, and applied to the future’s trainings. By so doing, knowledge becomes a permanent asset for mankind
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TSAI, YA-LUN, and 蔡亞倫. "Leadership Behaviors of The Elite Taekwondo coaches for children." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zxj8h5.
Full textAbstract:
碩士國立中正大學
運動競技系運動與休閒教育研究所
105
The purpose of this study was to explore the leadership behaviors and influential factors of elite Taekwondo coaches for children. Depth analysis of outstanding children Taekwondo coach leadership behavior and leadership influencing factors. Three taekwondo coaches have practiced for more than 10 years and have achieved the top three international achievements, and still the Taekwondo coach based on parental leadership and multiple leadership model theory, using semi-structured interviews, participatory observation and document analysis. The data are compiled by open coding, editor code and selective coding, and summarized and analyzed. The results show that leadership behavior includes training and teaching behavior, social support behavior, management behavior, appreciation behavior and communication behavior. The concepts of training and teaching behavior include guiding principles, training methods and personal guidance; the concepts of social support behavior include psychological counseling, counseling and life care; the concept of management behavior includes obedience, life management and fairness; the concept of appreciation includes Spiritual encouragement, true encouragement, behavior and attitudes; the concept of communication includes two-way interaction, feedback and advice, reflection thinking. In addition, the factors that influence the leadership behavior of Taekwondo coaches for children include training bottlenecks, school and parent support, training resources and coaching. Taekwondo Coaches need to emphasize and strengthen their training and teaching behavior, social support behavior, management behavior, appreciation behavior and communication behavior to promote their leadership. The results of this study will be used as a reference for future training of more top Taekwondo Players, coaches and skilled local full-time Taekwondo coaches to enhance the professional competence of the coaches to improve the professional training and training of skilled Taekwondo. Keywords: Sports Training And Guidance﹐Enlightenment Coach﹐Full-time Coach﹐Leadership Behaviors﹐Qualitative Research
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Chen, Ting-Yao, and 陳庭瑤. "Leadership Behaviors of The Elite Badminton Coaches on Adolescent." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47814376649393843415.
Full textAbstract:
碩士國立中正大學
運動與休閒教育研究所
102
The main purpose of this study was explored the leadership behaviors and the influential factors of the elite badminton coaches on adolescent. Based on the qualitative methods, three elite badminton coaches on adolescent had at least five years training practice, the national B-level coaching qualifications and top three medalist in the national competition were interviewed by purposive sampling and using semi-structured interview, documents analysis, and participation observation. All of the data were rearranged, induced, compared, and analyzed by open coding, axial coding, and selective coding. The results of this study indicated that main concepts of the coaching behaviors for the elite badminton coaches on adolescent were include coaching and instructor behavior, democratic behavior, autocratic behavior, social behavior, and positive behavior. The concepts of coaching and instructor behavior included instruct guideline, training plan and individual guide. The democratic behavior was included servant leadership, fair attitude and interaction. The autocratic behavior was included daily life requirement, autocratic style and establishment of behavior and attitude. The social behavior was included play’s welfare, homework teaching and psychological counseling. The positive behavior was include substance encourage, mental encourage and exceptional award. In addition, the factors that impact the leadership behaviors of elite badminton coaches included coaches’ condition, schools and parents support, training bottleneck, and training resources. The results of this study will contribute as a reference in order to nurture more top badminton players, and upgrading the professional ability of coaches in the future. Thus, it will enhance the skills of the coach’s professional training and training effectiveness of elite badminton players.
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Lin, Jun-Zhu, and 林俊竹. "Leadership Behaviors of The Elite Swimming Coaches in High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/13618882814765517643.
