Thesis (M. Psych. Sport. & Ex.)--University of Queensland, 2003. / Includes bibliographical references.

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Thesis (Ph. D., Education)--University of Idaho, May 2009. / Major professor: Sharon Kay Stoll. Includes bibliographical references (leaves 131-139). Also available online (PDF file) by subscription or by purchasing the individual file.

The purpose of this study was to identify the knowledge and successful strategies utilized by intercollegiate team sport coaches who have worked with a large number of international athletes. Six head coaches were selected to participate in a semi-structured open-ended interview. At the time of data collection, each participant was coaching a Division I NCAA university female soccer team and had coached at least two international athletes per season in the last five years or at least 10 international student athletes throughout their head coaching careers. An interview guide was created exclusively for this study. The analysis of the data was based on the tenets of grounded theory and followed an inductive process of theory development (Strauss & Corbin, 1990). Using the CM and the MML as frameworks, a modified model was designed to portray the cultural perspective of the coaching process. Seven categories indicated the coaches' knowledge of cultural diversity on both athlete development and team success. The categories were called International Athlete Development and International Athlete Performance and Satisfaction, which revealed the coaches' perceptions on international athlete and personal development; (3) Environmental Context, which discussed the American dimension of coaching intercollegiate female soccer athletes; (4) Social and Team Structure, which was the implementation of cultural coaching knowledge, and the following categories; (5) Coach Philosophies and Experiences; (6) International Athlete Individual Aspects and (7) Game Preparation and Game Day, which defined coaches cultural understanding as it relates to aspects of training and competition. This study provided a deeper understanding of cultural coaching competence, leading to the recommendation of effective strategies and interventions for coaching culturally diverse teams and athletes.

The purpose of this project was to create a leadership development series for interscholastic and intercollegiate coaches that could be implemented into their athletic programs to help facilitate leadership growth within their players and team. The Impact Leadership Development Series contains four parts: 1) Part One: Responsibility, 2) Part Two: Role, 3) Part Three: Relationship, and 4) Part Four: Reach. Each part was designed for a specific grade level; Part One: Responsibility for the freshmen, Part Two: Role for the sophomores, Part Three: Relationship for the juniors and Part Four: Reach for the seniors.Although the Impact Leadership Development Series was not tested, the review committee felt that a series such as this had merit within interscholastic and intercollegiate athletics. One committee member noted that the series was a -'brilliant'' idea and the others agreed that if they were still involved in coaching they would implement a program of this nature. / School of Physical Education

The purpose of this study was to identify how coaches who have surpassed their athletic achievements acquired their coaching knowledge. Six University coaches from basketball, volleyball, and hockey, with a combined total of fourteen coach of the year awards were selected to participate. Each coach was coaching at a higher level (e.g., University level) than he had competed as an athlete, had a winning percentage greater than .500 at the University level, and had been the head coach at their current program for a minimum of five years. Semi structured, open-ended interviews were conducted using an interview guide created exclusively for this study and based on the tenets of Cote, Salmela, Trudel, Baria, and Russell's (1995) Coaching Model and Chelladurai's (1978) Multidimensional Model of Leadership. Data analysis followed the guidelines forwarded by Cote, Salmela, Baria, and Russell (1993). Results of this analysis revealed three higher order categories which indicated the path coaches had taken to reach their current positions including the many ways knowledge was acquired. These were (a) career path which discussed the journey of knowledge acquisition of these coaches, from their earliest sport participation to their current coaching position, (b) personal factors, which included how the coaches' journey of knowledge acquisition had been influenced by who the coaches were, and (c) coaching knowledge, which involved the participants' current level of coaching knowledge. Despite the idiosyncratic nature of each coach's career progression many common themes emerged, including the different ways knowledge was acquired, the coaches' personal characteristics, and the level of coaching knowledge accumulated. Many of the findings that emerged were similar to those highlighted in previous studies pertaining to expert coach development (e.g., Cregan, Bloom, & Reid, in press; Salmela, 1994; Schinke, Bloom, & Salmela, 1995) which suggests that while athletic experiences may be helpful in expert coach development, they are not essential. The results provided evidence that sources of knowledge acquisition are accessible to aspiring coaches to acquire the necessary coaching knowledge, regardless of their athletic background. The current findings could potentially enhance the quality and standard of formal coach education and training programs in Canada by illustrating how a unique sample of coaches acquired the knowledge to achieve success at the university level.

Thesis (Ph. D.)--Victoria University (Melbourne, Vic.), 2006. / Includes bibliographical references.

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: Marlin M. Mackenzie. Dissertation Committee: Roger Myers. Bibliography: leaves 115-120.

Thesis (M.S.)--Eastern Illinois University, 1994. / Includes bibliographical references (leaves 39-40).

The inter and intra-observer reliabilities of data collected by observers trained in the use of the Coach Analysis Instrument (CAI) are reported. The CAI is part of the Computerized Coaching Analysis System (CCAS). The CAI collects data related to the learning environment created by the coach in a team-sport practice situation. Both inter and intra-observer reliabilities are reported for each of the instrument's seven dimensions as well as for the overall instrument. The reliability measures reported are Total Percent Agreement (T) and Cohen's kappa (K). Recommendations pertaining to the development of systematic observation instruments, training program considerations, and reliability measures are presented and discussed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate