<p>The aim of this study was to examine how athletes and coaches, in Sweden and Portugal, perceive and experience success and failure in relation to sport. Moreover, study if there were cultural differences in coping. The main objectives of the study consisted of examining differences based on culture and coaches vs. athletes in the following research questions; how athletes and coaches define, react and cope with success and failure, how they perceive consequences and how coaches help athletes to cope with success and failure. Fifteen (n=15) individual semi structured interviews was carried out with ten (n=10) Swedish and five (n=5) Portuguese sportsmen. An interview guide based on the objectives of the study was developed. 1226 raw data units were identified and categorised using categorization, tagging and regrouping of relevant concepts. The results are discussed according to several stress-coping theories. Moreover, the result showed some differences based on both culture and on coaches vs. athletes. Furthermore success was mainly defined as reaching goals and failure as performance related mistakes. Reactions on both success and failure were mainly emotional. Negative consequences of both success and failure were most common and problem- focused coping were adopted to cope with those situations. The coaches supported the athletes by adopting emotion- and problem-focused coping.</p>

<p>The aim of this study is to investigate how athletes and coaches perceive and experience</p><p>success and failure. Objectives of the study consist of examining how athletes and coaches define, react and cope with success and failure, how they perceive consequences and how coaches help athletes to cope with success and failure. Ten (n=10) individual semi structured interviews was carried out with seven (n=7) elite athletes and three (n=3) coaches in track and field. An interview guide based on the objectives of the study was developed. 385 raw data</p><p>units were identified. These were categorised according to the objectives. The analysis showed that athletes and coaches defined success as achieving goals and a typical reaction to success was to feel happy. A typical consequence that follows success was increased self</p><p>confidence and athletes cope with this by setting new goals. The analysis of coaches showed that coaches create an understanding for the athletes, what they want and what they need. Failure was most frequently defined as injury. The most common reaction to failure was increased negative thinking and athletes coped with that by “clenching the fist”. Coaches help athletes to cope with failure by adapting the training. Development was considered to be a</p><p>significant consequence of failure.</p>

<p>Sammanfattning</p><p>En observationsstudie av coacher och coaching inom handboll och innebandy.</p><p>Syfte</p><p>Syftet med undersökningen är att kartlägga coachers kommunikativa agerande inom handboll och innebandy på nationell elitnivå. Mer specifikt avser observationsstudien att analysera och jämföra coachernas kommunikativa agerande under matchsituation.</p><p>Frågeställningar</p><p>1. Hur är coachens aktivitetsgrad vad det gäller verbal kommunikation till spelarna på planen, spelarna på avbytarbänken, tränarstaben och matchfunktionärerna?</p><p>• När laget är i resultatmässig ledning respektive när laget inte är i resultatmässig ledning.</p><p>• Finns det någon period som coachen är mer aktiv i än de andra.</p><p>2. Finns det några likheter eller skillnader på coachernas agerande inom innebandy? ¨</p><p>3. Finns det några likheter eller skillnader på coachernas agerande mellan idrotterna?</p><p>Metod</p><p>Vi har med hjälp av ett observationsprotokoll observerat tre stycken coacher inom handboll och innebandy vad det gäller dessas aktivitetsgrad, dvs. den verbala kommunikationen, till parametrarna (Spelare PLAN ≥ 10 sekunder, Spelare PLAN < 10 sekunder, Spelare BÄNK ≥ 10 sekunder, Spelare BÄNK < 10 sek, Tränarstab samt Matchfunktionär).</p><p>Resultat</p><p>Handbollscoach 1 har generellt en högre aktivitetsgrad per minut när laget leder. Det finns inte någon matchperiod där handbollscoach 1 är mer aktiv än någon annan av perioderna. Innebandycoach 1s aktivitetsgrad per minut är blandad, dvs. han är inte mer aktiv på alla parametrarna när laget är i ledning. Innebandycoach 2 har högre aktivitetsgrad per minut när laget är i ledning på fem av sex parametrar men ingen generell matchperiod där han är mer aktiv. Det finns likheter och olikheter mellan innebandycoacherna. Den största likheten är att ingen av dem kommunicerar med sina Spelare PLAN ≥ 10 sekunder. Den största skillnaden mellan innebandycoacherna är att innebandycoach 2 tenderar att kommunicera mer när laget är i ledning jämfört med innebandycoach 1. För de coacher som coachar lag i toppen ändras inte värdena i större skala beroende på matchresultatet. Det finns en typ av stabilitet i aktivitetsgraden.</p><p>Slutsats</p><p>En framgångsrik coach har en tydlig strategi och ändrar inte sitt beteende beroende på matchresultatet i större utsträckning.</p>

