Дисертації з теми "Coach's learning"
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MacLellan, Justin. "Investigating a Coach's Facilitation of Learning Situations Among Masters and Youth Athletes." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35501.
Повний текст джерелаGreenberg, Ethan. "How Parkour Coaches Learn to Coach: An Exploration of Parkour Coach Learning and Development." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35691.
Повний текст джерелаTaylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.
Повний текст джерелаCrickard, Travis. "Examining Coach Pathways and Learning Situations: High-Performance Head Hockey Coaches who Played Goal." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26200.
Повний текст джерелаMcMaster, Sarah. "Coaches of Athletes with a Physical Disability: A Look at their Learning Experiences." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20684.
Повний текст джерелаRodrigue, François. "Examining the Process and the Outcomes of a 12-Month Learning Journey of Intercollegiate Sport Coaches Accompanied by a Personal Learning Coach." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39929.
Повний текст джерелаNorris, Maxwell R. "An analysis of coaching dimensions and their impact on athlete motivation and affective learning." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1569023.
Повний текст джерелаDepartment of Speech Communication
Stodter, Anna. "Understanding coaches' learning : process, practice and impact." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16047.
Повний текст джерелаNelson, Lee J. "Understanding coach learning." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/9243.
Повний текст джерелаPatry, 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.
Повний текст джерелаDavey, Jennifer J. "How do Novice Parasport Coaches Develop Their Knowledge? A Look at the Experiences of Para Sailing Coaches." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30647.
Повний текст джерелаGriffiths, Mark. "Formalised mentoring as a professional learning strategy for volunteer sports coaches." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/11983.
Повний текст джерелаGoffena, Jordan D. "The relationship between coaches' leadership behavior and athletes' self-regulated learning." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438769391.
Повний текст джерелаHarris, Kerry. "Enhancing coaches' experiential learning through 'communities of practice' (Lave & Wenger, 1991)." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/2716.
Повний текст джерелаMcKinstry, Elizabeth. "The impact of coaches' training on implementation of the Linked Learning approach." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.
Повний текст джерелаThe onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.
This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.
Callary, Bettina. "Exploring the Process of Lifelong Learning: The Biographies of Five Canadian Women Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22647.
Повний текст джерелаDeek, Diana J. Z. "Examining How NCCP Competition-Development Modules Contribute to Coach Learning." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19989.
Повний текст джерелаTownsend, Robert C. "Understanding coach learning in disability sport : a Bourdieusian analysis." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32423.
Повний текст джерелаPaquette, Kyle. "Examining Learner-Centered Coach Education." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37147.
Повний текст джерелаDuarte, Tiago. "A Collaborative Effort to Frame and Assess a Social Learning Space for Wheelchair Curling Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40588.
Повний текст джерелаBertram, Rachael Kathleen. "Designing, Implementing, Assessing, and Sustaining Sport Coach Communities of Practice." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34282.
Повний текст джерелаKilic, Koray. "How Do Turkish Sport Coaches Access The Knowledge Of Sport Science?" Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615411/index.pdf.
Повний текст джерелаNew Ideas for Coaches&rdquo
questionnaire by Reade, Rodgers and Hall (2008) was translated and adapted into Turkish for the current study. There was a strong concurrence between Turkish coaches in terms of the belief that sport science contributes to sport (%78). Gaps exist, however, between what coaches were looking for and the research that is being conducted. Coaches were most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches. The barriers to the coaches&rsquo
access to sport science were finding out the source of information, being able to implement the knowledge that was obtained from sport sciences into field of coaching, lack of monetary support for the expenses about obtaining knowledge, and language barrier respectively. Coaches&rsquo
demographic characteristics influenced their perceptions of and preferences for obtaining new information. Strategies to remove the barriers could include providing further education opportunities for coaches and eligible scientific knowledge sources to ensure successful knowledge transfer.
Duarte, Tiago. "An Examination of How a Coach of Disability Sport Learns to Coach from and Through Experience." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26176.
Повний текст джерелаSchechter, Amy June. "A Case Study of the Roles and Perceptions of Writing Coaches." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5305.
