People naturally classify themselves and others into social categories or groups in order to make sense of the world. Group life affects how we engage with others, such that our social identities (group memberships) form a lens through which we evaluate our own and others' behaviours. From exploring the minimal conditions for group discrimination, to understanding how group memberships enable individuals to achieve positive selfesteem, the social identity tradition has been a dominant force in general social psychology. Only recently have researchers begun to explore social identity principles in sport and exercise settings. A gap exists in the sport coaching leadership literature, calling for a model of leadership that accurately encompasses the complex social dynamic that is the sport coaching leadership process. A recent systematic review of the sports coaching leadership literature (Vella, Oades, and Crowe, 2010) revised and presented a new definition of sport coaching leadership. It illustrated the existing gap between the current understanding of sport coaching leadership and the complex social process that is leadership in sport coaching. I directed my research at building upon Vella et ai's conclusions and investigating the existing gap through the application of a social identity leadership model to sport coaching. Coaching leadership is a complex social process. It is possible that coaches with a deep understanding of their team 's social identity, and how to leverage this knowledge within the context of their team, may prove to be more effective leaders. This research applied a social identity leadership perspective to the sport-coaching domain . The overarching research question "Does a relationship(s) exist between perceived social identity levels and sport coaching leadership effectiveness within the team sport domain?" surrounds the group-level leadership process inherently present within the team sport-coaching context, which in turn gives way to a number of more discrete foci summ ing the overall objectives ofthis research. As this I ine of investigation was novel within the research domain and thus would contribute most effectively through base line analysis from which future research could build upon, it was clear that quantitative methodology would be the most appropriate manner of exploring issues pertinent to the major research question. Three quantitative studies were conducted in a staged process using a number of athlete and coach data samples to a) develop a measure of social identity for the sport coaching domain (n = 271 ); b) confirm the measure factor structures using separate purposive data (n = 351) and to examine the relationships between social identity (team and coach), sport motivation, sport confidence and coaching competence; and c) assess social identity

This thesis is written as a collection of four research papers through which the application of attachment theory was examined within the context of the coach-athlete relationship. Chapter 1 provides an introduction to the thesis. Chapter 2 reviews specific research literature to establish the research area and to outline the structure of the four studies presented in this thesis. Chapter 3, study 1 is the first of the four empirical research chapters that aimed to explore the utility of attachment theory within the context of the coach-athlete relationship with 309 student athletes . Specifically this study aimed to explore (a) the coach as a potential attachment figure, (b) the associations of athletes attachment styles with such important variables as satisfaction with the relationship and satisfaction with the sport, and (c) the process by which athletes attachment styles and satisfaction with sport are associated. Coaches were viewed as an attachment figure fulfilling all three functions of secure base, safe haven, and proximity maintenance. Athletes avoidant and anxious attachment styles were associated with both relationship satisfaction and sport satisfaction. Further, athletes satisfaction with the coach-athlete relationship was found to be a mechanism that links athletes attachment styles with sport satisfaction. Chapter 4, study 2 expanded study one by examining the dyadic effects of coaches and athletes attachment styles on the perceptions of the quality of the coach-athlete relationship (i.e., closeness, commitment and complementarity) and relationship satisfaction. Coaches and athletes avoidant attachment styles were associated with their own perception of relationship quality and coaches and athletes perception of relationship quality were associated with their own perception of relationship satisfaction. Further, athletes avoidant attachment style were associated with their coaches perceptions of relationship quality and for coaches perceptions of relationship quality on athletes perceptions of relationship satisfaction. The need to develop a sport specific self-report measure of coaches and athletes attachment styles was a key finding of study one and two. Chapter 5, study 3 expanded on study 2 by developing and validating a sport specific self-report measure of athletes and coaches attachment styles, namely the Coach-Athlete Attachment Scale (CAAS). Instruments that measure attachment styles within other contexts were identified and items relevant to the three attachment styles of secure, avoidance, anxiousness were highlighted and slightly modified to represent attachment towards a coach or athlete. The content validity of the selected items was reviewed by an expert panel. Statistical support for the criterion and construct validity of the coach and athlete version of the CAAS was demonstrated using a sample of 405 coaches and 298 athletes. Evidence was also found for the internal consistency/reliability of the CAAS. Chapter 6, Study 4, aimed to examine whether aspects of relationship quality (i.e., support, depth and conflict) can explain the links between athletes attachment styles and well-being (i.e., positive and negative affect) while employing and cross-validating the psychometric properties of the newly developed Coach-Athlete Attachment Scale (CASS). The findings provided evidence that interpersonal conflict is a potential mechanism that transfers the effects of athletes attachment styles on positive and negative affect respectively. Interpersonal conflict emerged as a process that transfers the effects of athletes attachment styles onto athletes feelings of happiness or unhappiness. Chapter 7 discusses the general findings arising from the research chapters, presents the central theoretical and applied implications, identifies the limitations of the research programme, and provides suggestions for future research.

