The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice. This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles. The first article suggested reflective cards as a useful tool for coaches to engage in reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories. The four articles together make novel theoretical and practical contributions to the field of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.

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The purpose of this doctoral dissertation was to examine how high school sport can be framed as a context that facilitates positive youth development. Data were collected in two phases. In phase one, a case study of a high school ice hockey program recognised for focusing on youth development was conducted. One article was written, documenting the design of the program and its impact on student development. Results indicate that participants believed students were learning a wide range of life skills and values but that administrators and coaches faced many challenges in sustaining the program. In phase two, interviews were conducted with model high school coaches and their athletes and three articles were written (articles two, three, and four). The second article examines how model high school coaches teach students life skills and how to transfer these skills to other life domains. Results demonstrate that the model coaches prioritised development and had specifically designed strategies to help students learn and transfer life skills. The third article investigates how model high school coaches learn to facilitate positive youth development through sport. Results indicate that these coaches were lifelong learners who took advantage of learning situations in order to refine their skills and use sport as a tool for development. The fourth article examines the characteristics athletes prefer in high school coaches. Results indicate that most athletes prefer coaches who are supportive, knowledgeable, good motivators, and prioritise athlete development. Based on the results of the two phases of data collection, an article was written with the objective of providing coaches with strategies on how to facilitate positive youth development through sport. Strategies consist of: (a) developing a coaching philosophy, (b) developing relationships with athletes, (c) having developmental strategies, (d) making athletes practice life skills, and (e) teaching athletes about the transferability of life skills.

Syfte och frågeställning Syftet med studien var att undersöka hur kvinnliga atleter i lagidrotter upplever relationen med coachen samt ta reda på atleternas upplevelse av relationens betydelse för prestationen. Följande frågeställning undersöktes “Hur upplever den kvinnliga atleten relationen med sin coach utifrån de fyra dimensionerna närhet, komplettering, samspel och engagemang (Jowett, 2007)?” och “Vilken betydelse har relationen med coachen för att den kvinnliga atleten ska kunna uppnå sin maximala prestation?” Metod En kvalitativ studie med semistrukturerade intervjuer med tio kvinnliga atleter från lagidrotter (fotboll, handboll, basket, innebandy, truppgymnastik och ishockey) i åldern 18-26 år, som spelar i högsta- eller näst högsta divisionen. Studien har utgått från 3+1C modellen (Jowett, 2007) som innefattar de fyra dimensionerna. Intervjuguiden är baserad på frågeformuläret CART-Q (Jowett &amp; Ntoumani, 2004). Resultat Alla atleter beskrev relationen med sin coach som professionell och fyra av dem berättade att relationen samtidigt kunde ses som nära. Samtliga atleter ansåg att det var viktigt att ha förtroende till sin coach och sju såg relationen som positiv. Hälften av atleterna upplevde att deras coach till största delen var medveten om hur de bäst behöver stöd. Åtta av tio upplevde att deras coach visade engagemang i deras idrottande. Feedback skedde muntligt och hälften ansåg att den var regelbunden. Relationens betydelse för prestationen ansåg atleterna var stor och hälften av atleterna graderade relationen högst på skalan (1-10). Slutsats Kommunikation, förtroende och engagemang är viktiga faktorer för att främja en god coach-atlet relation. Relationens betydelse för prestationen ansågs viktig för atleterna och bör beaktas för att skapa möjlighet till prestation och utveckling. / <p>Ämneslärarprogrammet, Specialidrott</p>

<p>Uppsägningar och varsel hotar många människor vid nedskärningar i organisationer. Många arbetsgivare som tvingas säga upp sin personal vänder sig till outplacementföretag för att den uppsagde anställda ska få hjälp till nytt arbete. Syftet med studien var att undersöka hur omställningscoacher, på outplacementföretag, arbetar med personer i omställning och hur coacherna upplever detta samt att ta reda på innebörden av omställning/outplacement. En kvalitativ induktiv tematisk analys gjordes och resultatet baserades på halvstrukturerade intervjuer med åtta omställningscoacher på fyra olika konsultföretag. Resultatet beskriver hur coacherna upplever viktiga aspekter kring omställningsprocessen och vilka aktiviteter som ingår i ett outplacmentprogram. Exempelvis framgår det att coachen bör tydliggöra sin roll som karriärrådgivare så att klientens förväntningar är realistiska genom hela processen. Det är även viktigt att coachen kan visa empati, dock inte sympati, och att vara en god lyssnare.</p>

