本研究的主要目的，在瞭解目前國民中學導師在推展學校輔導工作上發揮輔導功能的 實際狀況。因此，所探討的問題計有：（一）探討學校輔導工作的理論基礎。（二） 探討國民中學輔導工作的目標、原則與功能。（三）探討國民中學導師推展輔導工作 的內容與策略。（四）探討國民中學導師在輔導工作上的角色、職責與功能。（五） 分析台北市國民中學學生知覺導師提供輔導的情形？（六）分析台北市國民中學導師 推展輔導工作的實際狀況？（七）分析台北市國民中學導師在輔導工作上所面臨的困 擾因素？ 本研究採用問卷調查法，研究樣本取自台北市七十七學年度長安國中等二十所國民中 學，學生１８５３人（男生９１１人，女生９４２人）；導師２１１人（男導師７５ 人，女導師１３６人）。研究工具係依據教育部七十四年修訂〞國民中學輔導活動課 程標準〞及現任導師、訓導與輔導人員意見，編成問卷調查表三種：（一）〞學生知 覺導師在輔導工作上提供那些輔導的情形〞。（二）〞導師推展輔導工作的實際狀況 〞。（三）〞導師推展輔導工作所面臨的困擾因素〞。統計方法採用項目分析、卡方 考驗及變異數分析等方法。 研究重要發現為：（一）導師性別、學歷、任教科目、擔任導師年級，在推展輔導工 作的實際狀況並無顯著差異存在。（二）導師年齡、服務年資，在推展輔導工作的實 際狀況有相當程的顯著差異存在。（三）學生性別、年級知覺導師提供輔導情形的看 法有相當程度的顯著差異存在。（四）擔任不同年級的導師在輔導工作上所面臨最感 困擾因素為學校行政單位加諸在導師身上的事務過於繁雜以及家庭不利因素、家長素 質不高影響輔導工作成效，此二項有顯著差異存在。（五）導師尚未完全發揮輔導功 能的要項有：１•未能有效輔導學生如何與異性朋友交往。２•未能鼓勵學生多利用 學校圖書館及閱覽優良課外讀物。３•未能有效輔導學生依據自己的興趣選擇課外活 動。４•未能有效輔導學生職業性向、職業選擇、職業準備等工作。 最後，根據研究結果與討論，擬出建議提供導師、學校推展輔導工作、以及未來研究 者之參考。

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Syftet med denna studie är att undersöka hur några damfotbollsspelare i Mellansverige upplever hur deras manliga respektive kvinnliga tränare utövar sin kommunikation och sitt ledarskap. Urvalet i studien består av 4 damfotbollsspelare med erfarenheter av kvinnliga och manliga fotbollstränare på en nivå mellan Damallsvenskan – Division två. Tillvägagångsättet för datainsamlingen är en kvalitativ intervjustudie med halvstrukturerad karaktär. En induktiv analysmetod används för att analysera data.   Resultatet från studien visar att uppfattningen från de spelare som har erfarenheter av kvinnliga respektive manliga fotbollstränare inte skiljer sig nämnvärt i uppfattningen om ledarskapsstil. De upplevda skillnaderna som spelarna beskriver är individuella skillnader mellan de olika tränarna. Således finns inte den skillnaden mellan kvinnliga och manliga tränare. Resultatet i studien visar att spelarna föredrar en tränare som är tydlig i sitt ledarskap. Öppenhet och dialog hos tränarna är högt prioriterat av spelarna. Vilket kan tyda på att spelarna i studien föredrar ett mer demokratiskt ledarskap, än ett auktoritärt ledarskap. Slutsatsen från studien är att de upplevda erfarenheter från damfotbollsspelarna av kvinnliga respektive manliga fotbollstränares ledarstil inte är genusrelaterat. / The purpose of this study is to investigate how some women football players in Central Sweden experience how their male and female coaches exert their communication and leadership. The selection in the study consists of 4 women's football players with experiences of female and male football coaches at one level between Damallsvenskan-Division Two. The methodology for data collection is a qualitative interview with semi-structured nature. An inductive analysis method is used to analyze data. The result of the study shows that the perception of the players who have experiences of female and male football coaches does not differ significantly in the perception of leadership style. The perceived differences that the players describe are individual differences between the different coaches. Thus, there is no difference between female and male coaches. The result of the study shows that the players prefer a coach who is clear in the leadership. Openness and dialogue with the coaches are highly prioritized by the players.Which may indicate that the players in the study prefer a more democratic leadership then an authoritarian leadership. The conclusion from the study is that the experience of the women's football players of female and male football coach leadership styles is not gender-related.