Significant work in the social sciences has argued the nature of learning as a collaborative, social process (Lave & Wenger, 1991). Similarly, research within coaching has positioned interaction and experience within practical coaching contexts as the principal knowledge source of both novice and experienced coaches (Cushion, Armour & Jones, 2006; Jones, Armour & Potrac, 2004; Potrac, Jones & Armour, 2002). Despite such developments, a dearth of research exists examining the complexities inherent in establishing, developing and facilitating such a social learning environment. This is particularly so in terms of exploring the effectiveness of pedagogical frameworks used to develop coaches‟ experiential knowledge. The aim of this PhD thesis was to explore how, through an action research based study, coaches‟ experiential learning could be harnessed and better developed within Lave and Wenger‟s (1991) shared „communities of practice‟ (CoPs). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches‟ learning were gathered both through on-going observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a „community of practice‟ (CoP) and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematise and build credible pedagogies for coach education, whilst bringing to light the issues associated with the messy nature of such research and the constant everyday demands placed on coaches working at a variety of levels.

This thesis comprises of a collection of three research studies in the area of motivational climate in sports coaching. In the first study, a perceptual measure of TARGET was developed to measure the coaching behaviours by coaches that might influence athletes‟ motivational climate. The newly developed perceptual measure of TARGET was then used in the third study. The second study adopted a qualitative research method to explore the relevance and use of each of the TARGET structures by experienced performance coaches through a series of focus group interviews. Results revealed, even though most of the coaches agreed on the value of the mastery focused structures of TARGET, there were elements of performance or ego involvement that they believed to be essential in the performance sports coaching. Based on the findings from the second study, the final study instigated a mastery intervention programme for performance sports coaches in order to modify their behaviours by manipulating the TARGET structures. The perceptual measure of TARGET was used in order to measure coaches‟ behaviours that influence perceptions of the motivational climate during the intervention programme. Results indicated that coaches had succeeded in creating a mastery climate in their coaching session through the intervention programme, and influenced the athletes‟ perceptions of mastery motivational climate and goal orientations. In conclusion, this study had successfully addressed coaches‟ practical issues during the intervention programme to manipulate the TARGET structures, and the use of a mixed methods approach had given an impact to this research in terms of the data obtained from the coaches.

The aim of this thesis was to contribute to current sport coaching research, knowledge and practice on how socially mediated learning activities can influence both coach behaviour and learning for better and for worse, as well as how coach developers might better exploit them as a legitimate tool in coach development provision. Accordingly, Chapter 2 provided an overview of social learning approaches in coach development and discussed potential implications of their use. In the first of the empirical chapters, Chapter 3 revealed that the coaching qualities and characteristics which the social “milieu” might encourage coaches to aspire to and pursue were not comprehensive across all areas and that, with respect to the characteristics coaches might “need” to develop, they might not necessarily be aware of or pick up during informal learning situations. Chapter 4 confirmed that coaches’ preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. However, critical justification for and application of, acquired knowledge was largely absent. Having identified a clear need for practical tools and structures that might better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on informal coach learning, Chapters 5 and 6 explored the use of online blogs as a potential tool to support learning in coach education pedagogy. Results suggested that structured group blogs were a useful tool for facilitating and perhaps encouraging a sufficiently critical approach to social learning. Furthermore, Chapter 7 revealed that blogs were perceived by coaches as being a useful learning tool while appearing to meet coaches’ preferences for less formal modes of learning. In closing, Chapter 8 summarised the findings and implications of this thesis, with particular focus directed towards their potential applied impact on coach development provision.

