Social learning interventions have been implemented to develop coaches in many contexts, however are yet to be applied to coaches of athletes with disabilities. The lack of knowledgeable coaches prevents people with disabilities from participating in sports. The overall purpose of this doctoral research programme was to enhance the learning capability of the Canadian wheelchair curling coaches’ landscape. To achieve this overall purpose, the study was divided in three phases (i.e., pre-intervention, framing, and assessment). The pre-intervention phase aimed at understanding the disability sport coaches’ landscape; the framing phase aimed at building on the pre-intervention findings to frame a social learning space intervention for disability sport coaches; finally, the assessment phase, as the name suggests, assessed the value created through the intervention. More specifically, the four articles presented in this dissertation illustrate the work done to achieve the overall purpose of enhancing the learning capability of Canadian wheelchair curling coaches. The pre-intervention phase includes Article 1 and Article 2. Article 1 is a literature review of the two major areas addressed in this dissertation, which are disability sport in Canada and coach development. Article 2 introduces the metaphor of a landscape to create a visual representation via a map that includes the major elements of the Canadian wheelchair curling coaches’ landscape. Semi-structured interviews with 16 participants were thematically analyzed and helped create the above-mentioned elements, such as the coaches’ pathways, the types of learning structures, and the barriers. Moreover, Article 2 provides three considerations for systems conveners who seek to lead social learning space interventions in landscapes. Next, the framing phase took place concurrently with the assessment phase. Common to both phases, the intervention included a series of face-to-face and online interactions through the use of four online tools. Multiple data generation techniques (e.g., in-depth interviews, focus groups, observations) were employed during a 13-month period and resulted in 615 single-spaced pages of data. Thematic and interpretative analyses were used to make sense of the data. The framing phase, as presented in Article 3, includes the process through which the researchers (N = 3) made use of collaborative inquiry to co-construct the intervention with the participant coaches (N = 16) and Curling Canada technical leaders (N = 6). Additionally, Article 3 built upon the considerations from the pre-intervention phase to report how the intervention managed the limitations of the landscape, prioritized meaningful learning, incorporated influential people, as well as produced reflections on the consequences of the lack of enabling conditions. Article 4 expands the landscape metaphor and presents four composite vignettes of the participants according to their wheelchair curling coaching experiences. The vignettes vividly illustrate major contextual factors of the landscape common to all participants and the range of values created in the intervention. Overall, the findings of this dissertation contribute theoretically, methodologically, and practically in several ways. From a theoretical perspective, it is the first study to date to make use of landscapes of practice and the value creation framework to increase the learning capability of disability sport coaches. From a methodological perspective, the articles included in this dissertation made use of multiple and longitudinal data generation techniques to provide a broader perspective of the values created. Finally, the use of visual representations like the map and the vignettes, while unconventional, might facilitate the knowledge transfer for coaches and coach developers willing to frame social learning space interventions.

The purpose of this research is to explore the context of youth recreational soccer, and to examine how coaches volunteering in this context learn to coach soccer. Framed within Jarvis’ (2006, 2007, 2008, 2009) theory of lifelong learning and employing a mixed-methods approach, this dissertation research had two distinct phases. Phase One involved the collection of data via an on-line survey from 433 recreational youth soccer coaches from Eastern Ontario. The survey served to collect demographic information, as well as general information about their team, their role as a recreational coach, and their approach to learning. The data analysis for the on-line surveys was comprised of an analysis of descriptive statistics. Phase Two involved semi-structured interviews. Recruited through their participation in Phase One, 30 coaches were purposefully targeted and interviewed based on their varied biographies, experiences, and social contexts. Additionally, seven soccer administrators were interviewed. Interview data was analyzed according to the principles of thematic analysis (Braun & Clark, 2006). Findings examine the biographies of youth recreational coaches, their coaching context, how recreational coaches learn to coach, issues of shared responsibilities related to learning, as well as practical implications. It is suggested that recreational coaches differ from one-another on many factors, and that the context of recreational youth soccer is similarly diverse and presents unique challenges to coaches. Recreational youth coaches learn to coach through a variety of sources; mostly through informal learning situations. Responsibilities surrounding coach development fall on the shoulders of individual coaches and clubs, as well as regional, provincial, and national associations; and suggestions for increased engagement in this regard are provided.

