This thesis examines the impacts and legacy of the Champion Coaching Scheme of the National Coaching Foundation, focusing on three case studies of implementation from 1996-1999, on Merseyside and North Wales. As one of the most significant and longrunning programmes of the 1990s, Champion Coaching represented a national blueprint for the development of youth sport and coaching. The evaluation uses a 'realist' approach, drawing upon the scientific realism of Pawson and Tilley (1997). Outcomes are derived from the programme theory developed for Champion Coaching in a multi-method approach. Central to this analysis is the need to examine the context, mechanisms and outcomes from programmes. It draws together evidence from a range of primary and secondary sources; participants, parents, coaches, sport Development practioners, teachers; young people; Census and deprivation statistics. Using a range of techniques, including face to face and telephone interviews, survey and geographical analysis, context- mechanism-outcome configurations of each case study were produced, in order to draw out how the programme 'worked', and contribute to building the evidence base for sport development interventions. The results demonstrate that the blueprint was flexibly interpreted and delivered resulting in particular patterns of outcomes in the different cases. Champion Coaching represented a successful approach to the development of 'perfon-nance pathways', as the level of club membership in participants was higher than suggested by national surveys. In contributing to coaching development, the Scheme had some clear impacts on the human capital involved in sport. However, results were not uniform and show how the sporting infrastructure and attitudes of schools or Governing Bodies to such programmes, can influence whether gains in such capital can be sustained. At the meso-level of analysis of policy for youth sport and coaching, the research shows how Champion Coaching contributed to the policy development in this increasingly salient policy area and points to its legacy in school-aged sport. The conclusions point to some of the lessons learned for future policies and the implications for outcome-oriented evaluations, including the need to plan such evaluation at the stage of programme design.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-09-08T13:04:10Z No. of bitstreams: 1 arquivototal.pdf: 1141231 bytes, checksum: 58f58d2729d436c56dbb53c6737605d8 (MD5) / Made available in DSpace on 2016-09-08T13:04:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1141231 bytes, checksum: 58f58d2729d436c56dbb53c6737605d8 (MD5) Previous issue date: 2006-10-26 / Beach Volleyball (BV) has reached constant prominence in the last decade in Brazil by means of the national communication, its international conquests and for its spreading as a recreational sport. Therefore, it is noticed that the Beach Volleyball Coaches (BVC) are considered to be the class of the highest importance for the performance and the evolution of the sport. So, from the significant importance that this work organization has in the national sporting environment, there comes the need to analyze its features. Hence, this study aims at analyzing the features of the organization of the work of the BVC of high revenue of the Brazilian Circuit 2005. This is a transversal descriptive research. There has been used as a researching instrument a questionnaire with open, closed and evaluation questions. The informants of this study consisted of BVC of high revenue of the Brazilian Circuit 2005 (N=30). The results have revealed that 50% of the BVC are from the Northeastern area, 47% from the Southeast and 3% from the South. The average of time of experience in the activity is 9,43 ± 7,04 years. As for the education level, it was observed that 50% of the BVC have a bachelor degree in physical education teachings and 23% only have high school levels. The main difficulties presented by the BVC were the professional instability, with 74%, and the remuneration, with 70%. The staff characterization of the BVC came with two factors which explain 78,6% of the total variance of the obtained answers. The former was labeled as a preventive group, being composed of two variables, namely: psychologist, nutritionist and physiotherapist; and the latter was labeled as a technical support group consisting of two variables, namely: auxiliary technician and physical coach. The characterization of the development of the Brazilian BVC came with two factors, accounting for 62,2% of the total variance of the obtained answers. The first factor was labeled as a technical development group and it has obtained the largest load with 0,859 in the professional formation of BVC. The second factor was labeled as an administrative structure group and it has obtained the largest load, with 0,831 in the calendar of national competitions of BV. It is thus concluded, through this study, that the intersection of the prevention group with the technical support and with the technical development groups, when consolidated by the administrative structure of BV, can generate great results in the organization of the work. / O Vôlei de Praia (VP) no Brasil ganhou destaque constante na última década, através dos meios de comunicação nacional, de suas conquistas internacionais e pela massificação como esporte recreativo. Assim, percebe-se que a classe dos Treinadores de Vôlei de Praia (TVP) é considerada de suma importância para o desempenho e a evolução desse esporte; portanto, a partir da significativa importância que tem essa organização do trabalho no meio esportivo nacional vem a necessidade de analisar suas características. Dessa forma, este estudo tem como objetivo analisar as características da organização do trabalho dos TVP de alto rendimento do Circuito Brasileiro de 2005. Esta pesquisa caracteriza-se como descritiva transversal. Utilizouse como instrumento de pesquisa um questionário com questões abertas, fechadas e avaliativas. A população deste estudo foi constituída pelos TVP de alto rendimento do Circuito Brasileiro de 2005 (N=30). Os resultados encontrados mostraram que 50% dos TVP são da região Nordeste, 47% do Sudeste e 3% do Sul. A média de tempo de experiência na profissão é de 9,43 ± 7,04 anos, quanto ao nível de escolaridade observou-se que 50% dos TVP têm curso superior em Educação Física e 23% têm apenas o ensino médio. As principais dificuldades dos TVP apresentadas foram: instabilidade profissional, com 74%, e remuneração, com 70%. A caracterização do staff do VP apresentou-se com dois fatores, os quais explicam 78,6% da variância total das respostas obtidas. O primeiro fator foi rotulado de grupo preventivo, sendo composto pelas variáveis psicólogo, nutricionista e fisioterapeuta; e o segundo fator foi rotulado de grupo de suporte técnico, composto pelas variáveis auxiliar técnico e preparador físico. A caracterização do desenvolvimento do VP brasileiro apresentou-se com dois fatores, os quais explicaram 62,2% da variância total das respostas obtidas. O primeiro fator foi rotulado de grupo desenvolvimento técnico e obteve, na formação profissional dos TVP, a maior carga, com 0,859. O segundo fator foi rotulado de grupo de estrutura administrativa e obteve no calendário de competições nacionais de VP a maior carga, com 0,831. Concluiu-se, através deste estudo, que a intersecção do grupo de prevenção com o grupo de suporte técnico e com o grupo de desenvolvimento técnico, quando alicerçada pela estrutura administrativa do VP, pode gerar ótimos resultados na organização do trabalho.