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L’objet de cette thèse était d’analyser l’influence des modalités d’intervention d’enseignants d’EPS experts sur l’engagement de leurs élèves dans les activités d’apprentissage, dès le début d’une année scolaire. Deux enseignants, Sophie et Pierre, ont participé à cette recherche. Leur activité a été analysée face à une classe de 6ème SEGPA en natation (15 leçons) et de Seconde générale en volley-ball (8 leçons). Les résultats ont révélé des modalités d’intervention récurrentes de la part des enseignants pour favoriser l’engagement de leurs élèves dans les activités d’apprentissage. Sophie rendait structurante l’utilisation de la métaphore d’un « couteau qui glisserait sur la crème fraiche » pour nommer « ce qu’il y a à apprendre » en natation, consistant notamment à les « presser » pour favoriser leur temps d’engagement moteur. Pierre favorisait l’engagement des élèves par différents « usages du temps » Ces modalités d’intervention contrastées sous-tendaient des dispositions à agir comportant des similitudes et des différences entre les enseignants, et ont eu différents effets sur l’engagement des élèves au cours de la séquence d’enseignement. Concernant Sophie, nous avons constaté une appropriation progressive des métaphores par les élèves. Concernant Pierre, malgré une évolution en « dents de scie », l’engagement des élèves dans les activités d’apprentissage a augmenté au fil de la séquence d’enseignement. Des pistes d’intervention sont exposées et des réflexions sont conduites pour alimenter les dispositifs de vidéoformation existants par des ressources basées sur l’expertise enseignante. / The purpose of this thesis was to analyze the influence of the expert PE teacher intervention modalities on the student engagement with learning activities, from the beginning of a school year. Two teachers, Sophie and Pierre, participated in this research. Their activity was analyzed respectively with a SEGPA class in swimming (15 lessons) and with a high school class in volleyball (8 lessons). The results revealed recurrent intervention modalities by teachers to promote their student engagement with learning activities. Sophie used the metaphor of a "knife slipping on fresh cream" to explain "what there is to learn" in swimming. Pierre taught by different "uses of time" to promote their motor time engagement. These contrasting modes of intervention were underpinned by similar and different teacher "dispositions to act". They were different effects on student engagement. Regarding Sophie, we noticed a gradual appropriation of metaphors by students. Regarding Pierre, despite a "sawtooth" evolution, student engagement with learning activities has increased. Intervention lines are exposed and reflections are conducted to develop video-training with resources based on teaching expertise.

This research is a case study of an informal outdoor education programme, which is delivered by volunteers, through a charity organisation called Venture Scotland. The programme works with young people aged 16-30, whom it terms as 'lacking in opportunity'. These young people have diverse backgrounds and are experiencing extended transitions into adulthood. The purpose of this research was to develop an understanding of the young people's experiences of the programme and their perceptions of how it impacted on their lives. This is in order to fill a gap of knowledge identified in outdoor education research. The research took an emergent, interpretive, ethnographic approach. Participant observation was used over three programmes involving 44 participants and 18 volunteers. Eight participants took part in in-depth semi-structured interviews, producing narratives of their experiences of the programme and biographical accounts of their lives. While drawing from the range of data, the analysis focuses on one person's story of participation, to provide a rich in-depth understanding of the programme and the post-programme follow up. Social networks and the development of a new and temporary community during the programme emerged as relevant .~~-------- - --~~-- ---- -- --- aspects. Interpretations were undertaken through the lens of social capital, to provide some insights into the way the programme supports the young people I in making positive changes in their lives. The research indicated that the I .i programme provides opportunities for individuals to develop their social capital, specifically bridging capital, and through one persons narrative highlighted how this resulted in a stronger and more fluid individualised system of social capital.

