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Title: Guide for selection of tennis equipment for players and coaches Objectives: The main purpose of this thesis is to create a detailed guide for selecting tennis equipment for players and coaches, which will help players choose right racquet, strings, balls, shoes and bags. At the same time, it will inform the reader about equipment for tennis coaches. In addition a questionnare will be elaborated to detect the equipment preferences of players at performance level. Methods: Content analysis of documents was used in this thesis and was completed by a questionnare. Results: Result of this thesis is a guide for selecting tennis equipment for players and a coach, which helps people choose the right racquet and strings. One will also gain better knowledge of tennis ball characteristics in connection with different surfaces and varying game styles. Also results from the questionnare will be elaborated to illustrate the preferences of players at performance level. Keywords: Tennis, guide, tennis racquets, tennis strings, tennis shoes, tennis bags, tennis balls, history of tennis, tennis accessories, equipment, coach.

Summaries in Afrikaans and English / Die doel van hierdie ondersoek was om te bepaal watler faktore die grootste bydrae tot sportprestasie lewer. Met die literatuurstudie is die verskillende faktore wat sportprestasie beinvloed, geidentifiseer en verder ondersoek en beskryf. Daar is gevind dat 'n wye verskeidenheid faktore bestaan wat atletelsportdeelnemers se prestasie positief of negatief kan beinvloed. 'n Empiriese ondersoek is uitgevoer waarby 'n aantal atlete/sportdeelnemers, wat aan verskeie sportsoorte deelneem, betrek is. Die afrigters van hierdie atlete/sportdeelnemers is oak by die ondersoek betrek. Eerstens is bepaal watter faktore, volgens die atlete/sportdeelnemers, die grootste bydrae tot hul sportprestasie lewer. Daama is hierdie geidenlifiseerde faktore aan 'n regressieanalise onderwerp om te bepaal walter faktor/e die grootste en belangrikste bydrae tot sportprestasie lewer. Die resultate het getoon dat hierdie faktore soos volg is: motivering, afrigter, kommunikasie, selfvertroue, aanleg en dieet / The purpose of this study was to determine which factors contribute significantly to sports achievement. In the literature study, different factors with an underlying effect on sports achievement were identified, explained and further investigated. A wide variety of factors bearing positive as well as negative effect on athletes'/sport participants' achievement were found. An empirical study was carried out in which a number of athletes/sport participators were involved. The coaches of these athletes/sport participants were also included. The factors that play a major contributing role in these athletes/sport participants' sports achievement were primarily determined. Thereafter the identified factors were further investigated through the use of a regression analysis to ascertain which ones contribute the most to sports achievement. The results indicated that these factors are as follows: motivation, coach, communication, self-confidence, talent and diet. / Educational Studies / M.Ed. (met spesialisering in Voorligting)

The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.

The topic of this diploma thesis is the description of injury rate at floorball in the men's highest competition within the years 2014-2019. The work consists of theoretical and practical part. The rules of floorball, the popularity, and unions (federations) of this sport in our country and abroad, the concept of the season and the characteristics of the player's movement, including muscle imbalances are described in the theoretical part. A general division of sports injuries and a description of the most common injuries at floorball is a part of theory, as well as their prevention, registration, and treatment. In addition to contact with another person, glasses, shoes, the surface, the age of the player and, in the case of goalkeepers, knee protectors can influence injuries at this indoor sport. Further the method of educating coaches in the Czech Republic and the content of a seminar on compensation, which is presented to coaches at trainings, is also described there. The practical part is focused on the collection of injury rate data from paper and electronic records from matches in the seasons from 2014/2015 to 2018/2019. These results are compared with respect to the presence of a physiotherapist, the player's age, the surface in the halls, the phase of the season and the occurrence of an...

Indiana University-Purdue University Indianapolis (IUPUI) / It is well documented that a variety of sports coaches lack nutrition knowledge. However, few studies explore their knowledge of appropriate weight loss methods, macronutrient intake, or disordered eating. Unfortunately, both college and high school coaches disseminate inaccurate nutrition and weight loss counsel to their respective athletes who are just as unknowledgeable. Further, there is little research, which only focuses on coaches of a specific sport (e.g. tennis). Thus, the primary purpose of this study was to assess high school tennis coaches' knowledge of macronutrients and disordered eating (e.g. symptoms and prevention). Other purposes included identifying confidence in knowledge and any differences between the participating coaches' knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis ("NET") Survey was created (and validated). The study design involved a one-time, voluntary assessment of the Indiana coaches' demographic variables, knowledge, sources of knowledge, and level of confidence (e.g. Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). The latter was further substantiated through the responses to scenario questions (Part 3). Specifically, the tennis coaches demonstrated a significant knowledge deficiency of carbohydrates, energy needs, and appropriate scope of practice. There was no significant difference between coaches' education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Moreover, there was a trend of overconfidence in the most missed questions. This dissertation's data can provide basis for coaches' educational programs.