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...

This diploma thesis deals with the topic of coaching in organizations, respectively the topic of barriers to coaching in organizations that prevent its effectiveness. Firstly, the attention is paid to the definition of coaching, its basic principles, forms and specifics to other developmental methods. Further described is the use of coaching in organizations, the reasons for its implementation, its benefits and most of all the barriers that may occur. Text is based on the specialized literature and the data from qualitative research. The focus is on the perspectives of the parties that participate in the coaching process - guarantors of coaching, coaches and coachees and how these actors perceive the potential barriers to coaching, not only during the coaching process, but even before its initiation and after its completion. Keywords: coaching, barriers to effectiveness, employee`s development, coaching process, coach, coachee

ON- COURT COACHING IN TENIS - COACHING Objectives: The main objective of this thesis is to contribute to the topic of "on-court coaching", to find out the up-to-date experience of the tennis players and coaches, their opinion on the ideal coach and their attitude towards introduction of the on-court coaching into the tennis tournaments. Methods: We have used qualitative inquiry methods in our work. To obtain qualitative data, we have created two structured and controlled interviews. Two groups of subjects were used (players and coaches) to get two sets of results. We have deliberately chosen the subjects and then expanded results using "the snowball" mechanism. For evaluation, we assigned codes to certain sets of texts, classified them and commented on them. Some of the resulting answers were converted into relative frequency. We have analyzed acquired data to interpret the results question by question. First, we evaluated data from the "coach" group of respondents, then from the "players" group. Discussion is often part of the result interpretation. We have also frequently compared the result between the two target groups. Results: As we have discovered, the players and coaches used in this study, were well informed and experienced in this topic. This leads us to believe, that the obtained data...

Name:Use of Didactic Styles in the Training Process of Football Youth The Aim of the Thesis: The work is aimed at the use of didactic styles in the training process of football youth in connection with quality improvement of the training unit. By means of the video camera I will watch, evaluate and compare two football coaches of youth categories working for the Bohemians 1905 Club. Further, the target is to carry out a model training unit using a wide range of didactic styles. Methodology: In order to reach the results I will use two methods. The first method lies in watching and making video recordings which will be consequently noted down and analysed. The second method consists in questioning the coaches using the form of a short half structured interview. Results: The work results deal with comparing the work of two coaches focusing on the frequency of using the didactic control styles during youth football training units. Coach Peter, who used the didactic styles more often during training units, reached better results than coach Filip. After evaluating the results I recorded together with coach Peter a model training unit for didactic styles in order to have a feedback for the coaches. The DVD recording is enclosed to this work. Key Words: Football, didactic control styles, coach, player,...

The failure to translate evidence into clinical practice has been repeatedly highlighted. This failure is partly attributed to disregarding the context within which healthcare is delivered. The aim of this thesis was to develop and psychometrically evaluate the Context Assessment for Community Health (COACH) tool, and, through that process, provide opportunities to measure aspects of context perceived to be important for Knowledge Translation (KT) interventions in low- and middle-income countries (LMIC). All four studies in this thesis were mainly undertaken in Quang Ninh province, Vietnam during 2008–2014. Study II, however, was also conducted in four other LMICs (Bangladesh, Nicaragua, South Africa, and Uganda). Study I employed inductive content analysis of 16 focus group discussions to explore the influence of context in a community-based facilitation intervention in Vietnam. Studies II and III reported on the development of the COACH tool and assessment of its psychometric properties. Study IV used the COACH tool in a survey among health workers in Vietnam. To date, three sources of evidence regarding validity of the COACH tool have been provided, that is, test content, response processes, and internal instrument structure, with promising psychometric characteristics. The COACH tool could be used as means of characterizing aspects of context ahead of KT interventions, for tailoring KT strategies, and for further understanding of the results of KT interventions. / Context Assessment for Community Health

