Ungdomsinnebandyn i Jämtlands län har de senaste 10 åren tappat spelare. Precis som övriga idrottsverksamheter i Sverige upplever innebandyn ett tapp av ungdomar vid 15 till 16 års ålder. Forskningen pekar mot att en ungdomstränare är av betydelse för att ungdomar ska fortsätta med sin idrott. Syfte Belysa betydelsefulla faktorer till att ungdomar fortsatt att spela innebandy till seniornivå, samt betydelsen av ungdomstränaren. Metod Kvalitativ manifest innehållsanalys utifrån semi-strukturerade intervjuer (n=5) med unga manliga seniorspelare (=21,8 år; sd=1,6 år) från Jämtlands län. Respondenterna hade oavbrutet spelat tävlingsinnebandy från ungdomsnivå till seniornivå. Resultat Kompisar och upplevd framgång var de viktigaste faktorerna till att respondenterna spelar innebandy idag. I början uppskattades en lättsam miljö med mycket lek. Med ökad ålder ökade betydelsen av upplev utveckling och tävlingsmomentet blev viktigare. En ungdomstränare är av betydelse och bör vara positiv och skapa ett lättsamt klimat i unga år. Under senare delen av ungdomen bör ungdomstränaren vara mer auktoritär och ha mer fokus på utveckling. Konklusion Kompisar och upplevd framgång är de viktigaste faktorerna samtidigt som ungdomstränaren är av betydelse. Tidigare studier har påvisat liknande resultat. / Youth floorball in the county of Jämtland has shown a decreased number of players in the last 10 years. Floorball, like other sports in Sweden, also drops a lot of players at the age of 15 to 16 years. Earlier studies in the field have shown that youth team coaches are important for young athletes to stay in sports. Aim To highlight factors that have been important for youth floorball players to stay in the sport up to senior level, and the importance of the youth team coach. Method Qualitative content analysis from semi-structured interviews (n=5) with young male senior floorball players (=21,8 years; sd=1,6 years) from the county of Jämland. The respondents have played floorball from youth level to senior level without any break. Results Friends and perceived success has been the most important factors for the respondents. A friendly climate has been important in the early stage while progress and competition have been important in the latter stage of the youth level. A youth team coach is important and should be positive and create a positive and friendly climate. In later years the youth team coach should be focusing on progress and can therefore be more demanding. Conclusion Friends and perceived success has been the most important factors while a youth team coach is important. Earlier studies has shown similar results.

Coaching and the coaching process are characterised by a number of complex interactions between the coach, the player and the club environment. Yet understanding of the coaching process as a complex, holistic process remains limited. There are 'gaps' in our existing knowledge, particularly in comprehending the dynamic relationship between the coach, player and club environment, and in understanding the implications of these interactions for practice and the coaching process. This research sought to examine and represent the complexity of the coach-player-club environment interface, and to understand some of the ways that they interact to construct and impinge upon the coaching process. The research was conducted on the premise that a sound understanding of the complexity of the coaching process drawing upon empirical research, rather than idealistic 'models', can inform the future development of coaching practice and coach education. Within the framework of ethnography, the research took place over one season and used participant observation, unstructured interviews, semi-structured interviews and group interviews in one Football Association, Premier League Academy. The aim was to explore the coaching process and practical coaching context, as played out in the day-to-day experiences of coaches and youth team players. In addition to the main case-study club, semi-structured interviews were conducted with five coaches working with youth teams at other clubs. The research used concepts from grounded theory and also the work of Pierre Bourdieu to analyse and present the data. In its findings, the study depicts a coaching process that is interdependent and interrelated and highlights complexity in each of the following elements: the club, sessions and games, players and coaches, relationships, and 'attitude'. The dynamism within and between each of these elements is illustrated in the ways that each can facilitate, constrain or even prevent 'effective' practice and the operation of the coaching process. Moreover, the research demonstrates the powerful nature of tradition and culture, highlighting their pervasive influence upon the coaching process and coaching practice. Life at the case study club was characterised by authoritarianism and pressure, and was relentlessly directed towards winning. This backdrop strongly influenced the relationship between coaches and players, and impacted upon the coaching process. Importantly, the research presents evidence to suggest that coach education may be a relatively 'low impact' endeavour in comparison to the coaches' other experiences which are presented as a significant force shaping both coaches' development and practice. To harness this experience and develop coach education, this research suggests that the governing body could consider embracing mentoring as part of coach education and, as part of this, coaches should be encouraged to engage in critical reflection in order to understand how cultural and other forces shape their practice. However, for mentoring to succeed, it must be grounded in a thorough understanding of the culture of football clubs, and the ways coaches draw upon their life experiences in football to direct their own practice and judge the practices and 'worth' of others. Importantly, this research begins to answer some of the criticisms levelled at previous research by examining interaction and complexity within the coaching process in-situ. It highlights the problematic, interrelated and interdependent nature of relationships that construct and influence the coaching process and coaching practice. Importantly, it highlights the important and under-researched link between coaching practice, the coaching process and the immediate and wider social context of football.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (M.A.I.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 65-69). Also available on the World Wide Web.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2008. / Directed by Diane L. Gill; submitted to the Dept. of Exercise & Sport Science. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 49-54).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed Apr. 13, 2010). Includes bibliographical references (p. 139-145).

Printed form of author's Thesis (Ph. D.)--University of Wisconsin--Madison, 1935. / "Select bibliography": p. 257-259.