The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.

Thèse de doctorat présenté en vue de l'obtention du doctorat en psychologie - recherche intervention, option psychologie clinique (Ph.D) / Par leur façon d’interagir avec les athlètes, les parents et les entraîneurs contribuent à la création d’un environnement social plus au moins favorable à leur développement sportif. La théorie de l’autodétermination (TAD) propose qu’en adoptant un style interpersonnel composé de soutien à l’autonomie, de structure et d’implication, jumelés à peu de comportements contrôlants, ces figures d’autorité favoriseraient le bien-être et la performance des athlètes. Or, un nombre restreint d’études s’est intéressé au rôle simultané de différentes figures d’autorité. De plus, les façons dont il est possible d’aider les entraîneurs à adopter un style interpersonnel favorisant le développement sportif des athlètes demeurent peu étudiées. En effet, bien que quelques programmes de formation, dont le programme reROOT, existent, ceux-ci comportent certaines limites ou en sont à leurs premières validations. Les objectifs de la présente thèse étaient donc de (1) vérifier si le soutien à l’autonomie des entraîneurs et des parents permettent de prédire le bien-être et la performance des athlètes de manière indépendante ou en interaction (article 1), (2) tester l’impact du programme de formation reROOT sur le style interpersonnel des entraîneurs ainsi que sur le développement sportif des athlètes à l’aide d’un essai pilote contrôlé randomisé (article 2) et (3) évaluer l’appréciation et l’utilité perçue de ce programme par les entraîneurs à l’aide de groupes de discussion (article 3). L’article 1 incluait deux études par questionnaire : l’une menée auprès de 143 athlètes de sports et de niveaux variés et l’autre, auprès de 109 joueurs de soccer masculin de haute performance. Cet article suggère que les parents et les entraîneurs auraient des rôles indépendants dans le développement sportif des athlètes. En effet, les résultats des deux études montrent que le soutien à l’autonomie des parents et des entraîneurs étaient associés au bien-être des athlètes. Or, contrairement aux résultats des études antérieures, ces effets étaient additifs plutôt qu’interactifs. Quant à la performance des athlètes, seul le soutien à l’autonomie des entraîneurs y était associé. L’article 2 présente les résultats de l’essai pilote contrôlé randomisé testant l’efficacité du programme de formation reROOT un programme visant l’enseignement d’un style interpersonnel propice au développement sportif des athlètes, tel que défini par la TAD. Les entraîneurs et athlètes de 23 équipes sportives universitaires ont été distribués aléatoirement à deux conditions : la condition expérimentale, où les entraîneurs étaient invités à suivre le programme immédiatement, et la condition témoin, où ils étaient plutôt placés sur une liste d’attente. Les résultats montrent un niveau plus élevé du style interpersonnel auto-rapporté chez les entraîneurs ayant participé au programme un an après la fin du programme. De plus, les athlètes de la condition expérimentale rapportaient davantage de motivation autonome et tendaient à avoir de meilleures performances deux mois après la fin du programme, contrairement aux athlètes de la condition témoin. Or, aucune différence significative n’a été trouvée entre les deux conditions en ce qui concerne la perception des athlètes du style interpersonnel de leurs entraîneurs ou au niveau de leur bien-être et de leur motivation contrôlée. Les analyses de modérations suggèrent enfin que le programme pourrait s’avérer plus efficace dans certains contextes, soit lorsque les entraîneurs avaient initialement un style interpersonnel moins optimal, lorsqu’ils étaient moins stressés et pour les sports individuels. L’article 3 documente l’appréciation et l’utilité perçue du programme par les entraîneurs (ceux ayant participé à l’essai pilote contrôlé randomisé déjà mentionné). L’analyse de contenu des groupes de discussion suggère que les entraîneurs ont apprécié le contenu et la structure du programme, qu’ils étaient en mesure de mettre en pratique les habiletés apprises et qu’ils ont observé des effets bénéfiques du programme sur eux-mêmes (p. ex., connaissance de soi) et pour leurs athlètes (p. ex., engagement). De plus, des obstacles à l’utilisation des habiletés ont été nommés, dont la pandémie et les contextes de groupe. Enfin, les entraîneurs ont mentionné différents facteurs facilitant l’implantation des habiletés, dont leurs expériences passées, le fait que plusieurs entraîneurs d’une même équipe participent au programme en même temps et l’inclusion d’aspects théoriques de la TAD dans le programme. Mis ensemble, les résultats de la présente thèse suggèrent qu’il est possible de créer des environnements sportifs dans lesquels les athlètes peuvent performer tout en ayant un niveau élevé de bien-être. En soutenant l’autonomie (tout en offrant une structure, en étant impliqués et en évitant l’utilisation de comportements contrôlants), les entraîneurs pourraient, en effet, contribuer positivement au développement sportif des athlètes. Davantage d’études demeurent toutefois nécessaires afin de mieux comprendre le rôle simultané du style interpersonnel de différentes figures d’autorité et l’efficacité du programme reROOT. / Through their interactions with athletes, parents and coaches contribute to the creation of social environments that may benefit (or thwart) their sport development. Self-Determination Theory (SDT) proposes that by adopting an interpersonal style that includes autonomy support, structure, and involvement, paired with few controlling behaviors, these authority figures could promote athletes' well-being and performance. However, few studies have examined the simultaneous role of different authority figures. In addition, the ways in which it is possible to help coaches adopt an interpersonal style that promotes athletes’ sport development remains understudied. Indeed, although a few training programs exist, such as the reROOT program, these are limited in scope or are in their early stages of validation. The objectives of this thesis were thus to (1) verify whether coach and parent autonomy support predict athlete well-being and performance jointly or independently (article 1), (2) test the impact of the reROOT training program on coaches’ interpersonal style and on athlete well-being and performance using a pilot randomized controlled trial (article 2), and (3) assess coaches' appreciation and perceived usefulness of this program using focus groups (article 3). Article 1 included two questionnaire studies: one with 143 athletes from a variety of sports and levels and the other, with 109 high-performance men's soccer players. This article suggests that parents and coaches have independent roles in athletes’ sport development. Indeed, results of both studies show that parent and coach autonomy support were associated with athlete well-being. However, contrary to results of previous studies, these effects were additive rather than interactive. In addition, only coach autonomy support was associated with athlete performance. Article 2 presents the results of a pilot randomized controlled trial testing the effectiveness of the reROOT program  a training program teaching an interpersonal style favorable to athlete sport development, as defined by SDT. Coaches and athletes from 23 varsity sports teams were randomly assigned to two conditions: the experimental condition where coaches were invited to attend the program immediately, and the control condition where they were rather placed on a waiting list. Results revealed higher levels of self-reported interpersonal style among coaches who participated in the program, one year after the program ended. In addition, athletes in the experimental condition reported more autonomous motivation and tended to perform better two months after the end of the program compared to athletes in the control condition. However, no significant differences were found between the two conditions in terms of athletes' perceptions of their coaches' interpersonal style or in terms of their well-being and controlled motivation. Finally, moderation analyses suggest that the program may be more effective in certain contexts, namely when coaches initially had a less optimal interpersonal style, when they were less stressed, and for individual sports. Article 3 documents coaches' appreciation and perceived usefulness of the reROOT program (those who took part in the previously mentioned pilot randomized controlled trial). Content analysis of the focus groups suggests that coaches appreciated the content and structure of the program, were able to apply the skills they had learned, and observed benefits of the program for themselves (e.g., self-awareness) and their athletes (e.g., commitment). In addition, obstacles to skill implementation were named, including the pandemic and group settings. Finally, coaches mentioned various facilitating factors for skills implementation, including past experiences, having multiple coaches on the same team participating in the program at the same time, and the inclusion of SDT theory in the program. Taken together, results of this thesis suggest that it is possible to create sport environments in which athletes can perform while having a high level of well-being. By supporting autonomy (while providing structure, being involved, and avoiding the use of controlling behaviors), coaches could indeed contribute positively to athletes’ sport development. However, more research is needed to better understand the simultaneous role of different authority figures’ interpersonal style and the effectiveness of the reROOT program.