Durante o processo de ensino-aprendizagem-treinamento (EAT), o treinador tem o papel de planejar e conduzir as atividades, principalmente no início dessa prática. No Brasil, para que se exerça essa função deve-se obrigatoriamente concluir a formação acadêmica. Especificamente no handebol enfatiza-se as vivências como atleta e profissional na atuação dos treinadores. Ainda notam-se poucos incentivos na formação desses por parte dos órgãos que regulamentam a modalidade esportiva no país, fazendo com que busque-se conhecimentos de forma particular e isolada, os quais podem não condizer com a realidade de seus ambientes profissionais. Com isso este estudo buscou compreender a atuação dos treinadores das categorias de base de handebol no Brasil, o que eles esperam de seus jogadores diante diferentes contextos e de como ensinam. Para isso realizou-se uma revisão sistemática acerca da temática, seguida da entrevista com treinadores das diferentes categorias de base do handebol no estado de São Paulo. Na tabulação e interpretação dos dados foi utilizado o método do Discurso do Sujeito Coletivo (DSC). Na revisão sistemática identificou-se a necessidade de pesquisas que visem compreender a atuação dos treinadores do handebol brasileiro, principalmente nas categorias de base, uma vez que os trabalhos encontrados são predominantemente originários dos países europeus e/ou com treinadores experiente e que realizam seu trabalho com equipes adultas. Quanto à atuação dos treinadores de handebol nas categorias de base observou-se que os conteúdos exigidos pelos treinadores quando trabalhando suas equipes na fase defensiva e na fase ofensiva leva em consideração o processo maturacional e o tempo de vivência no handebol, porém ao analisarmos como são ensinados os conteúdos esperados, os discursos expressaram que o trabalho realizado pauta-se no ensino exclusivo de conteúdos específicos do handebol, o que não corresponde às demandas apresentadas em cada faixa etária, principalmente nas mais jovens. Conclui-se que no trabalho com as categorias de base do estado de São Paulo preocupa-se com a especificação da prática ao invés de diversificação, o que contrapõe os apontamentos feitos pela literatura de que esse tipo de treinamento pode levar os jogadores a praticarem o handebol de forma específica, existindo a possibilidade de conduzir os praticantes à especialização esportiva precoce. / In the Teaching-Learning-Training (TLT) process, coaches must plan and conduct the activities, mainly in the beginning of this practice. In Brazil, it is mandatory to complete the academic formation in order to perform this function. Specifically in handball it is reported that the athlete and professional experiences takes an important role in their professional activities. It is also noted that the Federations and Confederations do not help the coaches in their professional formation, making them seek for knowledge in a particular and isolated way, which may not match with their professional needs. This study look for understanding the youth teams coaches\' performance, what they expect of their players against some scenarios and how they teach those. For this, a systematic review about the theme has been made, followed by an interview with the Sao Paulo state youth team coaches. For the data tabulation and interpretation, it was used the Collective Subject Discourse (CSD). In the systematic review has been identified that there is a need for more research with to aim of understanding the coaches performance, mainly with the youth teams coaches, once that the publications about the theme are mostly from european countries and/or with experienced adult teams coaches. Concerning the youth teams coaches performance it was observed that they takes into account the maturational process and the handball experience time as they work their teams in the offensive and defensive phases, but if we analyze the way that they teach it, the discourses express that the activities are based on teaching many specific tasks, which do not correspond to the age needs, mainly in the youngers. It is concluded that Sao Paulo state youth teams work is concerned with the practice specification instead of the diversification, contrasting the literature appointments which says that this type of training may lead the players to a specific way of practice and conduct them to an early sports specialization.