Повний текст джерелаShoemake, James J. "Former Students' and Their Learning Coaches' Perceptions of Their Cyber-Charter School Experiences| A Case Study." Thesis, Indiana University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787137.
Повний текст джерелаThis qualitative case study examined the perceptions of former students who are economically disadvantaged from a poor, rural district in central Pennsylvania who left their traditional school to enroll in one of the three biggest cyber-charter schools in the state. Through extensive interviews with the students and their learning coaches, the study attempted to see the experience through the eyes of those who lived it. Particular emphasis was placed on supports students and their learning coaches received from their schools and teachers and in their homes. Also, the researcher attempted to understand the perceptions of students and their learning coaches about the advantages and disadvantages of enrolling in a for-profit cyber-charter school as opposed to remaining in their traditional schools.
The results of this study, based on the experiences of five students and their learning coaches, imply that support from home is critical for student success in cyber-charter schools. Support from family members or loved ones was found to be more effective than support from social agents or acquaintances, and support from home was found to be more important than support from school. The study also implies that not all students are suited to work in the online environment. Some students in the study reported a sense of isolation as they worked in their cyber-charter schools. Some students in the study also had difficulty adapting to this new way of learning. Finally, the study determined that students who are not capable of functioning in a public school environment may feel more comfortable and be better served in a cyber-charter program. The study provides recommendations for improving the cyber-charter school experience. The improvements suggested included opening local satellite offices around the state staffed by a teacher to provide more face-to-face interaction with students, offering social opportunities in more local venues so students can connect in a sustainable way, and finally, developing a more rigorous screening process that would give all potential students and their learning coaches a realistic view of the expectations required in the cyber environment.
Proffit, Gregory M. "Sources of Authority for Leadership and Instructional Technology Coaches' Diffusion of High Access Teaching and Learning." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4290.
Повний текст джерелаSinelnikov, Oleg A. "Teaching and learning how to teach sport education an ecological analysis, motivational climate and professional development /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/SINELNIKOV_OLEG_48.pdf.
Повний текст джерелаStoszkowski, John Robert. "Exploiting social learning as a legitimate tool in coach development." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/12131/.
Повний текст джерелаLubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.
Повний текст джерелаAs an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry:
1. To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches?
2. Specifically, which principles and processes of andragogy are reflected in the practice of coaching?
3. What are the best practices of coaches who use andragogy in their practice?
Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching.
Ph. D.
Cybulski, Sarah. "Life Skill Development in Athletes with Intellectual Disabilities: The Strategies and Learning Pathways of Special Olympics Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31791.
Повний текст джерелаMackenzie, Robert J. "An in-situ exploration of the reflection and experience-based learning of professional football players and coaches." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/18117.
Повний текст джерелаEriksson, Nicklas, and Andreas Sandström. "Feedback för lärande : En studie om hur coacher i crossfit ger feedback på gruppass." Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144773.
Повний текст джерелаCapstick, Andrea Lauren. "The Development of Youth Soccer Coaches: An Examination Within the Unique Coaching Context of Recreational Youth Sport." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23852.
Повний текст джерелаGilbert, Wade. "Connected cycles of reflection: The experiential learning process used by youth team sport coaches to develop coaching strategies." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8674.
Повний текст джерелаGilbert, Wade D. "Connected cycles of reflection, the experiential learning process used by youth team sport coaches to develop coaching strategies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46551.pdf.
Повний текст джерелаHuatuco, Santos Gustavo. "Soccer Coach Decision Support System." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15136/.
Повний текст джерелаMorris, Brian D. "An exploration of the role of the learning coach and learning conversations on computing projects in higher education." Thesis, Brunel University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409842.
Повний текст джерелаThunholm, Maria. "Lärandets relevans i coachingyrket : en intervjustudie om coachers uppfattningar." Thesis, University of Gävle, Faculty of Education and Business Studies, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7266.
Повний текст джерелаLärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.
Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.
Повний текст джерелаLady, Michael Andrew. "Towards an automated weight lifting coach: introducing LIFT." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1242.