Full textAbstract:
碩士國立中正大學
運動與休閒教育研究所
101
The main purpose of this study was to explore the leadership behaviors and their influential factors of the elite swimming coaches in high school. Based on the qualitative methods, thirteen experienced and elite swimming coaches in high school of national A-level coaching qualifications and medalists in international or national competition were interviewed by judgment sampling and using semi-structured interview, documents analysis, and participation observation. All of the data were rearranged, induced, compared, and analyzed by open coding, axial coding, and selective coding. The results showed the leadership behaviors included training and teaching behaviors, social support behaviors, management behaviors, appreciative behaviors, and communication behaviors. The concepts of training and teaching behaviors included guiding principles, training methods, and individual guidance; The concepts of social support behaviors included psychological counseling, tutoring and life care; The concepts of management behaviors included the attitude of obedience, life management, and fair manner; The concepts of appreciative behaviors included spiritual encouragement, real encouragement, and establishment of behavior and attitude; The concepts of communication behaviors included two-way interaction, feedback and suggestions, and reflective thinking. In addition, the factors that impact the leadership behaviors of outstanding high school swimming coaches included training bottleneck, schools and parents support, training resources and coaches’ condition. The swimming coaches in high school need to emphasize and strengthen their training and teaching behaviors, social support behaviors, management behaviors, appreciative behaviors and communication behaviors in order to promote their leaderships. The results of this study will contribute as a reference in order to nurture more top swimmers, coaches and upgrading the professional ability of local full-time swimming coaches in the future, and thus enhance the skills of the coach's professional training and training effectiveness of elite swimmers.
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Yu, Tah-Jong, and 余大中. "The leadership behaviors of the elite soccer coaches of teenagers in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/31743769710270836263.
Full textAbstract:
碩士國立中正大學
運動與休閒教育研究所
99
The leadership behaviors of the elite soccer coaches of teenagers in Taiwan Abstract The purpose of this study was to investigated the elite youth soccer coaches’ leadership behavior in Taiwan and the qualitative research had been applied. Six elite youth soccer coaches had at least ten years training practice, the national coach qualification, and had ever acquired first place in a national competition in the junior high school were interviewed by using semi-structured interviews, document analysis, and then actual coaching situation of two coaches were observed by participation observation. All of information was rearranged, compared and analyzed. These data use opening coding and axial coding to analyze all of information. The results of this study indicated that the main concepts of the coaching behaviors for the elite youth soccer coaches were include coaching and instructor behavior, democratic behavior, autocratic behavior, social behavior, and positive behavior.Via the interviewed to subjects the main findings were the same as Chelladurai (1993) multidimensional model of leadership listed as followings:1. The coaching and instructor behavior were included instruct guideline, training plan and individual guide. 2. The democratic behavior were included interaction, coaching reflection and fair attitude.3. The autocratic behavior were included obey attitude, emphasize daily life management and emphasize basic movement. 4. The social behavior were included daily care, psychological counseling and homework teaching. 5. The positive behavior were included mental encourage, behavior attitude encourage and substance.On the other hand, the influence factors of the elite soccer coach leadership behavior were included training resource, school support, player inclination and parent inclination. This study showed clearly the important III information those contribute to improve the elite coaching abilities of the soccer coach and physical education teacher in the junior high school in Taiwan. Keyword: qualitative research, soccer coach, soccer training
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Chiang, Yeh Chih, and 葉志強. "The Study of Elite High School Badminton Coaches' Leadership Styles in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/28511782010112708840.
