Diplomarbeit Hochschule für Angewandte Psychologie Zürich, 2005.

Universiẗat, Diss., 2004--München.

Zweite Studienarbeit Hochschule für Angewandte Psychologie Zürich, 2006.

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

Coaches use questions, with other techniques, to facilitate progress for clients. The coaching practitioner literature provides advice on how to employ questions in coaching sessions, but there is little empirical evidence examining how coaches generate or ask questions. Investigating my own experiences and that of other coaches, in relation to questions, has been a long-standing professional interest. Thus, this research provides insight into exploring the experiences of generating questions in coaching. The approach to the research was relativist and employed heuristic inquiry as the research methodology. Eight experienced coaches were recruited as co-researchers, to share their experiences of generating coaching questions. Capturing experiences was achieved through post-coaching reflections and conversational interviews. Thematic analysis of the data identified categories and patterns that led to the creation of individual depictions of the experience for each co-researcher. In line with the research methodology, individual experiences were brought together to produce a final creative synthesis. A departure from heuristic inquiry was the omission of a group depiction. The selection of exemplary portraits was replaced with presenting the portraits of all coresearchers. Both of these amendments were felt appropriate in order to align the methodology more faithfully with a relativist approach. Coaches noticed a wide range of information when forming questions, originating from sources both inside and outside the coaching session itself. The background of the coach played a part in shaping the experience of generating questions, as did the transitory ‘state’ of both coach and client. Coaches asked questions when in an altered state that some described as a ‘flow’ or ‘zone’. Questions ‘pop’ into the heads of coaches in a non-conscious way at times, often accompanied for the coach by a somatic sensation, while some were generated more consciously. At the point of asking questions, coaches often used a prefacing statement for their own or their client’s benefit. Coaches frequently engaged in inner dialogue when asking questions that were usually focused on the coach or the question. The inner dialogue varied in nature, but often presented in the form of a question. The conclusions indicate that the experience of generating questions in coaching was deeply impacted by the coach themselves. This research highlighted three paradoxes that coaches tried to balance while enquiring of their clients. Suggestions for future research are also proposed.

The main problem in analysing soccer is the existence of a large number of interacting variables. Far fewer difficulties exist for cricket, baseball, racket ball games or even American football, where the actions may be broken down into a series of discrete events which are relatively easy to record and assess. Despite the considerable interest which soccer matches provoke, and the many varied post-game discussions on its strategy which often result, little research has actually been conducted into the strategical aspect of play. This study is an attempt to examine patterns of play at professional level and more specifically, to investigate whether successful attacking patterns can be identified which are commonly used by all teams. The study concentrates on the analysis of patterns of play in soccer, by examining the suitability and accuracy of the two methods of obtaining objective data on patterns of play; the live match analysis technique and the video recording technique with subsequent analysis. The results show that both techniques produce the same results; however, the former is more convenient. Data for five league teams playing home and away matches and for an international team playing five home matches during the season 1987-1988 have been obtained and analysed. Analysis of patterns of play for the five league teams shows that there were similarities and dissimilarities between the top and the poorer teams. The distinct patterns of play identified for each team in both home and away matches were few in number. Top teams had the same number of successful patterns of play in home and away matches. The poorer teams also had the same number of successful patterns in home and away matches but they were fewer In number. Top teams applied the same strategies when they played at home or away whilst the poorer teams applied different strategies when playing at home or away. These findings led to another investigation which compared the patterns of play of the league teams with those of an international team. The international team and the poorer league teams had the same number of successful patterns of play in home matches but they were fewer in number than those of the top league teams. Successful patterns of play appeared more often for the international and league teams in those matches they won. The number of free attacking moves and set pieces in a match did not give any indication of success for the international and league teams. A team wins when it has a greater number of shots on target and a greater proportion of attacks producing shots regardless of whether the team is playing at league or international level. The final part of the study examines the defensive strategies employed against the successful attacking patterns of play of the five league teams. The results indicate that both the top teams and the poorer teams had distinct successful defensive strategies which were similar in home and away matches but the defensive strategies of the poorer teams were, of course, less successful than those of the top teams. These findings clearly indicate that there are similarities in employing defensive strategies in home and away matches for all teams, but the defensive strategies of the top and the poorer teams were markedly dissimilar. It is clear that close marking is a crucial element of the best defensive strategies (i.e. teams who marked their opponent players most frequently, succeeded in nullifying successful attacking patterns of play).

In recent years, the provision of formal coach education has been regarded as a crucial mechanism for endorsing sports coaching and facilitating sports coaching practitioners’ professional development and competency. As a result, there has been a noticeable increase in the number of sports coaching research scholars investigating formal coach education. Previous research however has recognised that formal coach education has had a limited impact on learning and professional development. In addition, the research surrounding females in sports coaching, and in particular their experiences of formal coach education, is limited. It is considered an under-researched area, and currently it is unclear why females are under-represented in formal coach education courses. This thesis therefore aims to explore gendered issues associated with the complexities of the Football Association’s formal coach education process, and the issues associated with female football coaching practitioners’ attending coach education courses. The sports coaches who participated in this work were recruited via purposeful sampling procedures, and importantly demonstrated characteristics which resonated with the aims of this research study. The research study was separated into a four-phase, sequential, exploratory method design, which included a series of in-depth, one-to-one semi-structured interviews. Data were analysed utilising a thematic analysis approach, and aligned with a Bourdieun and feminist theoretical framework. The findings revealed a range of contexts and challenges for female coaches undertaking formal coach education. Specifically, high levels of gender discrimination, inappropriate cultural practices, and sexual impropriety were recorded. These insights are discussed in line with the Bourdieun notions of social acceptance, symbolic language and violence. In conclusion, it is argued that the attrition levels of the sports coaching practitioners’ have indeed been affected, and could well continue to be, unless change occurs. Hopefully, the recommendations provided could go a long way to enhancing the future provision of formal coach education.

