Thesis (M.S.)--Ball State University, 2003. / Includes bibliographical references (leaves 43-46).

Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University, 2006. / Includes bibliographical references (leaves 194-204). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Michigan State University, 2006. / Includes bibliographical references (leaves 194-204).

Thesis (Ph. D.)--University of Ottawa, 2004. / Leaf 129 is upside-down. Includes bibliographical references (leaves 329-351).

Interscholastic athletic participation has increased significantly over the last twenty years; with this increase the need for more and qualified coaches is necessary. The purpose of this study was to investigate, in the state of Virginia, the opinions of school superintendents, principals, and athletic coaches toward the practicality of requiring a coaching endorsement for high school coaches, analyze the professional preparation of high school coaches, and what criteria administrators utilize in the selection of coaches. The population of this research was randomly selected. A total of 315 administrators and 1469 coaches represented each of the three school enrollment divisions. The data received were arranged in tabular form and analyzed according to frequency, the chi-square procedure, and linkage analysis. The results suggested that: 1. Endorsement at this point in time is the ideal and not a reality. 2. The burden of ensuring a minimal level of competency will rest with the local school system, and with help from the state this could be accomplished by sponsoring inservice programs or requiring coaches to enroll in similar programs in colleges and universities. 3. Administrators should develop and use written qualifications and job analyses for head coaching positions. An intensive review of preparation, experiences, competences, and personality traits should be made prior to the coach's appointment. 4. Administrators and coaches agreed that the following areas of knowledge are necessary for coaches and should be included in a coaching curriculum: (a) care and prevention of athletic injuries, (b) skills and techniques of each sport, (c) rules interpretation of each sport coached, (d) sports physiology, (e) legal aspects of coaching, (f) coaching theory and strategy, (g) sports psychology, and (h) administrative skills. It may also be concluded that both groups, administrators and coaches, place a heavy emphasis upon the health and safety of each participant, as well as the teaching of proper skills to student athletes at all levels of competition. 5. The administrators indicated that there is a need for a college or university coaching preparation to improve the standards of coaching especially for academic teachers who desire to coach as well as teach in the classroom. 6. A physical education degree is not a necessary prerequisite for coaching; however, an assistant coaching position or an internship program and participation on an interscholastic and/or intercollegiate athletic team are considered important experiences for a coach to possess. / Ed. D.

The current study aimed to assess the relationship between perceived occupational stress and social support among collegiate coaches, and if years of coaching experience and competition level (NCAA Division I, II, III) add to the explanation of occupational stress above and beyond social support. The study utilized the Administrative Stress Index (Koch, Gmelch, Tung, & Swent, 1982) in order to measure perceived occupational stress and the Personal Resource Questionnaire: Part 2 (Brandt & Weinert, 1981) to measure perceived social support. Results suggested that task-based stress is significantly related to perceived social support, but years of experience and competition level do not add to the occupational stress explanation. This study provides the field of sport and exercise psychology and the coaching profession with more information about work-related stress in coaches; it also supports previous literature on the stress-support relationship. / School of Physical Education, Sport, and Exercise Science

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center

Title: Coach of sprinters Objectives: The aim of the thesis was to assess whether the opinions of the athletic sprint trainers are consistent with what the literature refers to sprint`s training in general and sprint`s training for the U17 category. Next, try to present the model characteristics of a young coach of sprinters. Methods: Eighty five athletic trainers were approached who train at least one sprinter and have at least the 3rd coaching class qualification. I received answers from 41 of them. The survey method was used to determine opinions. The survey was based on previous studied literature. Internet server vypln.to was used for data collection. Coaches were approached by email and facebook. The analyzed data were evaluated verbally, in tables and graphs. Results: All coaches agreed that two-way communication is important not only about training, but also for example about school, family ect. Eighty eight percent of coaches confirmed with the basics of training planning and 98 % of coaches agreed on the importance of training evaluation. However, 53 % of them said that they cooperate with the mentee in planning and only 51 % use special tests to determine the sprinter's training status. More than half of the trainers checked the possibility of organizing the warm-up and regeneration of...

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Diane Gill, Katherine Jamieson; submitted to the School of Health and Human Performance. Includes bibliographical references (p. 186-202).