Thesis (M.S.)--Michigan State University. Dept. of Kinesiology, 2008. / Title from PDF t.p. (viewed on July 24, 2009) Includes bibliographical references (p. 131-141). Also issued in print.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 110 p. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, Dec., 2006. / "UMI number: 3254234." Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains vii, 111 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 110-120). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 110-120). Also available on the Internet.

This autoethnographic study investigates the emotional and social dimensions of a coaching relationship from the athlete�s perspective. Autoethnography is an approach that draws on highly personalised biographical accounts in which authors tell stories about their lived experiences (Ellis & Bochner, 2000; Richardson, 2000) in order to place the "self within a social context" (Reed-Danahay, 1997, p. 9). Consequently, through the analysis of my memories and ethnographic notes, I analyse my experiences as an Olympic marathon runner and, in particular, the challenges I faced with my coach. In the process of investigating the emotional and social dimensions of the coaching process (which I have divided into three phases), I focus specifically on the creation of (1) my 'athletic identity', (2) the power relationship that developed between my coach and myself and, (3) my early retirement from running. In order to make sense of my experiences, I draw upon theories of identity (e.g. Bradley, 1996), Foucauldian concepts on 'power' (e.g. Foucault, 1980), and the literature addressing 'premature retirement' (e.g. Sparkes 1996; 2000). Finally, a conclusion summarises the main points made in addition to outlining their implications for further coaching research and practice.

Access to abstract permanently restricted to Ball State community only. / Access to thesis permanently restricted to Ball State community only. / School of Physical Education, Sport, and Exercise Science

This autoethnographic study investigates the emotional and social dimensions of a coaching relationship from the athlete�s perspective. Autoethnography is an approach that draws on highly personalised biographical accounts in which authors tell stories about their lived experiences (Ellis & Bochner, 2000; Richardson, 2000) in order to place the "self within a social context" (Reed-Danahay, 1997, p. 9). Consequently, through the analysis of my memories and ethnographic notes, I analyse my experiences as an Olympic marathon runner and, in particular, the challenges I faced with my coach. In the process of investigating the emotional and social dimensions of the coaching process (which I have divided into three phases), I focus specifically on the creation of (1) my 'athletic identity', (2) the power relationship that developed between my coach and myself and, (3) my early retirement from running. In order to make sense of my experiences, I draw upon theories of identity (e.g. Bradley, 1996), Foucauldian concepts on 'power' (e.g. Foucault, 1980), and the literature addressing 'premature retirement' (e.g. Sparkes 1996; 2000). Finally, a conclusion summarises the main points made in addition to outlining their implications for further coaching research and practice.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2007. / Adviser: Juliana Lachenmeyer. Includes bibliographical references.