Abstract not available.

Abstract not available.

Abstract not available.

Le but de cette étude était de documenter le processus de développement de connaissances des entraîneurs bénévoles lors de leurs premières années en prenant en considération la recommandation de Sfard (1998) qui propose de voir l'apprentissage sous deux métaphores (métaphore de l'acquisition et métaphore de la participation). Les résultats de cette étude nous apprennent, entre autres, (a) que les entraîneurs de hockey ont souvent une plus grande expérience antérieure comme joueur et instructeur que les entraîneurs de soccer, (b) que l'appréciation des programmes de formation varie d'un entraîneur à un autre, (c) que les entraîneurs interagissent avec plusieurs autres personnes pour trouver des solutions à leurs problèmes, (d) qu'il n'existe pas de communauté de pratique d'entraîneurs car il y a très peu d'interaction entre les entraîneurs d'une même ligue, et (e) qu'il n'y a pas de structures permettant la préparation progressive au rôle d'entraîneur.

This is a descriptive study into how youth ice hockey coaches learn to coach. Based on Sfard's (1998) two metaphors of learning (acquisition and participation), this study aims to investigate formal training programs as well as informal experiences in which youth ice hockey coaches are involved with. This study also attempts to present how coaches use the Internet, which is currently a timely topic. Semi-structured interviews with 59 male youth competitive (A, AA, AAA) ice hockey coaches provided in-depth responses into a number of different learning experiences. The results of this study have made reference to seven learning contexts for youth ice hockey coaches including (a) coach education programs, (b) coaching clinics/seminars, (c) formal mentoring, (d) books/videotapes, (e) individual experience, (f) face-to-face interactions with coaches, and (g) the Internet. It is concluded that all seven learning contexts play an important role in the development of youth ice hockey coaches.

The critical role enjoyment plays in prolonging sport participation highlights the necessity of maximising opportunities for enjoyment in sport. Extant research suggests that mental skills training (MST) may be a potentially valuable means through which this can be achieved. However, no one has specifically examined the value of a comprehensive MST program as a means of enhancing sport participants' enjoyment of the sport experience. Consequently, the purpose of this inquiry was to explore the role of MST in increasing sport enjoyment. Not only was the effectiveness of MST in enhancing enjoyment investigated, but also an attempt was made to gain an understanding of the MST experience from the perspective of the participants. Furthermore, the MST process for the participants was documented. The inquiry was qualitative in nature and conducted from a constructivist perspective. A multiple case study approach was employed to collect data from seven recreational golfers (four males, three females). Various data collection methodologies were selected for use in this inquiry to allow the participants' voices to be heard. Data sources included interviews, individual consultations, MST seminars, observations, documents, and a questionnaire. Both within-case and cross-case analyses were conducted. Findings indicated there is a role for MST in increasing golf enjoyment for recreational golfers. All the participants indicated they enjoyed golf more after the training. They attributed the increase in enjoyment to a number of cognitive, affective, and behavioural outcomes of the MST. First, the MST changed the participants' attitudes, making them more confident, balanced, and disciplined. Second, the participants learned to become more relaxed when playing golf. Third, the participants felt their golf had improved. Fourth, the participants learned to derive enjoyment from diverse sources as a result of learning to switch their focus away from their performance when appropriate. Lastly, the participants developed a sense of control over their performance and emotions. Despite the significant impact the MST had on the participants' golf enjoyment, they reported their primary reason for engaging in the MST was to improve their golf performance. During the MST the participants were taught diverse MST techniques and guided in their mental skill development. The use of these techniques varied across participants in terms of how they adapted them to meet their needs and the degree to which they integrated them into their golf. Yet in spite of these differences in the participants' involvement with the training, they all enjoyed the experience and benefited from it in different ways. The individual consultations emerged as the most helpful aspects of the MST, but the seminars also played a critical role in the mental training experience. The social element of the seminars contributed to both the participants' enjoyment and learning. Furthermore, the findings highlighted the importance of grounding MST for adults in the principles of effective practice for adult education. Implications of the findings for sport psychology theory and practice are discussed.