Повний текст джерелаAssy, Nicholette. "The translation of ‘moments of insights’ into sustainable change by executive coachees with different learning styles." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95677.
Повний текст джерелаPurpose – The purpose of this research was to examine the translation of ‘moments of insights’ into sustainable change(s) by executive coachees with different learning styles six to 12 months after the executive coaching intervention had ended. Design/methodology/approach – In this qualitative study, 12 coachees who had completed coaching programmes six to 12 months prior to commencement of the study were selected based on Kolb’s four learning styles (that is, three coachees per learning style). The coachees or research participants were executives, senior managers, professionals or entrepreneurs who had been coached by executive coaches. Essentially, there were three parts to the research process. The first step was to source a sample of coachees using the Kolb’s learning style inventory. The second step was to conduct a semi-structured interview with each coachee. All the interviews were recorded and transcribed for analysis. The third step was to analyse and compare the data using thematic analysis. The findings were interpreted and links were made to the relevant literature. Key findings – Coachees with different learning styles seemed to remember their ‘moments of insight’ in alignment with their learning styles. These coachees, with different learning styles, appeared to translate their ‘moments of insight’ into sustainable change congruently with their learning style preferences. Where any variation was noted in the findings within a learning style, generally it was associated with the coachee having a more balanced learning style, or having a more extreme style within the relevant quadrant of the learning grid. Research limitations/implications - The sample size of this study was small. Nonetheless, the study was intended to be qualitative rather than quantitative. Practical implications – There are implications of this research for both coaches and training institutions for coaches. For the coaches: To recognise how ‘moments of insight’ could lead to transformation of coachees with different learning styles. Knowing and understanding learning style preferences can deepen and further embed learning with regard to the coaching process. Training institutions for coaches: These training institutions need to consider incorporating learning styles in the content of their programme, so that coaches can optimise their coaching of individuals with different learning styles - and learn to work more effectively with metaphors in their coaching interventions with coachees having different learning styles. Originality/value – The study adds to the body of knowledge on understanding how coachees’ different learning styles can impact on coaching, the learning process and the sustainability of changes emanating from the coaching.
Сергієнко, Володимир Миколайович, Владимир Николаевич Сергиенко, Volodymyr Mykolaiovych Serhiienko, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Coach-athletes communication at higher educational establishment." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46982.
Повний текст джерелаSullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center
Feuillat, Maxime, and Ellen Swanson. "Tune your leadership before losing the game: A study of how managers can improve their leadership by learning from the way conductors and football coaches handle mistakes." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53157.
Повний текст джерелаWegerif, Rupert. "Computers, talk and learning : using computers to help coach reasoning through talk across the curriculum." Thesis, Open University, 1995. http://oro.open.ac.uk/56459/.
Повний текст джерелаYantha, Zachary. "The Recommendation for Learners to Be Provided with Control Over Their Feedback Schedule Is Questioned In a Self-Controlled Learning Paradigm." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39814.
Повний текст джерелаWilliams, Shaun. "Game based pedagogies and the volunteer coaching community : (re)imagining coach learning and knowledge through a collaborative approach." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723316.
Повний текст джерелаDowdell, Trevor John, and N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.
Повний текст джерелаBeard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Повний текст джерелаJorgensen, Christie L. "A mixed-methods study examining the role of the instructional coach within a professional learning community." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123797.
Повний текст джерелаAlthough instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining the specific role of the instructional coach within the professional learning community is nearly nonexistent. This mixed-methods study investigates the role of the instructional coach within the setting of the professional learning community, what coaching skills teachers find most helpful within this setting, and what impact instructional coaches have on teacher perceptions of the professional learning community. Themes from semistructured interviews, observations, and open-ended survey responses revealed that teachers and instructional coaches perceive multiple roles and coaching skills within the professional learning community. The instructional coach serves as a bridge to guide teachers to new learning through providing specific supports, manifesting the partnership principles, showing availability and trust, and sharing instructional strategies and ideas. Utilizing the PLCA-R survey, descriptive statistics identified the impact instructional coaches have on teacher perceptions of the professional learning community.