Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

Abstract Early sport specialization is a phenomenon that continues to be practiced in today’s youth sports environment. The purpose of this study was to explore practices around early specialization within the minor hockey context in Eastern Ontario. More specifically, the goal of this thesis was to better understand parental perspectives on specialization versus diversification relative to their child’s experience in the sport of ice hockey. Additionally, this study aimed to uncover the rates of specialization in Minor Peewee AA ice hockey players in Eastern Ontario and the factors that influence those who specialize. A concurrent embedded mixed-methods procedure was employed for this study; a total of 114 survey responses and 15 semi-structured interviews formed the study sample. Findings in the study reveal a large majority of parents foster specialization in their child as 87% (n=114) of survey participants identified as having a child who specializes in the sport of ice hockey. However, interview data revealed that parents favor development through diversification. Individual influences such as parents and coaching staff were found to be contributing factors to the phenomenon of specialization. Further, the availability of resources within the hockey context was additionally found to influence specialization. Finally, Hockey Canada’s current position was cogitated with the results to reveal a strong inclination towards elite development. Results indicate a need for parent and coach education regarding their role in early specialization and their support for diversification of sport experiences. It is of particular importance during the transitioning years in particular where stakeholders (parents, coaches, administration) foster the sense of well-rounded development of a participating child not just for the preparation for the elite stages of sport but for overall wellness of the individual.

There has been a great deal of research conducted which examines the development of student-athletes on college campuses. However, there has been limited investigation into how the institutional logics (i.e. the belief structures and related practices) within an athletic department may affect the manner in which athletic administrators and coaches perceive and approach the development of their student-athletes. The purpose of this study was to understand the institutional logics of an NCAA Division II athletic department and how those logics may affect student-athletes. In order to address the purpose and research questions of this study, I conducted a qualitative case study at a private university where I interviewed thirteen members of the university including eight members of the athletic department and five university faculty members and administrators. Additional data were obtained through various documents such as the university's mission statement and the NCAA Division II Handbook. It was found that the athletic department operates under certain institutional logics wherein they are expected to foster student-athlete development. These include the academic, physical, social, and spiritual aspects of their development. Additionally, the athletic department is expected to enhance the university by building community and promoting the mission and vision of the university. Finally, winning athletic competitions is an important expectation of members of the athletic department. Further exploration of the data reveals that certain aspects of these logics may conflict. Primarily, the participants acknowledged that they were expected to foster the development of their athletes in other aspects beyond athletics; yet their primary job performance evaluations were based on wins and losses. Additionally, the logic of enhancing the university may also contend with the academic development of the student-athletes. This is significant because research has suggested that conflicting institutional logics within an organization may lead to confusion as to which logics are paramount. Though the specific findings of this research may be contextually bound, this provides insight into how the institutional logics of an organization may influence the actions of its members and key stakeholders who are influenced by the processes within that organization.

Formal long-term athlete development programmes emerged at the turn of the century and, despite some fierce criticisms, have evolved significantly since their inception. The first generation of athletes to grow up with these systems are now coming of age. The purpose of this thesis was to track a population of adolescent school-level swimmers between the ages of 12 and 18 years over an 8-year period so as to assess their performance progression as they matured under these athlete development programmes. The first study aimed to track the performances of the sub-elite athletes at an annual international school championship and to compare their progression with those of both junior elite and elite-level swimmers. In addition to narrowing the gender gap, the records of the sub-elite swimmers have continued to improve. In contrast, both of these factors remained relatively stable for junior elite and elite-level swimmers over the same period. Swimming affords athletes the possibility of within-sport specialisation. This almost unique aspect of swimming led to the two investigations of the second study. Firstly, the paired stroke combinations preferred by swimmers were determined using Cohen’s Kappa tests in a cross-sectional design. Secondly, the stability in the event selection of each swimmer during their adolescent years was explored longitudinally. Both males (33.9±5.8%) and females (36.9±6.5%) preferred to swim the 50 and 100 m freestyle events together over any other paired stroke combination. The majority of swimmers preferred to specialise in specific stroke techniques over distance specialisms with breaststroke being the only stroke in which swimmers of both sexes chose to specialise early. Most notable was that females specialised earlier than males. Studies three (males, n = 446) and four (females, n = 514) utilised mixed linear modelling to determine the quadratic functions of the performance progressions of adolescent swimmers (between the ages of 12 and 19 y) in seven individual competition events. Males progressed at more than twice the rate of females (3.5 and 1.7% per year, respectively) in all strokes over this age range. This was likely due to the fact that females reach puberty before males. Thresholds of peak performance occurred between the ages of 18.5±0.1 y (50 m freestyle and the 200 m individual medley) and 19.8±0.1 y (100 m butterfly) for males, but between the wider range of 16.8±0.2 y (200 m individual medley) and 20.6±0.1 y (100 m butterfly) for females. Using an independent sample of Dutch Junior national swimmers (n = 13), the fifth and final study aimed to evaluate the efficacy of the models developed in studies three and four as both target setting and talent identification tools. This was achieved through a mixed-methods approach where quantitative and qualitative data confirmed the applicability of the models for adolescent swimmers of any skill level. This thesis demonstrates that sub-elite swimmers have probably benefitted from first generation athlete development models. Longitudinal modelling of their data provides a valuable platform from which all adolescent swimmers can be compared and used to inform the next generation of bespoke swimming-specific youth development programmes.