Although coaching has become a popular area for research, little is known about coaches of athletes with a disability (Cregan et al., 2007; DePauw & Gavron, 1991, 2005). The purpose of this study was to explore how disability sport coaches learnt to coach and, more specifically, how they learnt through interactions. Recent disability sport research has revealed that coaches work with their athletes to enhance their learning (Cregan et al., 2007; O’Neill & Richardson, 2008); as such, athletes also participated in this study. Data collection included 20 semi-structured interviews and 14 non-participant observation sessions with five coach-athlete dyads. A thematic analysis was conducted (Braun & Clarke, 2006), which revealed that coaches from various backgrounds commonly learnt through informal learning situations, most frequently through interactions with others. It is suggested that organizations nurture these informal situations and offer more disability-specific nonformal and formal situations to enhance coaches’ learning opportunities.

Une stratégie utilisée auprès des entraîneurs pour rendre le hockey sur glace plus sécuritaire est l'éducation sur les commotions cérébrales liées au sport (CCS). Cependant, l'apport de connaissances aux entraîneurs n'est pas associé à une modification des comportements liés aux CCS. L'objectif de cette étude était d'utiliser la Behaviour Change Wheel (BCW) pour élaborer des vignettes axées sur les aspects clés de cette théorie et basées sur les expériences d’entraîneurs de hockey sur glace avec la CCS. Douze entraîneurs de hockey sur glace (n = 2 femmes, n = 10 hommes) d'équipes AA et AAA du Canada ont parlé de leurs expériences avec les CCS de leurs athlètes dans le cadre d'entrevues semi-structurées (M = 69,25 minutes). Les données ont été analysées en deux phases. Tout d'abord, nous avons effectué une analyse de contenu dirigée en utilisant trois thèmes dérivés du BCW (c.-à-d. capacité, opportunité et motivation). Ensuite, nous avons suivi les suggestions pour « creative non-fiction », menant à la création de deux vignettes. La première vignette dépeint un entraîneur expérimenté dans une situation de commotion complexe, où iel prend la décision de retirer un joueur vedette soupçonné de CCS, contre l’avis des parents d’autres joueurs. À l'inverse, la deuxième vignette met en scène un bénévole qui débute comme entraîneur de hockey sur glace. En se remémorant sa première saison, iel frémit de la façon dont il a géré la CCS d’une athlète et décrit comment iel aurait aimé gérer cette situation. Prises ensemble, ces deux vignettes constituent une nouvelle stratégie de diffusion pour l’enseignement des CCs. Ces résultats suggèrent qu'il est nécessaire de traduire l'information sur les CCS de manière efficace pour faciliter la formation d’entraîneurs de hockey sur glace sur les CCS. / Sport-related concussion (SRC) education is one strategy that has been used to make ice hockey safer, and coaches have been seen as key members of the sport environment who influence athlete safety. Unfortunately, providing coaches with knowledge has not been associated with changing SRC management behaviors. The objective of this study was to use the Behaviour Change Wheel (BCW) to develop theory-driven vignettes based on ice hockey coaches experiences with SRC. Twelve youth ice hockey coaches (n = 2 females, n = 10 males) of AA and AAA teams across Canada talked about their experiences dealing with their athletes SRCs through semi-structured interviews (M = 69.25 minutes). The data were analyzed as part of a two phase process. First, we conducted a directed content analysis using three themes directly derived from the BCW (i.e., capability, opportunity and motivation). Second, we followed recommendations for creative non-fiction writing, leading to the creation of two vignettes. Coach Jodie’s vignette depicts an experienced coach in a complex SRC situation, whereby they made the decision to sit out a star athlete suspected of concussion against the wishes of other players’ parents. Coach Ollie’s vignette depicts a volunteer who is new to coaching ice hockey. In reflecting back on their first season as a coach, Ollie shudders at the way they managed one athlete’s concussion and describes how they wish they would have handled that situation. Taken together, these two vignettes are a new dissemination strategy for SRC education. Results of the present study suggest a need to translate information on SRCs in a more efficient manner through the use of more captivating methods, such as theory based vignettes, to facilitate the education of ice hockey coaches on SRCs.