The problem of this study was to determine the professional preparation, playing experience, and involvement in professional organizations of secondary school coaches in Northeast Texas. This information was presented in such a manner that comparisons might be made with recommendations for certification of high school coaches by the American Association for Health, Physical Education and Recreation. The findings of the study seem to warrant several basic conclusions. Degree requirements, playing experience, and professional activities of the coaches appeared adequate. The coaches' professional preparation in physical education seemed inadequate according to the recommendations for certification.

The purpose of this study was first, to make a census of the 1946-1947 track coaches in the AA high schools of Texas; and second, to present facts that may be helpful to future track coaches.

A stratified random sample of 400 head football coaches was surveyed in order to evaluate their professional preparation in regard to the prevention and care of athletic injuries, Of the 259 responding coaches, it was found that a significant number were not properly prepared when compared to the standards suggested by the American Association for Health, Physical Education, and Recreation. It was recommended that individuals who desire to coach in Texas should be required to obtain an endorsement for coaching using the standards suggested by the American Association for Health, Physical Education., and Recreation as the minimum standards.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There is little doubt that successful football coaches have tremendous amounts of tactical and technical expertise, but are the coaches also expert communicators? This study aimed at developing a greater understanding of mistake-contingent coach/player interactions and sought to identify and explore specific patterns and recurring themes in the subsequent reactive coaching behavior and communication that occurred within the dynamics of the natural setting as experienced by male high school football players and their elite coach. The participants for this systematic observational study included two "elite" high school football (n=2) with career records of 286-72-4 and 219-35-2 and respective career winning percentages of .790 and .827. The findings reveal that the coaches addressed a total of 5,053 mistakes over the course of a single week of practice and one game. There were three different types of errors that emerged from the data: tactical error (2191), technical error (1156), and effort error (1106). The findings also reveal that 13 different categories of feedback type emerged from the 7781 utterances of individual feedback identified in the data. The categories of feedback were: technical instruction (540), tactical instruction (804), general instruction (1240), criticism (722), modeling the right way (483), modeling the wrong way (317), hustles (450), rationale (510), scolds (618), praise (444), challenge (311), questions (860), and OK/Alright (482). The two main categories of voice power emerged from the data and were elevated, and neutral/even. The importance of this finding was twofold. First, it supported the hypothesis that these two great football coaches did in fact use concrete communication strategies with their players by revealing that even the power of the voice they used to deliver feedback may not have been the product of a spontaneous reaction to a specific event, but was actually rooted in a pre-determined feedback strategy that consistently emerged across all categories of error type. Second, this finding supports the idea that it voice power is a teaching tool in the hands of these great communicators. They do not just yell to be authoritative; but use the volume of their voice as a stimulus to strategically direct, reinforce, or extinguish a particular behavior. / 2031-01-01

Thesis (Ph. D.)--Oregon State University, 1984. / Typescript (photocopy). Includes bibliographical references (leaves 90-97). Also available on the World Wide Web.

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Participation in Deaf sport is a major means of socialization in the Deaf community. It provides physical and psychological benefits, as well as opportunities for Deaf managers to further their leadership abilities. Given the importance of sport participation, and the prominence of Deaf sport organizations, it is incongruous that there is an under-representation of coaches and administrators who are Deaf in sport. Employing individual semi-structured interviews, data were gathered from five Deaf coaches and administrators currently employed within a predominately Deaf sport organization. First, the data were unitized, then categories were formed based on the similarities and differences of data being analyzed. Lastly, data were presented as themes best representing the experiences of the participants. Results indicate that Deaf coaches and administrators have interest working within hearing intercollegiate sports; however, oppression and overall disregard that Deaf coaches and administrators experience from the hearing world also serve to diminish these aspirations. The results of this study also suggest that Deaf coaches and administrators experience discriminatory treatment similar to that of other minority groups in the sport context. Furthermore, such discriminatory treatment encourages Deaf coaches and administrators to remain embedded within predominately Deaf sport organizations. This study allows for the voices of Deaf coaches and administrators to be heard while providing sport management practitioners and scholars with a better understanding of the discrimination Deaf individuals face.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains vi, 198 p. : col. ill. Includes abstract. Includes bibliographical references.

Thesis (M.S. Ed.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 49-50). Also available via the Internet.

Thesis (Ph. D.)--Michigan State University, 2004. / Includes bibliographical references (leaves 489-495). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.