The aim of this thesis is to produce a substantive grounded theory of junior-to-senior transition and as a result of this work, to provide knowledge and guidance for coaches, sport psychologists and other personnel supporting young aspirant athletes. Underpinned by a social constructionist philosophy, the research programme was designed to capture and interpret the social world of the participants and to interpret the perceptions derived from their own lived experience of the transition. The thesis consists of three studies which, in a concatenated programme of research, are predicated one upon another. In order that understanding in social research can be advanced, the development of theory requires several rounds of fieldwork, analysis and publication (Stebbins, 1992,2006). Thus the building of theory took place over the initial two studies, the first of which involved the in-depth interviewing of nine participants from individual sports (M age = 24.5 years, S. D. = 4.3 years). As a consequence of this exercise, rich data were collected, depicting the participants' experiences of the juniorsenior transition. Grounded in these data, a preliminary model of junior-to-senior transition was constructed using Strauss and Corbin's (1998) guidelines for grounded theory analysis. More specifically, the resultant model revealed a cyclical process: of learning, identity development and progress at transition. Inception of the process is characterised by immersion in the post-transition environment during the pre-transition phase, in which significant observational learning occurs via the use of more senior role models. This process leads to the identification of discrepancies between the actual (or junior) and ideal (or senior) self. This promotes a period of adjustment in which the behaviours relevant to senior status are incorporated within the self, bringing about a sense of readiness, or ability to cope with the transition. In essence, the athletes had sought to structure their pre-transition environment to represent that which they would encounter post-transition, thereby generating stability for their self-identity. The modification of identity, through the adjustment of behaviours and roles, predicted a competitive breakthrough, at which point the athletes began to think about the subsequent step at senior level, and hence the cycle of immersion, learning and adjustment continued. (Continues...).

The purpose of this dissertation was to determine if a periodized strength and conditioning program resulted in long-term adaptations in NCAA Division I women’s volleyball athletes, and if these changes related to the team’s competitive performance. Specifically, this dissertation serves to: 1.) describe the changes in body composition and performance variables of 2 female volleyball athletes over a 4-year collegiate career, 2.) determine the degree and magnitude of change in performance variables after about 1, 2, and 3 years of periodized resistance training, and 3.) infer if volleyball performance characteristics are related to a team’s competitive success. The following are major findings of this dissertation. 1.) Positive changes in vertical jump height, strength, and explosiveness may be possible throughout 4 years of collegiate volleyball training even with increased body mass and percent body fat. Moreover, impaired ability to perform heavy lower-body resistance training exercises due to chronic injury negatively impacts long-term physical performance adaptations over 4 years. 2.) A combination of traditional resistance training exercises and weightlifting variations at various loads, in addition to volleyball practice, appear to be effective at increasing maximal strength by 44% and vertical jump height by 20%-30% in NCAA Division I women’s volleyball athletes after about two and half years of training. Furthermore, these characteristics can be improved in the absence of additional plyometric training outside of normal volleyball-specific practice. 3.) A rating percentage index RPI ranking ratio and unweighted match score ratio appear to be better predictors of overall team competitive season success than a weighted match score ratio. On the contrary, a weighted match score ratio may be better for determining an association between team match performance and volleyball-specific fitness. A considerable amount of research is needed to develop a volleyball-specific performance index that best quantifies team performance and whether or not a measurable association exists between improved fitness characteristics and increased overall team competitive success. The findings of this dissertation provide evidence that analyzing and monitoring volleyball-related performance variables over time can assist the sport performance group in making training based decisions as well as promote the successful development of an athlete.

The present article addresses issues within U.S. collegiate sport as it pertains to the physical preparation and health and well-being of intercollegiate athletes. Specifically, the sport coach is often perceived as “all knowing” about every facet of their sport when, in fact, they typically are not formally educated or well-trained in current methods of enhancing sport performance. Often strength and conditioning coaches, who may also be poorly trained, are tied directly (financially and administratively) to the sport coach—a situation which has led to a subservient role heavily influenced by the wishes of the sport coach. This has unfortunately resulted in the multidimensional well-being of the athlete clearly not being a primary objective in many programs.

The Long Term Athlete Development (LTAD) model is an innovation created in response to the Canadian Sport Policy (Canadian Heritage, 2007). The LTAD is an “athlete centered, coach driven, and administration, sport science, and sponsor supported” (Canadian Sport Centres, 2006, p. 33) athlete-development model. Since little research has been completed focusing on this model (viz., Black & Holt, 2009) this thesis had the purpose to better understand the adoption of the LTAD by cross-country ski (XCS) coaches. Two articles present a case study of three XCS club’s coaches, and a descriptive qualitative analysis of XCS coaches (N=13). Both analyses used Rogers’ (2003) Diffusion of Innovations theoretical framework to structure the narrative-interview guide, coding structure, and thematic analysis. Two key results of the thesis were an understanding of the link between a club’s characteristics and a coach’s perceived attributes of the LTAD, and secondly a proposed classification system for XCS coaches.

The Long Term Athlete Development (LTAD) model is an innovation created in response to the Canadian Sport Policy (Canadian Heritage, 2007). The LTAD is an “athlete centered, coach driven, and administration, sport science, and sponsor supported” (Canadian Sport Centres, 2006, p. 33) athlete-development model. Since little research has been completed focusing on this model (viz., Black & Holt, 2009) this thesis had the purpose to better understand the adoption of the LTAD by cross-country ski (XCS) coaches. Two articles present a case study of three XCS club’s coaches, and a descriptive qualitative analysis of XCS coaches (N=13). Both analyses used Rogers’ (2003) Diffusion of Innovations theoretical framework to structure the narrative-interview guide, coding structure, and thematic analysis. Two key results of the thesis were an understanding of the link between a club’s characteristics and a coach’s perceived attributes of the LTAD, and secondly a proposed classification system for XCS coaches.