Uppsägningar och varsel hotar många människor vid nedskärningar i organisationer. Många arbetsgivare som tvingas säga upp sin personal vänder sig till outplacementföretag för att den uppsagde anställda ska få hjälp till nytt arbete. Syftet med studien var att undersöka hur omställningscoacher, på outplacementföretag, arbetar med personer i omställning och hur coacherna upplever detta samt att ta reda på innebörden av omställning/outplacement. En kvalitativ induktiv tematisk analys gjordes och resultatet baserades på halvstrukturerade intervjuer med åtta omställningscoacher på fyra olika konsultföretag. Resultatet beskriver hur coacherna upplever viktiga aspekter kring omställningsprocessen och vilka aktiviteter som ingår i ett outplacmentprogram. Exempelvis framgår det att coachen bör tydliggöra sin roll som karriärrådgivare så att klientens förväntningar är realistiska genom hela processen. Det är även viktigt att coachen kan visa empati, dock inte sympati, och att vara en god lyssnare.

Syfte Syftet med studien var att undersöka om handbollsinstruktörer som undervisar i specialidrott i svenska skolor med nationellt godkända idrottsutbildningar (NIU) upplever stress inom sitt yrke, med utgångspunkt från Krav-Kontroll-Stöd-teorin. Frågeställningar  Vilka krav upplever instruktörerna att det finns i sin yrkesroll? Vilken kontroll upplever instruktörerna att de har i sin yrkesroll? Vilket stöd upplever instruktörerna att det finns i sin yrkesroll? Metod Syftet med studien var att erhålla beskrivande data om och hur instruktörer upplever olika stressmoment inom elitidrott i skolan. Därför valde vi att genomföra en kvalitativ studie som utgick från Krav-Kontroll-Stöd-teorin. Intervjuer genomfördes via telefon för att kunna nå instruktörer över hela landet. Urvalsgruppen bestod av åtta manliga handbollsinstruktörer runt om i Sverige. De var 40 år eller äldre och jobbade alla inom NIU på gymnasiet. Resultat Instruktörerna kände krav från både Svenska handbollsförbundet (SHF) och från spelarna själva att skapa en hög kvalitativ undervisning. De hade stor möjlighet att påverka sin egen arbetssituation och ett bra stöd. Det visade att instruktörerna upplevde ett relativt högt krav i kombination med en hög kontroll och ett högt stöd. Enligt Krav-Kontroll-Stöd-teorin hamnar då detta yrke under deltagande ledare i kombination med aktiv. Slutsats Slutsatsen som kan dras av denna studie är att handbollsinstruktörer inom NIU enligt Krav-Kontroll-Stöd-teorin hamnade under deltagande ledare i kombination med aktiv. Enligt Krav-Kontroll-Stöd-teorin leder detta till att individerna, trots det höga kravet som ställdes, fick möjligheter att testa sig fram till egna lösningar. Det ledde i sin tur till en minskad stress. Det sociala stödet som instruktörerna upplevde skapar ytterligare möjligheter till stresshantering och bidrar även till att instruktörerna kunde hantera förändringar som kan uppstå via kontroll och krav. / Aim The purpose of this study was to investigate whether handball instructors who teach special sports in Swedish national approved education in special sport schools experienced stress in their profession, based on the Demand-Control-Support-theory. Questions Which demands does instructors experience in their profession? What control does instructors experience that they have in their profession? Which support do instructors experience in their profession? Method The purpose of this study was to obtain descriptive data concerning how coaches in elite sport in the school perceive different stressors in elite sport in the school. Therefore, we chose to conduct a qualitative interview study that was based on the Demand-Control-Support-theory. Interviews were conducted by telephone in order to implement include instructors across the country. The selection group consisted of eight male handball instructors in Sweden. They are 40 years or older and are all working within the NIU (nationally certified athlete program) in high school. Results The instructors felt demands from both Swedish handball association (SHF) and from the players themselves to create a high quality education. They had a great opportunity to influence their own work situation and they had a good support. The results showed that the instructors experienced relatively high demands in combination with high support and a high control. According to the Demand-Control-Support-theory, this occupation falls under the category participating leaders, combined with active. Conclusion The conclusion to bethat was drawn from this study was that handball instructors within NIU according to the Demand-Control-Support-theory belonged to the category participating leaders, combined with active. According to the demand-control-support-theory, this suggested that individuals, despite the high demand placed upon them, are given the opportunity to test their own solutions. This leads to reduced stress. The social support the instructors experienced created further opportunities for stress management and also helped instructors to deal with changes that may occur in the aspect of demand and control.

