The purpose of this study was to assess the level of perceived social support reported among student-athletes from their strength coach (SC) during the later reconditioning stage of rehabilitation. Data from (n = 82) participants were utilized in this study from 6 Division I Universities in the Midwest region of the United States. Each participant reported being injured for a minimum of 5 consecutive days or more. Participants were administered a survey packet consisting of; 1 demographic form, 2 consent forms, and 3 social support survey forms consisting of 6 types of social support measured on a 5 point Likert scale. The 6 types of social support assessed included; listening support, task appreciation, task challenge, emotional support, emotional challenge, and reality confirmation.AChi-Square Test was employed to assess the injured student-athlete's level of perceived social support received from their SC's during the later reconditioning stage of rehabilitation. Results showed that SC's have a significant psychosocial impact on a student-athletes overall psychological well-being during reconditioning. In conjunctionwith similar research, listening support, task appreciation, task challenge, and reality confirmation showed to be reported most frequent among student-athletes as needed or expected and most salient for their overall mental well-being during reconditioning.Among genders both male and female participants reported expecting and/or needing task challenge and reality confirmation from their SC's in addition, both male and female participants also reported task challenge and reality confirmation as the types of social support received from their SC's that was most important for their overall psychological well-being during the later reconditioning stage of rehabilitation. Furthermore, emotional challenge was reported the least overall among participants and among genders.This study provided sufficient evidence of the important psychosocial role that SC's can play during the later reconditioning stage of rehabilitation to injured student-athletes. Furthermore, the results of this study support other similar studies which also assessed the psychological impact of social support provided by the athletic trainer (AT) which was reported among student-athletes during rehabilitation. / School of Physical Education, Sport, and Exercise Science

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This thesis examines the impacts and legacy of the Champion Coaching Scheme of the National Coaching Foundation, focusing on three case studies of implementation from 1996-1999, on Merseyside and North Wales. As one of the most significant and longrunning programmes of the 1990s, Champion Coaching represented a national blueprint for the development of youth sport and coaching. The evaluation uses a 'realist' approach, drawing upon the scientific realism of Pawson and Tilley (1997). Outcomes are derived from the programme theory developed for Champion Coaching in a multi-method approach. Central to this analysis is the need to examine the context, mechanisms and outcomes from programmes. It draws together evidence from a range of primary and secondary sources; participants, parents, coaches, sport Development practioners, teachers; young people; Census and deprivation statistics. Using a range of techniques, including face to face and telephone interviews, survey and geographical analysis, context- mechanism-outcome configurations of each case study were produced, in order to draw out how the programme 'worked', and contribute to building the evidence base for sport development interventions. The results demonstrate that the blueprint was flexibly interpreted and delivered resulting in particular patterns of outcomes in the different cases. Champion Coaching represented a successful approach to the development of 'perfon-nance pathways', as the level of club membership in participants was higher than suggested by national surveys. In contributing to coaching development, the Scheme had some clear impacts on the human capital involved in sport. However, results were not uniform and show how the sporting infrastructure and attitudes of schools or Governing Bodies to such programmes, can influence whether gains in such capital can be sustained. At the meso-level of analysis of policy for youth sport and coaching, the research shows how Champion Coaching contributed to the policy development in this increasingly salient policy area and points to its legacy in school-aged sport. The conclusions point to some of the lessons learned for future policies and the implications for outcome-oriented evaluations, including the need to plan such evaluation at the stage of programme design.