Ishockeyn har traditionellt sett varit en sport där kulturen kretsat kring manliga normer och värderingar vilket i många fall har lett till bland annat en nedvärderande kvinnosyn och homofobi. Studiens syfte var att undersöka hockeytränares upplevelser och erfarenheter av machokulturens påverkan på ishockey som fostrande miljö med fokus på hur de anser att de bör arbeta för att inte reproducera machokulturen. Datainsamlingen genomfördes med hjälp av sex semi-strukturerade intervjuer med professionella ungdoms- och juniortränare från Sveriges högsta samt näst högsta liga (SHL och Hockeyallsvenskan). Resultaten visar att tränarna upplever att det skett en förändring och att machokulturen inte är lika påtaglig som tidigare, att hockeyns rykte om att vara macho är förlegad och att kulturen inte är värre än i andra idrotter. I arbetet mot denna kultur anser tränarna att det viktigaste de kan göra i sin roll är att ha en nära relation till sina spelare för att skapa en trygg miljö där individer vågar visa sig sårbara. Vidare anser tränarna att det är viktigt att de själva är förebilder i detta och att det finns en tydlig kommunikation gällande regler och värderingar och vilka konsekvenser det får om dessa bryts. / Ice hockey has traditionally been a sport where the culture revolves around male norms and values, which in many cases has led to, among other things, derogatory views of women and homophobia. The purpose of the study was to investigate hockey coaches' experiences and perception of the macho culture's impact on ice hockey as a nurturing environment with a focus on how they believe they should work in order not to reproduce the macho culture. The data collection was carried out with the help of six semi-structured interviews with professional youth and junior coaches from the top two leagues in Sweden (SHL and Hockeyallsvenskan). The results show that the coaches feel that there has been a change and that the macho culture is not as evident as before, that hockey's reputation of being macho is outdated and that the culture is no worse than in other sports. In working against the macho culture, the coaches believe that the most important thing they can do is to have a close relationship with their players to create a secure environment where individuals dare to show vulnerability and that the coaches themselves are role models in this regard. The coaches also believe that it is important to have clear communication regarding rules and values and the consequences if these are broken.