The purpose of this doctoral dissertation was to examine how high school sport can be framed as a context that facilitates positive youth development. Data were collected in two phases. In phase one, a case study of a high school ice hockey program recognised for focusing on youth development was conducted. One article was written, documenting the design of the program and its impact on student development. Results indicate that participants believed students were learning a wide range of life skills and values but that administrators and coaches faced many challenges in sustaining the program. In phase two, interviews were conducted with model high school coaches and their athletes and three articles were written (articles two, three, and four). The second article examines how model high school coaches teach students life skills and how to transfer these skills to other life domains. Results demonstrate that the model coaches prioritised development and had specifically designed strategies to help students learn and transfer life skills. The third article investigates how model high school coaches learn to facilitate positive youth development through sport. Results indicate that these coaches were lifelong learners who took advantage of learning situations in order to refine their skills and use sport as a tool for development. The fourth article examines the characteristics athletes prefer in high school coaches. Results indicate that most athletes prefer coaches who are supportive, knowledgeable, good motivators, and prioritise athlete development. Based on the results of the two phases of data collection, an article was written with the objective of providing coaches with strategies on how to facilitate positive youth development through sport. Strategies consist of: (a) developing a coaching philosophy, (b) developing relationships with athletes, (c) having developmental strategies, (d) making athletes practice life skills, and (e) teaching athletes about the transferability of life skills.

The overarching purpose of this study was to describe and to understand what it means to become and be a coach in ice hockey. The following areas were considered: how Swedish ice hockey has been developed, the recruiting of ice hockey coaches, the work of a coach, how the actors view the development of ice hockey and how the club directors, players, and the coaches believe a good coach should act. A fundamental theoretical point of departure for this work is Kalevi Heinilä's totalization theory. The recruiting of coaches is understood with the aid of Schelin's views on early involvement and socialization in sports and Patriksson's model of socialization. The coaches' activities and the forces that affect the coach will be described according to Chelladurais' multidimensional model of leadership. The empirical material comprises questionnaires to coaches and chairpersons from 205 clubs, interviews conducted with twenty ice hockey coaches and twenty ice hockey players and a literature study to describe the development of Swedish ice hockey. The results showed the there has been a striking increase in the number of matches and that there is a conflict between the sports and marketing aspects. This situation places demands on the actors to win but also play in an entertaining manner. Economic aspects control the development of sports to an ever greater extent but also offers an opportunity for a professional career for both players and coaches. The process of desocialization does not always mean a definite departure from sports but it can instead mean the beginning of a new career. Most of the coaches are former players. They continue in the same sport but in a new role. The coach is responsible for all the activities with the team and bear the responsibility for the team's results. The pressure to succeed make the teams try to find an effective way to play: ice hockey today is more tactically governed and defensive. There seems to be a Swedish model for the routines associated with a match. The whole course of events is very formalized and this study shows an almost ritualistic behavior of coaches. Players and coaches believe that the coach should be authoritarian in the match situation. The whole culture of ice hockey seems to expect it. It is believed that one must be of a certain kind to be accepted by the culture of ice hockey: the Ice Hockey Association, clubs, players, mass media, and spectators. In any case it is simpler not to deviate. / digitalisering@umu

The purpose of this study was to explore elite coaches' perspectives on the athlete-centred approach to coaching. Semi-structured interviews were conducted with ten (five male and five female) current coaches of female athletes on Canadian national team sports. The data were analyzed qualitatively using inductive and deductive analyses. Data revealed that coaches attached divergent meanings to the term "athlete-centred" sport. They referred to a holistic philosophy of the athlete, coaching practices that involve athletes within the coach-athlete partnership, specific values as essential components of athlete-centred coaching, and a philosophy of success that extends beyond athletic performance. The coaches also identified barriers to implementing athlete-centred coaching behaviours. The findings of this study have implications for our understanding of athlete-centred coaching and holistic athlete development, as well as policy revisions, coach education, and future coaching research.