Memoria para optar al Título de Psicóloga / La presente investigación teórica, de tipo exploratoria-descriptiva, profundiza sobre los diferentes usos y potencialidades que tiene el Eneagrama en el proceso de coaching. La metodología se basó en una revisión bibliográfica de artículos en bases de datos especializadas. Una vez recabada la información se procedió a la construcción de fichas bibliográficas que permitieron sistematizar la información e integrar los hallazgos. Si bien no se encontraron investigaciones empíricas, los artículos analizados sugieren que el Eneagrama facilita el proceso de coaching, ya que entrega información importante sobre las dinámicas intra-psíquicas y funcionamiento interno del coachee. A partir de este conocimiento el coachee puede lograr un mayor nivel de autoconomiento y desarrollo personal en el proceso de coaching.

abstract: Research on coaching behaviors as well as how these behaviors relate to national standard is limited. Utilizing the conceptual framework of the National Association for Sports and Physical Education (NASPE) National Coaching Standards and the body of literature on coaching behaviors, the current study examined: (a) coaching behaviors, coach's self- efficacy and stakeholders' (i.e., athlete, parents'/guardians') perceptions of their coaches' effectiveness, and (b) an in-depth review of coaching effectiveness with a subsample of coaches (observations) as well as comparing coaching behaviors to the National Coaching Standards (NASPE, 2006). Coaches completed the Coaching Efficacy Scale (CES), while athletes and parents'/guardians' used a modified version of the CES measuring perceptions of coaching effectiveness. Observations [using the Arizona State University Observation Instrument (ASUIO)], formal and informal interviews, and document analyses [field notes, artifacts, and interviews] were used to explore coaching behaviors and perceptions of coaching experiences as they relate to the NASPE Coaching Standards. Coaches had the post positive perceptions (efficacy) of the stakeholder groups. Consistent with previous research on effective coaches, it was found that this cohort of coaches frequently used instruction (38.5%) and non-instructional (51.07%) behaviors (Becker & Wrisberg, 2008; Bloom, Crumpton, & Anderson, 1999; Kahan, 1999; Lacy & Darst, 1985; Segrave & Ciancio, 1990). Qualitative data revealed three themes related to coaching effectiveness and relationships with the NASPE Coaching Standards: (a) the structure of the program and environment, (b) pedagogical content knowledge, and (c) past athletic experiences. Findings suggest that observed coaching behaviors do not enact many of the NASPE Coaching Standards and that coaches are not be aware of the national standards. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014

Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-08-02T22:21:03Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-08-07T20:54:52Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) / Made available in DSpace on 2018-08-07T20:54:52Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Marcela Araújo de Freitas Brito.pdf: 1204151 bytes, checksum: efc9fe3cbe0221b5e9d12fbeb1df3f80 (MD5) Previous issue date: 2017-02-14 / Atualmente ficaram mais intensas as mudanças no sistema educacional. Em consequência a aprendizagem contínua tornou-se um instrumento de transformação e aumento de competitividade. Trabalhar em equipe é se permitir aprender, adequar, expandir e ser capaz de resolver em lugar de criar problemas. O presente trabalho pretende trazer esta discussão sobre a influência simultânea do design thinking e do coaching na relação ensino – aprendizagem em turmas de concluintes de graduação. A utilização dessas práticas são capazes de colocar em harmonia a praticabilidade, viabilidade e desejabilidade em âmbito universitário, ajudando, a eficiência na produção do trabalho de conclusão de curso, criando ambientes de auto reflexão e facilitando o movimento de pessoas na mudança em sair do estado atual para o lugar desejado. Elas enfatizam a importância da valorização do conhecimento e do reconhecimento para necessidade da aprendizagem contínua. O profissional que traz essas características se diferencia na identificação, na comunicação e nas possibilidades geradas em seus conteúdos. Pensando nisso as instituições de ensino superior começam a investir em seu corpo docente que preocupam-se em entender as influências e consequências da relação ensino-aprendizagem. Os alunos devem ser capazes de integrar as funções de negócios com as comportamentais, essa realidade mostra, aos discentes a importância da aprendizagem continuada, o olhar sistêmico e interdisciplinaridade através de abordagem teórica mais atualizada para características da sociedade moderna. / The changes in the educational system have become more intense. As a result, lifelong learning has become an instrument of transformation and increased competitiveness. Working in a team is allowing yourself to learn, adapt, expand and be able to solve rather than create problems. The present work intends to bring this discussion about the simultaneous influence of design thinking and coaching on the teaching - learning relationship in undergraduate classes. The use of these practices are able to bring into harmony the feasibility, feasibility and desirability in university scope, helping, the efficiency in the production of the work of conclusion of course, creating environments of self reflection and facilitating the movement of people in the change in leaving the state To the desired location. They emphasize the importance of valuing knowledge and recognizing the need for continuous learning. The professional that brings these characteristics differs in identification, communication and the possibilities generated in their contents. Thinking about this, higher education institutions are beginning to invest in their faculty who are concerned with understanding the influences and consequences of the teaching-learning relationship. Students should be able to integrate business functions with behavioral, this reality shows, to the students the importance of continued learning, systemic look and interdisciplinarity through more up-to-date theoretical approach to characteristics of modern society.