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.

Made available in DSpace on 2016-04-04T18:33:07Z (GMT). No. of bitstreams: 1 Heloisa Poltronieri.pdf: 646057 bytes, checksum: 248c93c9ac5d5606d6bfd721dddd95da (MD5) Previous issue date: 2012-02-16 / Researches done about the evaluation in basic education points out Studies in Educational Evaluation as the journal which has the higher concentration of articles in the ?rea of evaluation in basic education. In order to contribute to understand the evolution of this field, our main purpose is to research and to map the scientific production published in this journal between 1990 and 2010 according to the theories about the State of the Art and focused on the area of learning s evaluation in basic education. This work intends to identify the theoretical contributions of the articles published in this journal to the field of learning s evaluation; to check the main thematic trends of the journal according to an historical line; to analyze the major discussions in the volumes of the journal; to identify the Brazilian authors, articles or books most mentioned in the articles analyzed; to verify the percentage of the studies in the area of learning s evaluation in basic education and in college; to identify the main authors who publish in this journal, their formation and if they are productivity exhibitioner; to check in which universities the articles were produced and which of them are due to doctor s or master s degree. Moreover, there s one attempt to point out which are the main thematic trends that feature these 20 years of the journal. The research is an example of State of the Art and it s structured in three chapters: Learning s evaluation: a reading according to the researches about the State of the Art; Learning s evaluation in the journal Studies in Educational Evaluation : mapping the scientific production; and Learning s evaluation in Studies in Educational Evaluation : thematic trends and theoretical contributions. / Pesquisas realizadas sobre avalia??o na educa??o b?sica apontam a revista Estudos em Avalia??o Educacional como o peri?dico que possui maior concentra??o de artigos na ?rea da Avalia??o da educa??o b?sica. Buscando contribuir com os esfor?os em compreender a evolu??o do campo do conhecimento neste tema, estabeleceu-se como objetivo geral pesquisar e mapear, a partir dos estudos sobre o estado da arte, a produ??o cient?fica divulgada no peri?dico Estudos em Avalia??o Educacional no per?odo de 1990 a 2010, focada na ?rea da Avalia??o da Aprendizagem da educa??o b?sica. Pretendeu-se: identificar as contribui??es te?ricas dos artigos divulgados no peri?dico para o campo do conhecimento sobre avalia??o da aprendizagem; verificar as principais tend?ncias tem?ticas difundidas no peri?dico seguindo uma linha hist?rica; analisar as principais discuss?es presentes nas publica??es; identificar os autores brasileiros, artigos ou livros mais citados nos artigos analisados; verificar o percentual de estudos na ?rea da Avalia??o da Aprendizagem na educa??o b?sica e no ensino superior; identificar os principais autores que publicam na revista, sua forma??o e se s?o bolsistas produtividade; verificar em quais universidades os artigos foram produzidos e quais deles resultaram de teses de doutorado ou disserta??es de mestrado. Al?m disso, objetivou-se identificar as principais tend?ncias tem?ticas presentes nos 20 anos de exist?ncia da revista. A pesquisa caracteriza-se como sendo do tipo estado da arte.

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This diploma thesis deals with the application of quality tools in the production company. The theoretical part deals with the history of quality, its current status and mainly describes some of the basic quality tools. The practical part describes the current status of quality management in the company and the system of assessment and selection of suppliers. The conclusions and results of this diploma thesis should prove that by introducing a method for selection, supplier evaluation, the company will achieve cost reduction and the establishment of a beneficial supplier-customer relationship.