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 51-56).

An important premise for the study is the pedagogic importance of sports, that children and youth via sports and its leaders consciously and unconsciously incorporate and teach themselves skills, habits and knowledge as well as norms and values. Another premise is that sports leaders, like other teachers and leaders, work in a time where new conditions prevail for children’s upbringing and for the role as a leader. What should be conveyed to children today is not obvious but seems to be dependent on the individual fosterer’s idea on what the role should mean. This is truer for sports leaders, for example, than teachers since the sports movement does not have a prescribed curriculum. The perspective of the study is cultural-sociological and gender-theoretical. In the analyses, Pierre Bourdieu’s key concepts, habitus, capital and field, performed the functions of research tools. A descriptive purpose of the study was to increase the knowledge of who the children and youth leaders of the sports movement are and their views of and valuation of sports, the task and the children. Through studying what the sports leaders are bearers of in terms of personified and symbolic capital, the purpose of the study was also to analyse what was encouraged in the sports environment where many children and young people spend a great deal of their leisure. The analyses were based on an empirical material consisting of questionnaire replies from 525 sport leaders and in-depth interviews with 18 leaders. In addition, more than 1,600 future teachers and youth recreation leaders replied to a questionnaire form. Who the sport movement’s child and youth leaders are cannot be generally answered. It is partly dependent on which sport it is, partly which gender the leader has. The sport leaders’ attitudes to differing aspects of the children’s sports activity varied and various leader groups confronted each other. The leaders primarily appreciated the relations with the children. However, they did not appreciate the parental intervention, children and youths who did not behave themselves and the high demands which leadership signifies. Through sports the leaders primarily wanted to give the children physical and social upbringing. They wanted to educate children to be creative and independent individuals but emphasized at the same time a conscientious ideal. The study showed that differing types of symbolic capital dominate in children and youth’s sports activity and that different leader groups emphasize various values. What is understood as valuable seemed more to be related to the logic of different sports than to gender and the fact that the activities were for children. It is not possible to tell in general how children are fostered and influenced through sports. The results indicate, however, that seriousness dominated over playfulness and that success and achievement are highly valued.

Orientador: Jair Lopes Júnior / Banca: Tereza Maria de Azevedo Pires Serio / Banca: Maria Regina Cavalcante / Resumo: No âmbito da Análise do Comportamento, instruções são definidas como estímulos verbais que descrevem, de modo completo ou fragmentado, relações de contingência em contextos específicos, sendo que as consequencias explicitadas ou implicadas poderiam ter modelado os mesmos repertórios descritos na ausência da instrução. A identificação de relações funcionais entre instruções e desempenhos operantes constitui-se em relevante objeto de investigação para a Análise do Comportamento. Este estudo procurou ampliar o alcance de tal objeto concentrando ênfase em caracterizar o comportamento do treinador de fornecer instruções de três jogos consecutivos da fase classificatória de um torneio de futebol júnior. Participaram a comissão técnica e 25 atletas. As verbalizações foram gravadas em vídeo na sala de preleções do hotel na qual a delegação esteve hospedada, bem como no campo de treinamento. O procedimento consistiu em duas etapas. Na Etapa 1 ocorreu um período de ambientação da pesquisadora com a equipe durante as atividades de preparação para a competição. Inicialmente sem a filmadora e posteriormente com a mesma, a pesquisadora observou e gravou preleções ministradas em situações de treinamentos de campo. A Etapa 2 consistiu na gravação em vídeo de três ocorrências consecutivas de três fases: Fase 1) preleção efetuada antes do último treino de campo que precedeu o jogo; Fase 2) preleção realizada antes do jogo no dia em que este foi realizado; Fase 3) preleção efetuada no primeiro treino após o jogo. Todos os registros em vídeo foram transcritos. Foram adotados três critérios para a classificação das instruções emitidas pelo treinador: audiência, topografia e características relacionais, definidas pelos elementos de contingências presentes no enunciado da instrução. A caracterização dos relatos foi efetuada simultaneamente... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In Behavior Analysis, instructions are verbal stimuli that make entire or breaking up description about contingencies relations in situational constraints. The explicit or implied consequences in contingencies could shaped the same repertoires described in the instruction fault. The identification of functional relations among instructions and operant behaviors corresponds to relevant object of investigation to the Behavior Analysis. This study aimed to broaden the extent of such object by emphasizing the sporting coach's behavior when giving instructions in the routine of three consecutive games in the classificatory phase of a junior soccer tourney. The technical committee and twenty five athletes have participated on this project. The verbalizations were recorded on video on the conference room of the hotel, where the delegation had been accommodated, as well as in the training field. The procedure consisted of two stages. In the first stage, an involvement period was carried out among the researcher and the team during the preparation for the compettion. Initially, without the camera and after that with it, the researcher observed and recorded previous instructions ministered in training situations in the field. The second stage consisted in the video recording of the three consecutive events of three phases: Phase 1) previous instructions which happened before the last training field that preceded the game; Phase 2) previous instructions that happened before the game, on the day it was accomplished; Phase 3) previous instructions that happened on the first training after the game. All the video records were transcribed. Three criteria were adopted to classify the instructions that were given by the coach: audience, topography and relational characteristics, defining as contingencies elements related by instructions. The characterizations of the instructions were simultaneously... (Complete abstract click electronic access below) / Mestre