Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

The purpose of this study was to examine the effects of different coaching styles on elementary school age girls, who were involved in a competitive basketball program. The study was concerned with effects of athletics and coaching styles upon the emotional, personality, and character development of girls. A comparison of girls who were not involved in competitive athletics with those who were was also undertaken. The sample included thirty-two participants and fourteen non-participants. The groups studied consisted of Grade VII girls attending Catholic elementary schools, in the Greater Vancouver area of British Columbia, Canada. The thirty-two participants were divided into three selected groups. Group I girls were exposed to a non-aggressive, "easy-going" coach for a period of approximately 3-1/2 months. Group III girls were exposed to an aggressive and autocratic coach, while Group II girls were exposed to a coach who fell between these two extremes. A control group of non-participants was selected from each school. This study was designed to investigate hypotheses based on the following five problems: I. changes in personality characteristics of participants as elicited by different coaching styles, II. changes in sportsmanship attitudes of participants as elicited by different coaching styles, III. changes in the self-concept of participants as elicited by different coaching styles, I.V. differences in attitude of the players toward their coach as elicited by respective coaching styles, V. differences in sportsmanship and personality between participants and non-participants. A 3 X 2 multivariate analysis of variance was performed on the fourteen personality variables as well as the two attitude variables to test hypotheses I, II, III and IV. Hypothesis V was tested by a 2 X 2 multivariate analysis of variance on the same dependent variables with the exception of attitude toward the coach, to test the differences between the changes elicited in the participants (from all schools) and the non-participants (also from all schools). The empirical findings were not in agreement with the predicted hypotheses. The differences among the three coaching styles, in the changes elicited in personality characteristics including self-concept and sportsmanship attitudes were found to be non-significant, at the .05 level. It was also predicted that there would be differences among the three coaching styles in the attitude of the players toward their coach. The differences in the attitude of the players was found to be non-significant at the .05 level. Finally, the differences between the participants and non-participants in personality and sportsmanship attitudes were once again non-significant at the .05 level. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The benefits of horse riding for people with disabilities have been recognised for centuries, however, there has been very little research that explores the significance and meaning of Riding for the Disabled (RDA) for riders and there are no studies of parents of riders. This thesis is based upon ethnography and interviews with riders and riders' parents at a Riding for the Disabled Centre in Sydney, Australia. It explores the perceptions and experiences of riders and also analyses the role of parents in influencing their child's experience of the RDA. It examines parents' experiences of the RDA and the impact that it has had on them and their family. This thesis is premised on three research questions. The three questions are; 'how do riders perceive and experience the RDA and how and why do these perceptions differ?', 'how do parents perceive the RDA and its impact on their child with an impairment' and 'how do parents perceive the RDA's impact on their family and themselves?' The study draws on a feminist framework and utilises the work of feminist theorists working in Disability Studies to 'broaden' the social model of disability. This framework facilitates the exploration of personal experiences of riding as it privileges the voice of the participants and also acknowledges the diversity of RDA experiences that exist amongst them. It also allows room for the physical, bodily experience of riding to be investigated. Furthermore, this research responds to Shakespeare's (2006) call for further research on the 'social relations of disability' - it investigates the relationships between volunteers who do not have an impairment, and the riders who have an impairment. The central argument that emerges is that Riding for the Disabled is a unique individual experience that holds varied meanings for riders. For some Riding for the Disabled is a central feature of their lives and has altered their world. For others, it is one activity among many and its impact is limited. The type of impairment an individual rider had was often a key determinant of how they experienced the RDA. For parents of riders the RDA exposes them to parents with similar experiences and enables practical knowledge and information to be exchanged.

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The benefits of horse riding for people with disabilities have been recognised for centuries, however, there has been very little research that explores the significance and meaning of Riding for the Disabled (RDA) for riders and there are no studies of parents of riders. This thesis is based upon ethnography and interviews with riders and riders' parents at a Riding for the Disabled Centre in Sydney, Australia. It explores the perceptions and experiences of riders and also analyses the role of parents in influencing their child's experience of the RDA. It examines parents' experiences of the RDA and the impact that it has had on them and their family. This thesis is premised on three research questions. The three questions are; 'how do riders perceive and experience the RDA and how and why do these perceptions differ?', 'how do parents perceive the RDA and its impact on their child with an impairment' and 'how do parents perceive the RDA's impact on their family and themselves?' The study draws on a feminist framework and utilises the work of feminist theorists working in Disability Studies to 'broaden' the social model of disability. This framework facilitates the exploration of personal experiences of riding as it privileges the voice of the participants and also acknowledges the diversity of RDA experiences that exist amongst them. It also allows room for the physical, bodily experience of riding to be investigated. Furthermore, this research responds to Shakespeare's (2006) call for further research on the 'social relations of disability' - it investigates the relationships between volunteers who do not have an impairment, and the riders who have an impairment. The central argument that emerges is that Riding for the Disabled is a unique individual experience that holds varied meanings for riders. For some Riding for the Disabled is a central feature of their lives and has altered their world. For others, it is one activity among many and its impact is limited. The type of impairment an individual rider had was often a key determinant of how they experienced the RDA. For parents of riders the RDA exposes them to parents with similar experiences and enables practical knowledge and information to be exchanged.