Full textAbstract:
碩士中國文化大學
運動教練研究所
94
Abstract This research focuses on high school elite badminton coaches' leadership behaviors and management methods in Taiwan. Through qualitative research method, the four selected coaches were interviewed in depth. This research aims at studying elite badminton coaches' leadership styles, their values, their missions and tasks, the roles they played, their training and management of the teams and players, team cohesiveness, the interaction between coaches and players, etc. The results were analyzed as follows: 1. Understanding of elite badminton coaches' leadership styles In general, male players were led by male coaches, who tended to be in authoritative leadership style although they took players' opinions as reference; meanwhile, female players were mostly led by female coaches, who combined leadership styles and applied contingency leadership theory when leading teams and players. However, the four coaches had some traits in common, such as strict training, or different advice to each player. They are authoritative based on democracy. 2. Understanding of elite badminton coaches' values of leadership, their missions and tasks, and the role they played For coaches, the primary tasks are teaching players correct concepts and techniques, training players, communicating with others, leading a regular life, and holding positive attitudes toward life. Because of their enthusiasm for playing badminton, the progress made by players, and stable job, they were satisfied with being a coach, having joy and getting a sense of achievement. 3. Understanding of elite badminton coaches' training and management of the teams and players The four coaches set short-term, mid-term and long-term goals to carry out training programs, which include training period, competition period and adjustment period. Players were required to behave well, lead a regular life, shoulder responsibilities, and be positive and polite to be well-disciplined players. 4. Understanding of team cohesiveness Badminton is a coactive-interactive sport, and the need for team cohesiveness is neither high nor low. The four coaches all agreed that team cohesiveness is indispensable for improving players’ confidence. 5. Understanding of the interaction between coaches and players The four coaches thought they got along well with players and reached lots of consensus. The coaches were role models for players, being a mentor at usual time and a coach only when training. 6. Understanding of the coaches' performance The four coaches all agreed that good management, which includes reward, training, care and democratic behaviors, led to efficient and effective performance. The players were coached in accordance with their aptitude to build stronger self-confidence. The coaches arranged training schedules, assisted players in skills, distributed tasks and duties to players to cultivate them a sense of responsibility; meanwhile, the players had to set personal goals to enhance competitiveness as well as achieve the group goal. Thus, the group and the performance would be enhanced to an advanced level.
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Tsao, Li-Chun, and 曹立群. "Effective Coaching Behaviors for the Elite Badminton Coaches in the Elementary Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06955777179893609149.
Full textAbstract:
碩士國立中正大學
運動與休閒教育所
97
Effective Coaching Behaviors for the Elite Badminton Coaches in the Elementary Schools Abstract The purposes of this study were to explore the concepts and the influenced factors of the effective coaching behaviors for the elite badminton coaches in the elementary schools in Taiwan, and examine their process in sequence of discipline for student-athletes. Based on the qualitative methods, in a theoretical sampling process, eight elite badminton coaches that had ever acquired ahead of sixth place in a national competition in the elementary schools were interviewed by using semi-structured interviews, documents analysis, and then actual coaching situation of one coach was observed for eight weeks by participation observation. All of information was rearranged, induced, compared, and analyzed. The results of this study indicated that (1) the main concepts of the effective coaching behaviors for the elite badminton coaches in the elementary schools were included coaching plan, coaching strategic, coaching evaluation, and coaching atmosphere. The coaching plan included discipline objectives, the progress of contents, and discipline plan; The coaching strategic included individual difference, demonstration and explanation, time management, discipline methods, and the methods to divide into groups; The coaching evaluation included coaching feedback, coaching reflection, and evaluate outcomes; The coaching atmosphere included coach expectancy, teamwork, discipline management, discipline enthusiasm, and teacher-student relationship. (2)The influential factors of the coaching included ‘coach per se’, ‘equipment’, ‘student-athletes’, ‘parents’, and ‘school’. (3) The process in sequence of discipline for student-athletes was the interesting cultivated phase, the fundamental motor learning phase, fundamental motor mastery phase, the competitive phase, and the gratitude phase. The effective coaching behaviors outstandingly for the badminton coaches in the elementary schools needed the self-learning contiguously, reflection, and to make a breakthrough. This study showed clearly the important concepts, the various discipline phases, and the influenced factors of effective coaching behaviors those could contribute to improve the professional coaching abilities of the badminton coaches and physical education teachers in the elementary schools in Taiwan.
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Tong-Shu, Chuang, and 莊東樹. "The Study of National Elite Tennis Players and Coaches Toward Coaching Leadership Behavior." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/12539596900440504616.