Coaching is highly complex and dynamic, especially at the high performance level when the work demands and expectations are significant (Lyle, 2002). High performance coaches have to systematically plan, monitor and evaluate their programmes. At the same time, they have to manage a complex performance environment, including support systems (e.g., sports sciences, logistics and officials), to ensure that their athletes perform and achieve successful results (Knowles, Tyler, Gilbourne, & Eubank, 2006; Lyle, 2002; Potrac, Brewer, Jones, Armour, & Holf, 2000). Accordingly, I have substantiated throughout this thesis that there is a need to: (1) understand how the Singapore high performance basketball coaches develop to their current position, (2) examine what the perceived important work tasks of these coaches are as perceived by the team managers, players, coaches and experts in basketball, (3) develop a context-specific tool to evaluate basketball coaches’ work, and (4) engage coaches in reflection and to guide them through the reflection process, with the aim of enhancing their coaching practices, and subsequently improving players’ performance and satisfaction level in the Under-18 national team. Research showed that there is a strong correlation between the experiences/background of coaches and the way they coach (e.g., Erickson, Côté, & Fraser-Thomas, 2007). Study 1 identified the coaching pathways of high performance basketball coaches in Singapore to enhance understanding of how these experiences may have influenced and shaped their coaching behaviour. The result supports the benefits of diversified sports participation during early childhood. Qualitative data also shows that all coaches involved in this study perceived benefit from diversified sports participation during early childhood. Such exposure to a variety of physical activities was considered beneficial for later sports specialization during adolescence as some of the concepts and skills were transferrable (e.g., Erickson et al., 2007). A point that is consistently emphasized throughout this thesis is that coaching is context-specific. The work tasks performed by the high performance basketball coaches in Singapore may not be congruent with coaches in other countries and sports. Therefore, it is my view that there is a need to examine the important work tasks of high performance basketball coaches in Singapore, and consequently, to develop a sport and context-specific instrument to capture and evaluate their work appropriately. Study 2 sought to examine the key tasks of high performance basketball coaches in Singapore using the Coach Behaviour Scale for Sports (CBS-S; Côté, Yardley, Hay, Sedgwick, & Baker, 1999). The CBS-S (Côté et al., 1999) was developed from research conducted on high performance gymnastic coaches and athletes. It was subsequently used in a few countries in different sports to measure the perception of athletes and their satisfaction level with regard to the coaching they have received. Seventeen participants (national coaches, team managers, players and other experts) took part in the study in which quantitative (CBS-S) and qualitative (semi-structured interviews) data were collected. The quantitative data were analysed using SPSS (Version 15.0) and the qualitative data were content analysed by three experienced researchers in sport psychology and coaching. The findings revealed that the dimensions and items from the CBS-S were considered mostly relevant in evaluating the work of Singapore’s high performance basketball coaches. Nevertheless, some modifications were made to the CBS-S to make it more specific to the basketball context in Singapore based on conceptual, theoretical and empirical considerations. The final version of the Singapore CBS-S (Basketball) has 10 dimensions with 104 items as opposed to the original CBS-S with 8 dimensions and 77 items. Overall, the findings from this study were consistent with the literature on coaches’ work. There are benefits for engaging in the reflection process. As stated in Chapter 3, reflective practice has gained popularity in many contexts such as art (e.g., Roberts, 2001), education (e.g., Smyth, 1991) and sports (Gilbert & Trudel, 2001; Kidman, 2001) just to name a few. Reflection, if done properly, has the potential to enhance performance. The aim of Study 3 is to use the data collected from the Singapore CBS-S (Basketball) to guide coaches in their reflection, with the aim of enhancing the quality of their coaching practices. Feedback was given to these coaches at the end of pre-season and during training sessions. Qualitative data showed that both coaches in this study were involved in different forms (e.g., Gilbert & Trudel, 2004; Knowles, Gilbourne, Borrie, & Neville, 2001; Schön, 1983, 1987) and levels of reflection (Van Manen, 1977) as suggested in the literature. There was sufficient evidence to suggest that both coaches had made adjustments to their coaching behaviours and methods after the pre-season feedback session. Nevertheless, post-season results from the men’s team players revealed that their coach has made significant improvement in his coaching; whilst players from the women’s team felt otherwise. The difference in results may be closely linked to the coaching philosophy, athletic and coaching background of the two coaches who were involved in this study. These factors may have shaped the way they reflected and addressed the coaching issues. Post-season qualitative data showed that coaches and players affirmed the benefits of the feedback process, using the Singapore CBS-S (Basketball) as an objective tool to gather data. Such findings will have significant impact on the future of Basketball coaching in Singapore at the high performance level.

Post-exercise recovery techniques are being used increasingly in elite sport, but scientific study in this area is only emerging. The aim of this study was to collect information on the use and perceived effectiveness of the different recovery techniques used with athletes. Semi-structured interviews were conducted with 14 Queensland Academy of Sport coaches and other high-performance coaches from seven sports (three team sports and four individual sports). The interview questions sought to examine the coaches’ understanding of recovery, personal experiences, and the modalities and techniques used with their athletes. Interviews lasted an average of 45 minutes and were transcribed for qualitative content analysis and checked for accuracy by the coaches. Triangular consensus was used throughout the coding process to constantly revisit and redefine the open and axial codes that emerged. Three themes emerged: understanding of recovery, recovery modalities used, and monitoring of recovery. Understanding of recovery relates to the coaches’ overall view and general understanding of recovery. Coaches reported that recovery consisted of physical, mental and neural components, and is important to the overall performance, repeated performance, and training of athletes. Coaches gained their recovery knowledge from a variety of sources across their own athlete and coaching pathways. Transferring this knowledge to athletes was perceived as important for enabling athletes to implement and adhere to recovery within their training plans. The recovery modalities used most often were low-intensity activity, stretching, nutrition, massage, contrast water immersion, cryotherapy, sleep and rest. Practicality and accessibility (e.g., time and cost) for the athletes’ daily training environment were key factors influencing use of different recovery modalities. Coaches reported that they applied recovery modalities according to their own past coaching experiences or experiences of other coaches and sport science professionals. It appeared that coaches learn recovery information best by watching and speaking with others, especially other coaches and sports personnel. Factors contributing to use of recovery modalities include convenience and accessibility of a modality. Time restraint was an evident factor. Other factors that seem to contribute to the use of recovery modalities include the awareness of a modality’s existence, perceived modality strength of effect (or negative effect), and the compliance with and attitude of athletes to the modality. The personal experience of a coach using specific recovery modalities also impacted on whether the coach prescribed the modality and encouraged athletes to use the modality. However, it was clear from the study that athletes need to take responsibility for applying the recovery modalities themselves mainly because of logistical reasons. Recovery was monitored most often through informal observation rather than formal investigation. The most common monitoring approaches were coach observation and athlete reporting (diaries and discussions). Some coaches indicated that using a combination of approaches is useful and effective for gaining maximal benefits. Further investigation of monitoring approaches and prioritising them in terms of ease of implementation are needed. In summary, this study provided insight into the use of recovery modalities in elite sport and implications for use by professionals assisting coaches and athletes. In light of the limited research in some areas of recovery, a network could be established to capture the coaches’ learned experiences and information on recovery to share with each other across different sports.

Thesis (Ed. D.)--Idaho State University, 2006. / Includes bibliographical references (leaves [160]-167). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed. D.)--Idaho State University, 2006. / Includes bibliographical references (leaves [160]-167).

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. )

Thesis (M.S.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 49-56). Also available via Humboldt Digital Scholar.

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Dec. 31, 2008). "College of Education." Includes bibliographical references (p. 84-92).