A Psicologia Jurídica é concebida como contendo a Psicologia Forense, que contém a Psicologia Judiciária. Estas relações de inclusão, com as respectivas delimitações, são aqui estabelecidas com fundamento nos papéis de perito e assistente técnico, tais como previstos na legislação vigente, da qual se abstraiu o critério de ausência ou presença da imposição de imparcialidade e pela qual se reconheceram diferenças quanto aos objetivos da atuação. Nosso método consistiu em proceder à ampla pesquisa da legislação pertinente, assim como de resoluções, diretrizes e bibliografia avalizada pelo Sistema Conselhos de Psicologia, além da bibliografia do último concurso do Tribunal de Justiça de São Paulo e de outras publicações a que tivemos acesso. Conduzimo-nos com o intuito de apontar imprecisões decorrentes da porosidade entre essas três áreas das interfaces da Psicologia com o Direito, cujas delimitações não nos pareceram ainda devidamente acentuadas. Pautamo-nos pela prescrição de obrigatoriedade da perícia psicológica na legislação e na regulamentação da profissão, enfatizando os contornos entre perícia psicológica e diagnóstico psicológico, discernindo o trabalho do psicólogo judiciário do cabível ao psicólogo assistente técnico forense. Empenhamo-nos em caracterizar a assistência técnica psicológica como todo o trabalho realizado sob a égide da ética da relação entre profissional e cliente/usuário de serviço público, em contraposição à ética da realização de perícias. Como resultado, definimos o campo da Psicologia Jurídica como o conjunto universo de todas essas práticas, nela se inserindo aquelas realizadas nos órgãos cujo fundamento é evitar a jurisdicionalização dos conflitos (Defensoria Pública e Conselho Tutelar), bem como naqueles voltados a atender pessoas em situação de vulnerabilidade social (CRAS) ou sob risco de rompimento de vínculos familiares (CREAS), quando o psicólogo insiste em uma prática genuinamente psicológica, ou seja, que não se volte a atender objetivos forenses (adequação do convívio familiar, mediação/conciliação de conflitos, promoção do entendimento, formalização do acordo, tomada de decisão). Classificamos como Psicologia Forense o trabalho do psicólogo na execução penal objetivando a reintegração social do preso e o realizado nas Centrais de Penas e Medidas Alternativas, assim como a assistência técnica psicológica realizada no Ministério Público e nos serviços criados pela Lei Maria da Penha e nos CREAS. Já a Psicologia Judiciária, classificamos como as práticas realizadas pelo psicólogo funcionário dos Tribunais de Justiça e as de todos que a eles se equiparam ao proceder a estudo psicológico sob determinação judicial de envolvidos em processos judiciais com quem nunca mantiveram contato prévio, além da realização de exame criminológico pelo psicólogo que atua no sistema prisional. Concluímos que a prática psicológica será judiciária quando ofertada sob a obrigação do objetivo de subsidiar uma decisão judicial, estando submetida ao princípio de imparcialidade, tendo como beneficiário o dever de julgar do juiz; será forense quando, por força de compromisso profissional, assumir o objetivo de influenciar uma decisão judicial em conformidade com os interesses do envolvido, sendo intrinsecamente parcial, tendo como beneficiária a pessoa atendida; será jurídica quando fundamentada na não jurisdicionalização dos conflitos e esquivar-se de subsidiar ou influenciar objetivos forenses, beneficiando o atendido / The Legal Psychology is presented as containing the Forensic Psychology, which contains the Judicial Psychology. These relationships of inclusion and their boundaries are established on the basis of legal expert and forensic assistant coach roles, as is provided for by law, from which it abstracted the discretion of the expert impartial enforcement and the condition of intrinsic bias to assistant coach, where also acknowledged differences in the performance objectives. Our method was to carry out extensive research in the relevant legislation, as well as resolutions, guidelines and references endorsed by the Psychology System Council, as well as in the literature of the last public concourse of the Court of São Paulo and in other publications that we had access . We conduct ourselves under the bias point out the inaccuracies that arise from the lack of recognition of the differences between these three areas of Legal Psychology. We based our research in the definition of psychological legal expertise as an obligation arising from the legislation and the regulatory profession by emphasizing the distinction between psychological skills and psychological diagnosis and differences between the work of the judicial psychologist and the psychologist forensic assistant coach; characterized as psychological technical assistance all the work done under the aegis of ethics of the professional relationship - client / public service user, and demonstrated to be irreconcilable with performing expertise. As a result, we define the field of Legal Psychology as the universal set of all these practices, it being inserted those carried out in organs which is based avoid jurisdictionalization conflicts (Public Defense and Child Protection Agency) and those geared to meet people in a situation of social vulnerability (CRAS) or at risk of disruption of family ties (CREAS), when psychologist insists on a genuinely psychological practice, that is, not again meet forensic objectives (adequacy of family life, mediation / conciliation conflicts, promotion of understanding, formalizing the agreement, decision making). Classified as Forensic Psychology the working in criminal enforcement when facing the social reintegration of the prisoner and when held in the Punishment and Alternative Measures Service and psychological service held in the Public Prosecutor and services created by the Maria da Penha Law and CREAS. We classify as Judicial Psychology practices conducted by psychologist employee of the Courts of Justice and all that they are equipped to carry out psychological study under judicial determination with involved in legal proceedings who have never had previous contact, and also conducting criminological examination the psychologist who works in the prison system. We conclude that psychological practice is judicial when performed under the obligation to support a judicial decision, being subject to the principle of impartiality, having as beneficiary the duty to decide to judge; Forensics will be when, for professional commitment to power, take in order to influence a court decision in accordance with the interests of involved, being intrinsically part, having as beneficiary the person served; It will be legal when to dodge influence court decisions and benefit the person served