Full textAbstract:
碩士中國文化大學
運動教練研究所
92
All players try to win medals in the rigorous and changeable competitions. Coaches, who are not only the teachers and trainers of players but also the team leaders, they play crucial roles in players’ success. Coaching leadership, attitude and value have great influence on players’ motivation; sentiments, team cooperation and performance, which are the key factors of achieving team success. The purpose of this study was to investigate both elite tennis players and coaches’ perceptions toward the coaching leadership behaviors and related problems. The qualitative study was conducted with eight subjects were interviewed included 4 national players from 2000 to 2004 and 4 coaches of these players. After in-depth interview, the results are as follows: Ⅰ.The leadership style: Most of coaches and players perceive that democratic leadership is better than authoritative leadership. Ⅱ.Coaches values: Most tennis coaches consider competition results, players’ personality and morality are the primary mission, and the players also identify the similar values as their coaches. Ⅳ.Coaches’ team management: Both coaches and players think that establishing a scientific training program and goal by scientific methods can effectively promote the level of players’ motor fitness and skills, and both have common consensus on the importance of normal life routine. Ⅴ.Team cohesion led by coaches: Coaches and players identically consider that team cohesion not only is the key factor leading a team to win the game but also can cultivate the team spirit and enhance tennis skills from each other. Ⅶ.The interaction between coaches and players: Both coaches and players consent that good affinity, good communication and common view can facilitate the interaction and enhance the mutual understanding and mutual trust between coaches and players.
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Chih, Chung Chiang, and 江志忠. "A Study of Leadership Behavior of Elite Visually Disabled Coaches:Javelin, Judo and Swimming Coaches as Examples." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01056246974881642906.
Full textAbstract:
碩士中國文化大學
運動教練研究所
96
The subjects of this study were three coaches (Track and Field, Judo, Swimming) who ever acquired international competitive rewards. We interviewed and studied with the subjects by qualitative research. The purposes of this study were to explore the relative questions and suggestions about the leadership behavior of the coach, values, the leader moldes, team coherence and the progress of leading a team. The results were as follow: 1.The leadership behavior of the coach: They used “direct contact” teaching way, and used extracurricular relaxation time to communicate with athletes by “bidirectional communication enlightening type”. The coaches also “sincerely” treated the athletes to study together. The leadership type was “mixed style and democracy style”. The qualities of the coaches were” reasonable principle; sets an example; pay with all”. The other qualities of the coaches were” patience; spatial direction feeling; the ability of directing”. 2.The values: Besides exercise skill promotion, the primary goal was to teach athletes to develop perfect moral behavior and personal integrity. The reasons why the coaches enjoyed with the job were to “pursue breaks through the self- limit”, “supports athletes striving to improve” and to “encourage athletes to develop the body and mind perfectly”. 3.The leader modes: The coaches thought that they needed to understand the difference between the individuals firstly, and then they could “refer to the domestic and foreign accomplishments”. The coaches let athletes understand the contents and goals of the curriculum. They also thought that exercise sciences were useful. 4.Team coherence: They wanted to develop the “competitions between the athletes” and learn “language expression ability” directly. In other words, they wanted to develop “kindhearted interpersonal relationship” and cooperation indirectly. They hoped athletes to understand the importance of “team coherence”. The coaches arranged one or two opportunities to train at the difference place during a period at winter vacation or summer vacation. 5.The progress of leading a team: The coaches needed more “patience, containment and tolerance” to treat visually disabled athletes. Because of the “influence of the bad environment”, the athletes became a tool of politics or administrative organization. These following problems were the results, including: “funds and human resources question” when the training or competition; “no normal places and education system to help the visually disabled athletes to study”; and “the job security problems of the athletes and coaches”.
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Freitas, Simão Pedro Fernandes de. "Psychological Skills Training in Portuguese Professional Soccer: Reality or Utopia? The Views of Elite Soccer Coaches and Players." Tese, 2012. https://repositorio-aberto.up.pt/handle/10216/69719.