Made available in DSpace on 2016-04-28T20:57:55Z (GMT). No. of bitstreams: 1 Damares Souza Silva.pdf: 1747345 bytes, checksum: da6b797ec77a1265a8f50872e9e01e83 (MD5) Previous issue date: 2009-05-06 / This study has as objective to evaluate the repertoire of reading of 40 students of 3rd grade of elementary public school, identifying the types of difficulties occurred. Additionally, two repertoires on writing were evaluated: the copy and the construction of dictated words. Data were collected with the application of the Instrumento de Avaliação de Leitura Repertório Inicial (IAL-I), with the assistant of Mestre® software. Based on stimulus equivalences paradigm, the IAL-I evaluates the performance of students focusing the reading behavior as relations between different types of stimuli: Sound (A), picture / image (B), Text (C). In addition, the IAL-I assess two writing repertories: the copy and the construction of dictated words. Data showed that the students named correctly the letters of the alphabet and have good performance in (CC) (printed word-printed word) relation. A low level of performance was identified in (BC) (picture-printed word), (CB) (printed word - picture), (AC) (dictated word - printed word), specially when words were composed by complex syllables. The lower level of performance occurred in (CD) relation (expressive reading), in which only one participant has achieved satisfactory performance and only in words which were composed by simple syllables. The students achieved satisfactory performance in (CE) relation (copy), both in words with simple syllables and in words with complex syllables, but in (AE) relation (construction of dictated words) no participant has reached a satisfactory performance in words with simple syllables or complex syllables. Among other results, it was found that students have not discriminated the letters b, p , d and the letters m , n; they didn t know when to use s , z and /s/, /ss/, /c/ in words with similar sound, and when to write /r/ or /rr/ . A detailed assessment of students' repertoire of reading made by IAL-I and the analysis of errors emitted by the students in reading and writing can serve as a subsidy for the teacher to plan activities aimed to overcoming the student s difficulties in these repertories / O presente estudo teve como objetivo avaliar o repertório de leitura de 40 alunos que freqüentam a 3ª série do Ensino Fundamental de uma escola pública estadual e que, segundo seus professores, apresentam desempenho insatisfatório, identificando-se os tipos de dificuldades existentes. Adicionalmente, avaliaram-se dois repertórios relativos à escrita: o de cópia e o de construção de palavras ditadas. Os dados foram coletados com a aplicação do Instrumento de Avaliação de Leitura - Repertório Inicial (IAL-I), com o auxílio do Software Mestre®. Apoiando-se no paradigma de equivalência de estímulos, o IAL-I avalia o desempenho dos alunos, a partir de relações entre três modalidades de estímulos: Som (A), imagem/figura(B), Texto (C). Além de avaliar a leitura, o IAL-I avalia dois repertórios relacionados à escrita: a cópia e a construção de palavras ditadas. Os dados coletados pelo referido instrumento mostraram que os participantes identificaram, de modo satisfatório, as letras do alfabeto e os itens da relação (CC) (palavra escrita- palavra escrita). Um nível de baixo desempenho foi apresentado quando os alunos foram submetidos às tarefas da relação (BC) (figura- palavra escrita), (CB) (palavra escrita - figura), (AC) (palavra ditada - palavra escrita); foi constatado um índice de maior dificuldade quando os itens de tais relações apresentavam palavras com sílabas complexas. O pior desempenho ocorreu na relação (CD) (palavra escrita palavra falada), correspondente à leitura expressiva; apenas um participante alcançou desempenho satisfatório e somente quando as palavras eram compostas por sílabas simples. Na relação de avaliação de escrita (CE) (Texto-Letras), correspondente à cópia, os participantes alcançaram desempenho satisfatório tanto nas palavras com silabas simples quanto nas palavras com sílabas complexas. O mesmo resultado não ocorreu quando os alunos fizeram a relação (AE) (Som-Letras), correspondente à construção de palavras ditadas, na qual nenhum participante alcançou desempenho satisfatório seja em palavras compostas por sílabas simples, seja nas palavras que continham sílabas complexas. Quanto aos erros observados, verificou-se que alguns participantes confundiam as letras b, p, e d e também as letras m e n. Os participantes invertem o uso do s e do z, em palavras com sonorização semelhante; há também troca de letras nas palavras compostas por /s/, /ss/, /ç/ e por /r/, /rr/. Foi constatado que há interferência do aspecto fonológico das palavras e que há o desconhecimento dos alunos sobre as regras ortográficas que envolvem o uso das referidas letras, na leitura e na escrita. A avaliação detalhada do repertório de leitura dos alunos possibilitada pelo IAL-I e a análise dos erros de leitura e de escrita decorrentes das complexidades da língua portuguesa podem servir como subsídio para que o professor planeje atividades de ensino visando à superação das dificuldades existentes