Initially played for fun, friendship, and an opportunity to exercise, hockey has since become a Canadian tradition rendering it an obsessively competitive culture year-round (Russell, 2(00). Several incidents of inappropriate parental behaviours at minor hockey games have recently received national media attention (Robidoux & Bocksnick, 2010). Hence, it is critical that parents examine their own beliefs and attitudes regarding what they believe youth sports should be all about (Heinzmann, 2002), which highlights the need for research in the area of parental involvement in youth hockey. The purpose of this case study was to investigate the involvement of parents in competitive youth hockey from a symbolic interactionist perspective. More specifically, the purpose was: (a) to explore how parents create their role within the competitive youth hockey culture, and (b) to explore how parents perceive and deal with prevailing issues of aggression within the hockey environment. The study focused on a 'Peewee AA' (11-12 years old) boys' hockey team (parents, players, coaches) registered in a minor hockey association. Within this specific team, three families were also recruited to serve as multiple cases from which in-depth accounts were portrayed. Data were collected throughout a hockey season using: direct observation, participant observation, semi-structured interviews, and in-depth interviews. Findings of this study showed that youth hockey becomes a "lifestyle", whereby the demands were remarkably comparable to that of a professional endeavour, allotting minimal time for "kids to be kids". Parents acknowledged that issues of aggression arise as competition increases, yet they somehow did not recognize themselves as complicit contributors to their existence. Rather, they projected blame on the conflicting yet prevailing beliefs embedded in the culture. While parents expected their children to behave in the manner they deemed "acceptable", much of their own observed behaviours displayed incongruence, creating a sometimes hostile environment among parents, whereby policies were neglected and responsibility for helping ensure a healthy and respectful environment was disregarded. Findings highlight the need for parents, with the support of the larger youth hockey movement, to be held accountable for their behaviours as much as they need to be responsible for sustaining this cultural creation.

The primary purpose of this study was to further the understanding of how people learn to teach. The central research question focused on differences in teaching knowledge that may be associated with training and experience. Eight teachers were selected to participate in this study. They represented a wide range of teaching experience, formal training, professional certification and sport participation. The common criterion for selection was previous experience in the teaching of volleyball. Data were collected from both questionnaires and transcribed interviews which followed the viewing of a twenty-minute videotaped volleyball lesson. Results indicated differences among the participating teachers in content knowledge (the skills of playing volleyball), pedagogical knowledge (general teaching principles), and pedagogical content knowledge (content-specific teaching knowledge). The comments of trained teachers displayed a greater awareness of and concern for general teaching principles. In contrast, untrained teachers devoted most of their comments to lesson content. Experienced teachers, whether trained or untrained, demonstrated a superior understanding of the relationship between the nature of content and the needs of learners at different levels of skill development. In that regard, they had a more elaborately developed sense of pedagogical content knowledge. Untrained teachers cited their experience as students and athletes as major sources of information about teaching, while trained teachers pointed to experiences associated with their formal training. Members from both group indicated that they had learned from role models and early teaching experiences. Among trained and untrained teachers the sources for the differences in knowledge, and how that knowledge was processed, included the following: varied teaching contexts such as public high schools and university classes, the extent of teaching experience which ranged from one to eighteen years, and views about teaching that were influenced by previous experience in either coaching or teaching roles. Implications for teacher education and staff development include a need for training experiences that will integrate various forms of teaching knowledge. In addition, it is clear that teacher preparation programs must deal much more explicitly with the differences between coaching and teaching contexts.

The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews in which 17 secondary physical education teachers described their motives and perceptions concerning the combination of teaching with other forms of employment. Each teacher was interviewed twice. In the first, unstructured interview, participants were encouraged to identify what they regarded as the realities of moonlighting, the purpose being to identify questions, problems, and issues not previously encountered or understood. Prior to the second interview, participants were asked to read through an abbreviated transcript of the first interview which documented primary areas of interest and items which required amplification or exploration. Profiles developed from the participants' own words provide a description of their moonlighting experiences and the impact of multiple employment on personal and professional lives. The profiles make clear that moonlighting is a highly individual phenomenon. Nevertheless, analysis of the transcripts served to yield a number of themes which were common to most of the participants' career patterns. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (1) dissatisfactions with teaching and conditions in the school workplace often push teachers out into second jobs, (2) certain kinds of second jobs are regarded as part of professional responsibility, (3) some teachers spend more time in second jobs because limited time commitments in their personal lives leave a surplus of uncommitted time. For some teachers moonlighting simply is an economic necessity. Gender, marital status and age-related life cycle factors all serve to shape the importance of supplementing teaching income through additional employment. Finally, teachers hold mixed views concerning the impact of holding second jobs on their ability to function effectively in the school.

No description available.