Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on July 12, 2010). Research paper (M.A.), 3 hrs. Includes bibliographical references (p. 31-35).

Thesis (M.S.)--Springfield College, 2002. / Includes bibliographical references.

Thesis (M.A.)--Georgia State University, 2006. / Title from screen. Michael Bruner, committee chair; Marian Meyers, Mary Stuckey, committee members. Electronic text (120 p.) : digital, PDF file. Description based on contents viewed May 17, 2007. Includes bibliographical references (p. 120-139).

Thesis (M.S.)--Humboldt State University, 2007. / Includes bibliographical references (leaves 49-56). Also available via Humboldt Digital Scholar.

Thesis (M.S.)--Springfield College, 2003. / Includes bibliographical references.

The purpose of this study was to identify and to compare leadership styles of successful and unsuccessful collegiate women basketball coaches. Subjects for the study consisted of 1981-1982 collegiate women basketball coaches from Region 2 and Region 3 of the Association for Intercollegiate Athletics for Women (AIAW). Providing structure for the study were ten research questions addressing the success and failure of women coaches. The research questions not only produced information regarding collegiate women basketball coaches, but also made comparisons between two levels of coaches--the successful and unsuccessful coach. The following research instruments were used in this study: (1) the Leadership Ability Evaluation (LAE), (2) the Coaches' Demographic Questionnaire, and (3) the Coaches' Leadership Evaluation (CLEQ). Questionnaires were mailed to 100 women basketball coaches from the nine states of Region 2 and Region 3. Seventy-seven percent of the coaches marked and returned the questionnaires. Sixty-two percent of the questionnaires were in usable form. The coaches were placed into two groups according to their collegiate winning percentages. Coaches with percentages above .500 were termed successful coaches while those with a percentage of .500 and below were termed unsuccessful coaches. Upon completion of data collection, the data were coded and verified for processing. The Statistical Analysis System (SAS) was used to facilitate analysis. The number of percentage of responses were tabulated from the two groups according to each of the four leadership styles measured by the LAE and the three dimensions measured by the CLEQ. The data from the LAE were compared to national norms contained in the test manual. Pearson Product Moment correlation coefficients were also computed between winning percentages and LAE scores. The t—test for a difference between two independent samples was used for LAE and CLEQ mean scores. Frequency and percentages were tabulated for the demographic data. On the basis of these analyses, the following conclusions were drawn: 1. successful and unsuccessful women collegiate coaches employ basically the same leadership styles. 2. the percentages of successful coaches were similar to the percentages of unsuccessful coaches in each leadership style. 3. the successful and unsuccessful coaches possessed neither high nor low degrees of leadership qualities when compared to national norms. 4. personal demographic data for successful and unsuccessful coaches were not conclusive in indicating leadership style or successful coaching. / Ed. D.

The purposes of the study were (a) to examine selected areas of knowledge perceived by collegiate basketball coaches as essential for inclusion within a masters degree curriculum for collegiate basketball coaches, then (b) based upon these findings, to construct a model curriculum for the masters degree preparation of collegiate basketball coaches. A survey instrument, Questionnaire on the Areas of Knowledge Essential to Collegiate Basketball Coaches, was constructed and mailed for the purpose of collecting data from NCAA coaches. There were 252 instruments returned (58%). The coaches were asked to respond to topics which they perceived to belong within a graduate curriculum for intercollegiate coaches. The areas of knowledge were extrapolated from the 1995 National Association for Sport and Physical Education National Standards for Athletic Coaches. Chi-square goodness-of-fit tests and paired t-tests were performed on the data. Major findings of the study led to the conclusion that the areas of knowledge (a) training, conditioning, and nutrition; (b) skills, tactics, and strategies; and (c) teaching and administration mean rankings were not significantly different from one another but were significantly different from mean rankings from all other areas of knowledge. The areas of knowledge (d) social/psychological aspects of coaching; and (e) professional preparation and development mean rankings were not significantly different from one another but were significantly different from mean rankings of the other areas of knowledge. The areas of knowledge (f) injuries: prevention, care, and management; and (g) growth, development, and learning mean rankings were significantly different from all other areas of knowledge mean rankings. Additional conclusions were that perceptions of collegiate coaches concerning the seven areas of knowledge were independent of coaching experience, division of NCAA affiliation, academic degree, gender, or the gender of the team they coach. A model curriculum was proposed for the masters degree preparation of collegiate basketball coaches. This curriculum, if implemented, could provide students with the academic preparation needed for a successful career in collegiate basketball coaching.

The purpose of this study was to determine the relationship between role ambiguity, role conflict, win-loss record at current position, career win-loss record, school enrollment, total years as a head coach, total years as an assistant coach, and number of sports coached and burnout in men's varsity and junior varsity head high school basketball coaches. The subjects were all male coaches (n=64) from twenty-four counties in southwestern Virginia. The multiple regression analyses indicated that role ambiguity and role conflict did not differentiate a higher level of burnout. The remaining demographic variables were not significant predictors of burnout. Emotional exhaustion and depersonalization were best explained by school enrollment. Personal accomplishment was best explained by total years as a head coach and number of sports coached. / Master of Science

The sport of women's basketball has evolved into a high profile event. The demands of the job during the competitive season can exceed coaches' ability to cope and endure the stressful profession. Research has shown that hardiness decreases the impact of stress on health by influencing one's coping strategies. Individuals who are low in hardiness have a higher chance of professional burnout, illness, and health problems due to the inability to handle stress The purpose of this study was to identify the hardiness levels and coping strategies of female head women coaches in the National Collegiate Athletic Association (NCAA). The following questions were researched: 1) Are there differences in hardiness between female head women basketball coaches across the NCAA divisions? 2) Are there differences in coping strategies between female head women basketball coaches across the NCAA divisions? One hundred and five coaches participated in the study (n = 29 for division I, n = 38 for division II, n = 38 for division III) by completing the Personal Views Survey II for the hardiness levels and the Ways of Coping Questionnaire for the coping strategies. A one-way ANOVA was calculated to determine if differences existed in hardiness scores across the three divisions. A MANOVA was conducted to determine if differences existed in the three hardiness components as well as with the different coping styles across the three divisions. No significance differences were observed in the hardiness scores, the three hardiness components, or the coping strategies across the three NCAA divisions (p <.05). / School of Physical Education

This study identified factors that influenced men to coach women's basketball. The CCFQ, designed to determine relative importance of each of nine factors in career selection, was completed by 78 male head coaches of women's NCAA II basketball. Data was analyzed using univariate analysis with repeated measures, t-tests, and ANOVA. These coaches indicated fulfill need for competition, help female athletes reach full potential, and serve as role model as significant influences. Moderate influences included personal attributes of athletes, job attributes, and career advancement. Job availability, belief in own success, and income were not considered influential in career selection. Few differences were indicated between demographic sub-groups on any factor. Factors associated with well being of athletes had the greatest influence.