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Freitas, Simão Pedro Fernandes de. "Psychological Skills Training in Portuguese Professional Soccer: Reality or Utopia? The Views of Elite Soccer Coaches and Players." Doctoral thesis, 2013. https://repositorio-aberto.up.pt/handle/10216/69719.
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Krahn, Alixandra N. "Exploring verbal and mental abuse within the context of coaching elite female volleyball in manitoba." 2016. http://hdl.handle.net/1993/30997.
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Athletes can be exposed to verbal and mental abuse from their coaches, which can include behaviours such as belittling, humiliation, and psychological stress. This issue is exacerbated by the contention that exists within the literature on how to define verbally and mentally abusive coaching behaviours. The goal of this research is to explore coaches’ personal definitions and views on verbal and mental abuse and ways to address it within the community of elite female volleyball in Manitoba. This qualitative research study triangulates auto-ethnography, semi-structured interviews, and content analysis of both coaching education and policy text sources in force in Manitoba to explore the complexities of verbal and mental abuse in elite sport. This study analyzes consistencies and inconsistencies between the views of elite coaches, coach education text sources and coaching policies, and provides recommendations for addressing verbal and mental abuse in the context of elite female volleyball in Manitoba.February 2016
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TU, Yi-Chia, and 杜翊嘉. "A Case Study on an Elite Women’s Volleyball Coach’s Leadership Coaching Process." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/91618320097799121062.
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碩士臺北市立大學
休閒運動管理學系暨碩士班
102
This case study explored Mr. Lin Kuang Hung, the head coach of Chinese Taipei Women’s Volleyball team during 2002-2006. The case study used in-depth interviewing as the major way for data collection in order to elicit his feelings and experience in the leader process. The study consisted of four participants, Mr. Lin Kuang Hung and his other three students. Data collected contained six interviewing transcriptions, related photos, and researcher’s journals. Narrative analysis was used for thematic analysis. The trustworthiness of the study was carried out via triangulation, peer examination and participant examination. Mr. Lin Kuang Hung, the case, has been the coach of Chinese Taipei woman’s volleyball team, junior team, senior team and Chung Shan Industrial&; Commercial School (CSIV) Women’s volleyball team, making CSIV get 10 champions in High School Volleyball League (HVL). In 2006, Chinese Taipei woman’s volleyball team got 12th place in 2006 Volleyball World Championships, also got the bronze medal in 2006 Doha Asian Games, it’s the best grade we have until now, all players was graduated from CSIV. The results of the case study showed that being a coach, Lin improved his professional skills in university, based on the theories to design the training plans, also pay attention to the life education of players, he is really a model of coach. “What you still have when you leave court?” Mr. Lin Kuang Hung always asked this question to his players. Lots of players will face to career transition. Due to the nice basic education, players can have other relation to other fields when retired. All things that Lin did are worth to learn by other coach.
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Wu, Chi-Ming, and 吳啟明. "The leadership behaviors of an elite soccer coach." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26a4mn.
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碩士國立中正大學
運動與休閒教育研究所
104
The purpose of this study is to explore the leadership behavior of an elite soccer coach. The case of this study is coach Lee who hold Asian Football Confederation C-License (AFC-C) and Chinese Taipei Football Confederation A-License (CTFA-A). Coach Lee has lots of successful leadership experiences for elementary, high school and international matches. This study adopts the case study and base on multi-leadership model to use semi-structured interview, document analysis and participant observation. Data was analyzed by coding, inductive reasoning, comparing. The result showed the leadership behavior of Lee includes the concepts of training and teaching behavior, democratic behavior, autocratic behavior, caring behavior and encourage behavior etc. The training and teaching behavior includes the concepts of guidelines, training methods, individual teaching; The democratic behavior includes the concepts of communication platform, reflective thinking and attitude of fair. The autocratic behavior includes the concepts team management, life management, training request. The caring behavior includes the concepts of life care, counseling, tutoring, career guidance. The encourage behavior includes the concept of mental encouragement and material reward. In addition, The factors which will influence Lee’s leader behavior include the concepts of personal , player, school, parents and society. As for the level differences of an elite soccer coach includes the importance of leadership behavior of elementary, junior high and senior high school coach. The results of the study found that leadership behavior of an elite soccer coach rely mainly on autocratic behavior while training and teaching behavior subsidiary in elementary school: rely mainly on democratic behavior while encourage behavior subsidiary in senior high school and rely mainly on democratic behavior while caring behavior. Making warming-up be more fun, aiming the goal on every time training and encouraging player in the training.