The purpose of this research is to explore the context of youth recreational soccer, and to examine how coaches volunteering in this context learn to coach soccer. Framed within Jarvis’ (2006, 2007, 2008, 2009) theory of lifelong learning and employing a mixed-methods approach, this dissertation research had two distinct phases. Phase One involved the collection of data via an on-line survey from 433 recreational youth soccer coaches from Eastern Ontario. The survey served to collect demographic information, as well as general information about their team, their role as a recreational coach, and their approach to learning. The data analysis for the on-line surveys was comprised of an analysis of descriptive statistics. Phase Two involved semi-structured interviews. Recruited through their participation in Phase One, 30 coaches were purposefully targeted and interviewed based on their varied biographies, experiences, and social contexts. Additionally, seven soccer administrators were interviewed. Interview data was analyzed according to the principles of thematic analysis (Braun & Clark, 2006). Findings examine the biographies of youth recreational coaches, their coaching context, how recreational coaches learn to coach, issues of shared responsibilities related to learning, as well as practical implications. It is suggested that recreational coaches differ from one-another on many factors, and that the context of recreational youth soccer is similarly diverse and presents unique challenges to coaches. Recreational youth coaches learn to coach through a variety of sources; mostly through informal learning situations. Responsibilities surrounding coach development fall on the shoulders of individual coaches and clubs, as well as regional, provincial, and national associations; and suggestions for increased engagement in this regard are provided.

Despite growing interest in coaching sciences, literature has revealed a dearth of research on coaches who work with para athletes (e. g. Cregan, Bloom, & Reid, 2007; McMaster, Culver, & Werthner, 2012). The purpose of this study was to explore how novice coaches in parasport develop their knowledge. The study was conducted in real-time during the coaches’ first contact with the context. Semi-structured interviews and participant observation were conducted with six Canadian para sailing coaches. Thematic analysis (Braun & Clarke, 2006) revealed that coaches developed context-specific knowledge and skills through a blend of formal, nonformal, and informal learning situations. The participants highlighted the importance of learning from others, especially other coaches and from athletes.

The purpose of this research is to explore the context of youth recreational soccer, and to examine how coaches volunteering in this context learn to coach soccer. Framed within Jarvis’ (2006, 2007, 2008, 2009) theory of lifelong learning and employing a mixed-methods approach, this dissertation research had two distinct phases. Phase One involved the collection of data via an on-line survey from 433 recreational youth soccer coaches from Eastern Ontario. The survey served to collect demographic information, as well as general information about their team, their role as a recreational coach, and their approach to learning. The data analysis for the on-line surveys was comprised of an analysis of descriptive statistics. Phase Two involved semi-structured interviews. Recruited through their participation in Phase One, 30 coaches were purposefully targeted and interviewed based on their varied biographies, experiences, and social contexts. Additionally, seven soccer administrators were interviewed. Interview data was analyzed according to the principles of thematic analysis (Braun & Clark, 2006). Findings examine the biographies of youth recreational coaches, their coaching context, how recreational coaches learn to coach, issues of shared responsibilities related to learning, as well as practical implications. It is suggested that recreational coaches differ from one-another on many factors, and that the context of recreational youth soccer is similarly diverse and presents unique challenges to coaches. Recreational youth coaches learn to coach through a variety of sources; mostly through informal learning situations. Responsibilities surrounding coach development fall on the shoulders of individual coaches and clubs, as well as regional, provincial, and national associations; and suggestions for increased engagement in this regard are provided.

Despite growing interest in coaching sciences, literature has revealed a dearth of research on coaches who work with para athletes (e. g. Cregan, Bloom, & Reid, 2007; McMaster, Culver, & Werthner, 2012). The purpose of this study was to explore how novice coaches in parasport develop their knowledge. The study was conducted in real-time during the coaches’ first contact with the context. Semi-structured interviews and participant observation were conducted with six Canadian para sailing coaches. Thematic analysis (Braun & Clarke, 2006) revealed that coaches developed context-specific knowledge and skills through a blend of formal, nonformal, and informal learning situations. The participants highlighted the importance of learning from others, especially other coaches and from athletes.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.