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Title: Opinions on the involvement of conditioning coaches in soccer Objectives: The aim was to survey opinions involving fitness coaches in soccer and also study the role of fitness coach at selected soccer teams. To meet the main goals we have set a subpart of other goals such as assessing the current state of fitness coaches involved in the preparation of soccer teams in the Czech Republic on the basis of an anonymous survey and also compared with those in some European clubs. Another objective was to determine subpart views of soccer coaches in various competitions in fitness training and the possible inclusion of preparatory athletic exercises, the use of specific resources and training tools in fitness training. Methods: The information needed to achieve the objective of the thesis I received reading the literature. After the pilot survey was modified and standard questionnaire sent along with a cover letter first major coaches 1. Gambrinus league, 2. league coaches selected a lower division and youth coaches. Selected fitness coaches I first spoke by telephone and then sent them a questionnaire by e-mail. Then I made the evaluation questionnaires and obtained data were interpreted with brief comments. To determine the involvement of foreign coaches in fitness clubs, I used Internet resources...

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The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.

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This study reviewed the funding, budgeting, revenue generating practices of community college athletics. Several theories informed the research including institutional theory (isomorphism) academic capitalism, resource dependency, and role/work conflict. The design of the study was to interview an athletic administrator or athletic director, a coach, and an athletic trainer from each of the community colleges in a western state. These interviews occurred on the community college campus to allow for observation of the facilities. In addition, a national sample of athletic trainers from community colleges was interviewed. The study indicates that community college athletics is philosophically resisting the pressure to look and behave like larger collegiate athletic departments. Resistance is not universal however; some community college athletics personnel consider the move toward budget driven decisions and marketing similar to Division I (one) institutions as coming and inevitable. Isomorphism is alive and well among community college institutions. The decisions for spending and growth are not always the decisions, which are best for the institution and its athletes. At times these decisions are made because of mimetic isomorphism. The study indicates that athletic personnel can base decisions in the context of the budget and fund raising practices. These decisions are not yet raised to a critical state where untoward influence on the institution is felt at the community college level. Overall, community college athletic personnel are individuals who care about the student athlete model and believe the role of collegiate athletic is to contribute to the community and the college. I found the athletic personnel to be professional and supportive of athletics from the president to the departments, through the athletic directors, coaches and athletic trainers.