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Lin, Yu-Ting, and 林昱庭. "Leadership Behaviors of an Elite Volleyball Coach in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4k9qem.
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碩士國立中正大學
運動與休閒教育研究所
102
The purpose of this study was to investigate the leadership behavior, and its influential factors, and success factors of an elite volleyball coach in elementary school. Qualitative analyses were used in the stay and the case study was an elementary school volleyball coach, Ah Yin teacher, who has coached the players to win national champions for eleven consecutive years. The research methods included semi-structured interviews, document analysis and participatory observation. I then processed the collected data using open coding, axial coding, selective coding, sustained induction, comparison and analysis. The results showed that the elite elementary school volleyball coach leadership behaviors include authoritarian leadership, benevolent leadership, and moral leadership. Authoritarian leadership concept includes autocratic style, straighten the image and teachings of behavior. Benevolent leadership concept includes individual care and maintenance of pride. Moral leadership concept includes separating business and personal matters and practicing what he preaches. In addition, the factors that affect the excellent leadership behavior of the elementary school volleyball coach include individual characteristics, school supports, players and parents’ perspectives. The conclusions indicated that (1) the moral and benevolent leaderships are more important components than the authoritarian leadership for the elite elementary volleyball coach leadership behaviors, (2) an elite elementary volleyball coach should pay more attentions to develop players’ interests, and (3) an elite elementary volleyball coach is motivated to develop excellent communication skills and networks to assist gaining the resources and supports for the team.
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Stirling, Ashley Elisa. "Elite female athletes' experiences of emotional abuse in the coach-athlete relationship." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452949&T=F.
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Wu, Yu-Ching, and 吳宇晴. "Training and teaching behavior of the elite college coach: A case study." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/aed8q7.
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碩士國立臺東大學
體育學系碩士班
106
The purpose of this study was to understand the training and teaching of college judo instructor, and further more to have an in-depth study in judo instructor’s thoughts before and after every curriculum training and teaching. The particpant of study was an instructor who teach judo major training course and general course of self-defense in university. The study collected course observation and interview statistics of judo major training and general course of self-defense for 12 times of 24 lessons in 6 weeks. Systematic observation method adapted Arizona State University Observation Instrument （ASUOI）, collecting quantitative data information by guided interviews and stimulating recall interviews. The study found that: （1） instructor training behavior was mainly based on monitoring （21.54%）, to give instructions （19.87%） and physical assistance （12.88%）, but also had little urges （1.36%）, praise （1.73%） and blaming （ 1.80%）. Training conduct was mostly give instructions （19.33%）, physical assistance （12.38%） and directly demonstration （11.11%）, by contrast those cannot be encode （2%）, blamed （2.03%） and negative demonstration （2.53%） instructions were minimal. （2） Before different courses, instructor set clear but differ goals and achieves each goal in variety ways. To achieve instruction objective, the self-defense course is basically based on curriculum guidelines, but the major training course was be adjusted according to individual situation of every student. During the course, instructor modified teaching method for next time through students’ respond. Conclusion: Even different courses, the coach regarded giving instructions and physical assistance as his main method. On the contrary, the management and supervision among different courses were vastly different. The supervision of Training courses is obviously more than Teaching course. Besides, the directly demonstrations and management of Teaching courses are more than Training courses.