This thesis is presented as a collection of four studies in which the correlates of coaches interpersonal behavioural styles are examined from a self-determination theory (SDT; Deci & Ryan, 2000) perspective. The majority of SDT-based research in the sport domain considers the impact of coaches autonomy supportive (and to a lesser extent, controlling) interpersonal behaviours on various athlete outcomes, such as basic psychological need satisfaction and psychological well-being. Nonetheless, the central propositions of SDT have yet to be examined in a coaching population. Perhaps more significantly, however, the precursors of these two interpersonal coaching styles have yet to be addressed. In addition, a third style of interpersonal behaviour, namely a laissez-faire style, has yet to be examined within the sport domain. Given the central influence that coaches have on athletes, it is of both theoretical and practical significance to uncover potential antecedents of autonomy supportive, controlling, and laissez-faire behaviours. The current thesis aims to address these limitations of the extant literature. Study One examined coaches basic psychological need satisfaction and psychological well-being as potential antecedents of coaches autonomy supportive and controlling behavioural styles. Incorporating elements of the coaches social context (i.e., opportunities for progression and training, job security, and work-life conflict), basic psychological need satisfaction and thwarting, and psychological well- and ill-being, Study Two explored whether separate processes explain coaches autonomy supportive and controlling interpersonal styles. Studies Three and Four focused specifically on the relationships between psychological health and interpersonal behaviours. Study Three longitudinally explored the within- and between-person effects of hedonic and eudaimonic indicators of well- and ill-being on coaches autonomy supportive and controlling interpersonal behaviours over an 11-month period. Study 4 utilised a dyadic design to explore coaches autonomy supportive, controlling and laissez-faire behaviours as mechanisms for well- and ill-being contagion from coach to athlete, and vice versa, across one training session. Overall, the findings of this thesis support the tenets of SDT by suggesting that elements of the coaching context impact upon coaches interpersonal behaviour through their basic psychological needs and psychological health as mediators. Moreover, coaches psychological well- and ill-being function as proximal predictors of the interpersonal style that they adopt, and as mechanisms for well- and ill-being contagion from coach to athlete.

Coach learning is a complex process of which we have relatively little appreciation. Existing knowledge is largely fragmented and has tended to lack conceptual clarity and theoretical depth of understanding. This investigation sought to build on existing understanding by adding to a limited body of information about knowledge structures, learning situations, motives and deterrents to learning, and means of enhancing the provision of coach education. Data were derived from 90 UK practitioners (82 males &8 females), comprising a range of sports (n = 8), who had accumulated on average 23 years of coaching experience (ranging from 3-50 years). Semi-structured interviews were conducted with 16 elite performance coaches. 74 practitioners of a diverse range of coaching levels completed open-ended questionnaires. All of the data were subjected to inductive content analysis. A number of theoretical `hooks' were utilised within the analysis process to help make sense of the findings. Analysis of the findings demonstrated that: (1) while it was possible to compartmentalise the coaches' knowledge structures (i. e., Ologies, Pedagogy, and Sport Specific), coaching practice likely requires integrated understanding; (2) the coaches under investigation learnt in formal, nonformal, and informal situations; (3) the participants' learning endeavours were largely driven by an internal desire to actualise their coaching potential; (4) dispositional, institutional, and situational barriers were shown to deter these practitioners from further coach learning participation; and (5) these practitioners were pragmatic learners who desired relevant and usable knowledge. Exploration of the coaches' educational experiences, and perceptions about optimal provision, revealed that they wanted more active learning opportunities (i. e., observations, group discussions, practical experiences, and mentoring schemes). Collectively, the results of this investigation built upon previous understanding of coach learning. They highlighted the significance and underresearched link between the types of knowledge these coaches had acquired, what drove their continued learning engagement, and how these factors had influenced their actual and preferred learning approaches. These findings, therefore, not only contributed towards a greater understanding of how coaches learn, but what needs to be considered if the ongoing development of coaching practitioners is to be better supported. Continued exploration of these factors is required if greater depth of understanding is to evolve.