Syfte Syftet med studien är att få en inblick i ledarnas syn på vilka faktorer som påverkar att ungdomar slutar med hockeyn i tidig ålder. Frågeställningarna har varit: - Hur ser ledare på att ungdomar slutar med ishockey i unga år? - Vad tror ledare är orsaken till att unga lämnar ishockeyn? - Hur arbetar ledare för att behålla ungdomarna? Metod Fem ledare med lång erfarenhet inom ungdomsishockeyn har intervjuats med öppna frågor. Ledarna finns inom stora ishockeyföreningar i olika delar av landet. Analysen har baserats på flera teoretiska ramverk som KASAM om människans behov att känna sammanhang för att fungera bra som person, Self-determination Theory (SDT) som försöker förklara vad som krävs för att människor skall prestera bra samt teorin hur ungdomar sätter mål (Achievement Goal Theory, AGT) som skiljer på uppgiftsorienterade mål som bedöms efter egen framgång och egoorienterade mål som bedöms efter andras framgångar. Analysen har strukturerats efter vad som är centralt för att en människa skall må bra -   kompetens, relationer och autonomi. Resultat Studien visade att ledarna vill att spelarna skall stanna kvar och för samtal med den spelare som har tankar på att sluta för att finna ut skälet till avhoppet och om något i lagets verksamhet bör ändras. Ledaren anser också att olika skäl finns för att spelare lämnar laget som till exempel att de har kommit in i ett nytt skede i livet med nya kamrater och nya intressen eller att de inte känner att de har tillräcklig kompetens. Många nämner att den årliga uttagningen till TV-pucken påverkar genom att de som inte blir uttagna känner sig mindre kompetenta. Ledarna har Ishockeyförbundets riktlinjer i Hemmaplansmodellen som vägledning och arbetar med ett transformativt ledarskap för att behålla och utveckla spelarna. Teman i ledarnas arbete är behovet av kompetens, goda relationer och autonomi hos spelarna. Slutsats Ledarna vill behålla spelarna och det är olika orsaker till att vissa spelare slutar som brist på kompetens och andra intressen. Ledarna arbetar med ett transformativt ledarskap för att behålla spelarna. Om en spelare börja fundera på att lämna laget anstränger sig ledarna för att de skall stanna kvar. Om spelaren ändå beslutar att sluta har de respekt för det. Ledarna strävar efter en lugn och trygg miljö samt främjar i sitt arbete kompetens hos spelarna, goda relationer - i laget och mellanmänskligt- samt spelarnas autonomi. / The aim of this study was to find out how leaders in youth ice hockey in Sweden feel about dropouts, what the reason for dropouts are and how the leaders act to make the players stay in the team. Five experienced leaders in youth ice hockey in different clubs in Sweden were interviewed in semi-structured interviews. The answers were analyzed based on three theoretical frameworks; KASAM, Self-determination Theory and Achievement Goal Theory. The study shows that the leaders want to keep the players in the team and have talks with those who have thoughts about leaving the team to find out reasons for this, including possible wishes for changes in the teamwork. The leaders have found that the players have different reasons for their decision to leave the team such as a new stage in life with new mates and new interests or lack of feeling competent enough. Many leaders mention that the yearly selection of players to a big competition in Sweden for 15-year-old players make those, who are not selected, feel less competent. The leaders work according to guidelines from the Swedish Ice Hockey Association with a transformative leadership style to foster competence, relatedness and autonomy. The conclusion is that the leaders want to keep the players and that there are various reasons for dropouts including other interests and lack of competence. If a player shows interest to dropout the leaders try to keep them but if the player persists in leaving this is respected by the leaders. The leaders strive towards a safe and secure environment in the team and foster competence, relatedness and autonomy. / <p>Ämneslärarprogrammet, Specialidrott</p>