Vi vet att fysik aktivitet har positiv effekt på vår hälsa. Idag finns det ett yrkes grupp som har kunskap att kunna hjälpa oss individer att må bra genom motion. Denna yrkesgrupp, de personliga tränarna, ska bland annat vägleda, inspirera och motivera oss individer i vår träning och fysiska utveckling. Enligt våra intervjuade personliga tränare har det blivit mer tillåtet för oss ”vanliga” människor att ha en personlig tränare, det är inte bara för stjärnor längre. Den personliga tränaren ska fungera som en coach och vägledare till sin klient. Deras kunskap och uppläggning ska skapa en bra strategi som gör att klienten känner en utveckling i sin träning och finner motivation. Genom de personliga tränarnas pedagogik ska de skapa goda förutsättningar för klienten att ta emot den kunskap som förmedlas av dem.På så vis ska klienten på egen hand kunna fortsätta med sin träning utan assistans av en personlig tränare .

The aim of this study was to examine how athletes and coaches, in Sweden and Portugal, perceive and experience success and failure in relation to sport. Moreover, study if there were cultural differences in coping. The main objectives of the study consisted of examining differences based on culture and coaches vs. athletes in the following research questions; how athletes and coaches define, react and cope with success and failure, how they perceive consequences and how coaches help athletes to cope with success and failure. Fifteen (n=15) individual semi structured interviews was carried out with ten (n=10) Swedish and five (n=5) Portuguese sportsmen. An interview guide based on the objectives of the study was developed. 1226 raw data units were identified and categorised using categorization, tagging and regrouping of relevant concepts. The results are discussed according to several stress-coping theories. Moreover, the result showed some differences based on both culture and on coaches vs. athletes. Furthermore success was mainly defined as reaching goals and failure as performance related mistakes. Reactions on both success and failure were mainly emotional. Negative consequences of both success and failure were most common and problem- focused coping were adopted to cope with those situations. The coaches supported the athletes by adopting emotion- and problem-focused coping.

The aim of this study is to investigate how athletes and coaches perceive and experience success and failure. Objectives of the study consist of examining how athletes and coaches define, react and cope with success and failure, how they perceive consequences and how coaches help athletes to cope with success and failure. Ten (n=10) individual semi structured interviews was carried out with seven (n=7) elite athletes and three (n=3) coaches in track and field. An interview guide based on the objectives of the study was developed. 385 raw data units were identified. These were categorised according to the objectives. The analysis showed that athletes and coaches defined success as achieving goals and a typical reaction to success was to feel happy. A typical consequence that follows success was increased self confidence and athletes cope with this by setting new goals. The analysis of coaches showed that coaches create an understanding for the athletes, what they want and what they need. Failure was most frequently defined as injury. The most common reaction to failure was increased negative thinking and athletes coped with that by “clenching the fist”. Coaches help athletes to cope with failure by adapting the training. Development was considered to be a significant consequence of failure.

Sammanfattning En observationsstudie av coacher och coaching inom handboll och innebandy. Syfte Syftet med undersökningen är att kartlägga coachers kommunikativa agerande inom handboll och innebandy på nationell elitnivå. Mer specifikt avser observationsstudien att analysera och jämföra coachernas kommunikativa agerande under matchsituation. Frågeställningar 1. Hur är coachens aktivitetsgrad vad det gäller verbal kommunikation till spelarna på planen, spelarna på avbytarbänken, tränarstaben och matchfunktionärerna? • När laget är i resultatmässig ledning respektive när laget inte är i resultatmässig ledning. • Finns det någon period som coachen är mer aktiv i än de andra. 2. Finns det några likheter eller skillnader på coachernas agerande inom innebandy? ¨ 3. Finns det några likheter eller skillnader på coachernas agerande mellan idrotterna? Metod Vi har med hjälp av ett observationsprotokoll observerat tre stycken coacher inom handboll och innebandy vad det gäller dessas aktivitetsgrad, dvs. den verbala kommunikationen, till parametrarna (Spelare PLAN ≥ 10 sekunder, Spelare PLAN &lt; 10 sekunder, Spelare BÄNK ≥ 10 sekunder, Spelare BÄNK &lt; 10 sek, Tränarstab samt Matchfunktionär). Resultat Handbollscoach 1 har generellt en högre aktivitetsgrad per minut när laget leder. Det finns inte någon matchperiod där handbollscoach 1 är mer aktiv än någon annan av perioderna. Innebandycoach 1s aktivitetsgrad per minut är blandad, dvs. han är inte mer aktiv på alla parametrarna när laget är i ledning. Innebandycoach 2 har högre aktivitetsgrad per minut när laget är i ledning på fem av sex parametrar men ingen generell matchperiod där han är mer aktiv. Det finns likheter och olikheter mellan innebandycoacherna. Den största likheten är att ingen av dem kommunicerar med sina Spelare PLAN ≥ 10 sekunder. Den största skillnaden mellan innebandycoacherna är att innebandycoach 2 tenderar att kommunicera mer när laget är i ledning jämfört med innebandycoach 1. För de coacher som coachar lag i toppen ändras inte värdena i större skala beroende på matchresultatet. Det finns en typ av stabilitet i aktivitetsgraden. Slutsats En framgångsrik coach har en tydlig strategi och ändrar inte sitt beteende beroende på matchresultatet i större utsträckning.

To date, most of the research on group cohesion has focused on team sports, with little known about how this body of knowledge relates to individual sports. The case of the male French whitewater slalom canoe and kayak team was chosen because of the success of the team at World Championships and Olympic Games. The purpose of the present case study was to investigate how the coaches and athletes of this highly successful team worked together in training and competition within a highly competitive environment. Data were collected through in-depth interviews with six athletes and four coaches. Three themes, each containing numerous sub-themes, emerged from the analysis: (a) the nature of collaboration within the team environment, (b) coach leadership, and (c) the fragility of collaboration. The results of the present study have advanced our understanding of what collaboration within an individual sport team may look like. For a period of time, the leadership skills of the coaches, as well as their technical coaching expertise, and the willingness of the talented and driven athletes to work together, contributed significantly to a collaborative environment for this team. Then a change in the Olympic entry rules, the departure of an influential coach, and the inevitable change in the ages and experiences of the athletes themselves all combined to erode the foundation of that productive and collaborative environment.

The purpose of this research is to explore the context of youth recreational soccer, and to examine how coaches volunteering in this context learn to coach soccer. Framed within Jarvis’ (2006, 2007, 2008, 2009) theory of lifelong learning and employing a mixed-methods approach, this dissertation research had two distinct phases. Phase One involved the collection of data via an on-line survey from 433 recreational youth soccer coaches from Eastern Ontario. The survey served to collect demographic information, as well as general information about their team, their role as a recreational coach, and their approach to learning. The data analysis for the on-line surveys was comprised of an analysis of descriptive statistics. Phase Two involved semi-structured interviews. Recruited through their participation in Phase One, 30 coaches were purposefully targeted and interviewed based on their varied biographies, experiences, and social contexts. Additionally, seven soccer administrators were interviewed. Interview data was analyzed according to the principles of thematic analysis (Braun & Clark, 2006). Findings examine the biographies of youth recreational coaches, their coaching context, how recreational coaches learn to coach, issues of shared responsibilities related to learning, as well as practical implications. It is suggested that recreational coaches differ from one-another on many factors, and that the context of recreational youth soccer is similarly diverse and presents unique challenges to coaches. Recreational youth coaches learn to coach through a variety of sources; mostly through informal learning situations. Responsibilities surrounding coach development fall on the shoulders of individual coaches and clubs, as well as regional, provincial, and national associations; and suggestions for increased engagement in this regard are provided.

To date, most of the research on group cohesion has focused on team sports, with little known about how this body of knowledge relates to individual sports. The case of the male French whitewater slalom canoe and kayak team was chosen because of the success of the team at World Championships and Olympic Games. The purpose of the present case study was to investigate how the coaches and athletes of this highly successful team worked together in training and competition within a highly competitive environment. Data were collected through in-depth interviews with six athletes and four coaches. Three themes, each containing numerous sub-themes, emerged from the analysis: (a) the nature of collaboration within the team environment, (b) coach leadership, and (c) the fragility of collaboration. The results of the present study have advanced our understanding of what collaboration within an individual sport team may look like. For a period of time, the leadership skills of the coaches, as well as their technical coaching expertise, and the willingness of the talented and driven athletes to work together, contributed significantly to a collaborative environment for this team. Then a change in the Olympic entry rules, the departure of an influential coach, and the inevitable change in the ages and experiences of the athletes themselves all combined to erode the foundation of that productive and collaborative environment.