The purpose of this life story study was to explore the experiences of a woman high school teacher-coach and the factors that have contributed to her maintained involvement in sport leadership throughout her life. One participant took part in one timeline interview and four subsequent semi-structured interviews over several months. The resultant transcripts were analysed using a combination of narrative and thematic analysis. The findings of this study provided insight into four broad themes: passion for sport, perception of gender, personal traits, and community and belonging. This study contributes a unique, in-depth, exploration of life as a woman teacher-coach in Canada, and the facilitating factors for long term sport involvement. Future studies may explore the experiences of women volunteer coaches. / Graduate

Title: The Competency Profile of the Golf Coach Objectives: The main aim of this thesis is to create the competency profile of an ideal golf coach with focus on adult recreational players. It was based on the identification of the most important competencies from two perspectives, namely coaches and their clients. Methods: The thesis combines qualitative and quantitative methods. According to the expert literature studies, previous researches and interviews with the professional golf coaches was created a list of four competency groups needed for quality work of golf coach. Coaches and players evaluated the importance of individual competencies by eletronic questioning. For clarity, the individual competencies are divided into four groups, specifically to character traits and features, abilitites and skills, education and knowledge, other professional attributes. Results: In the thesis is created the competency profile of the ideal golf coach focusing on adult recreational players, which includes 20 competencies from all competency groups: character traits and features, abilities and skills, education and knowledge, other professional attributes. Profile contains the following 20 most important competencies that an ideal golf coach should have: ability to explain and demonstrate, knowledge of golf...

Ideally an athlete would continue to improve performance indefinitely over time, however improvement slows as the athlete approaches their genetic limits. Measuring performance is complex—performance may be temporarily depressed following aggressive training for multiple reasons, physiological and psychosocial. This reality may be vexing to the strength and conditioning coach, who, as a service provider, must answer to sport coaches about an athlete’s progress. Re-cently an evaluation mechanism for strength and conditioning coaches was proposed, in part to help coaches establish their effectiveness within the organization. Without formal guidance and realistic expectations, if an athlete is not bigger, leaner, stronger, etc. as a result of training within a specified timeframe, blame is often placed upon the strength and conditioning coach. The purpose of this article is to explore possible causes of what may be perceived as athlete non-responses to training and to provide guidance for the coach on how to handle those issues within their domain. A process of investigation is recommended, along with resources to assist coaches as they consider a broad range of issues, including enhancing existing testing methods, improving athlete behaviors, and adjusting processes designed to bring about performance improvement.

This was a qualitative case study that compared data across six district-level literacy coaches’ epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers. Data were collected over a 6-week period where the coaches responded to questions and vignettes through a think-aloud protocol. The data collection instruments addressed personal, work, and educational experiences that influenced the development of their beliefs about how to teach reading. A survey of their professional library was also taken. The coaches responded to three other instruments and questions to glean epistemological beliefs about knowledge and to address the instructional needs of a struggling reader. There were three major findings. First, the report of the National Reading Panel (NRP) was very influential to the forming or affirming of their beliefs about how to teach reading. The findings of the NRP were privileged in instructional decision making by the coaching cohort, while the adolescent literacy research was ignored or marginalized. Second, self-stated instructional choices were made by the literacy coaches based upon three models that reflected their perspective about how to teach reading. These models were: (a) a skills development model that focused on beginning reading skills, (b) a deficiency model that focused on intervention and remediation, and (c) a proficiency model that focused on social-constructivist learning. Third, the literacy coaches’ epistemological and ontological beliefs about how to teach reading to struggling were either flexible (changing) or rigid (unchanging) as reflected by whether they changed their instructional approaches or choices across grade levels or populations.

As a form of teacher professional development, districts and schools are turning to an instructional coaching model for teacher learning, growth, and support. To date, however, few have sought to identify the specific characteristics and conditions that contribute to the success of the instructional coach, particularly in terms of the principal and instructional coach relationship. The purpose of this study was to explore the perceptions of instructional coaches regarding the types of supports, conditions, and relationships they encounter and believe they need in their work with principals to more effectively impact teacher instruction, thus, student achievement. An exploratory case study research design and approach was utilized. Two different data collection tools were used to interview instructional coaches: focus group interviews and semi-structured, face-to-face individual interviews. The following principal behaviors that impact the instructional coaches' work the most were identified: (a) time for the coach and principal to meet, (b) trust and mutual respect built from the principal and coach relationship, (c) protection of the coaching role from administrative duties, (d) a public endorsement of the coaches' work and impact, (e) shared vision and leadership, and (f) a culture of growth and continued learning. Specific principal actions, practices, and critical components of the instructional coach and principal relationship that impact instructional coaches' work with teachers, implications for future practice, and recommendations for future research are provided.

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Malmö högskolaLärarutbildningenSpecialpedagogiska påbyggnadsutbildningenDistans H05Vårterminen 2008Kerstin Krona AbstractKrona, Kerstin (2008). Specialpedagogen – gymnasielärarens coach och problemlösare i ett paradigmskifte. (The Special Education Teacher – the senior high school teacher´s coach and problem solver in a new paradigm)Vi lever i en omvälvande tid – i ett paradigmskifte. Omvärldsförändringarna under framförallt de två senaste decennierna har gett människan nya förutsättningar att leva och verka. Utbildningen är inget undantag. Behoven och kraven från omvärlden liksom eleven och hennes förutsättningar har förändrats. Didaktiken kräver nytänkande. Gymnasieläraren i det ledande lärandet ställs inför nya utmaningar och problem. Vilka är då specialpedagogens möjligheter ur olika aspekter att stödja gymnasieläraren?Arbetet skildrar vilka betydelsefulla förändringar som skett i detta paradigmskifte och som kan påverka det ledande lärandet. Inledningen beskriver problemområdet i ett större sammanhang och försöker ge en helhetsbild. Vilka är de omfattande förändringarna i paradigmskiftet, som kan påverka utbildningen? Var finns eleven i det nya samhället? Hur kan vi effektivisera didaktiken? Hur kan specialpedagogen samverka och kanske även coacha gymnasieläraren? Vidare innefattar arbetet en fallstudie med fem utsagor från gymnasielärare för att bidra med en förståelse för hur de ser på specialpedagogen och dennes roll och ett tänkt samarbete. Huvudresultatet i mitt arbete är att specialpedagogen och hennes kompetens behövs som stöd till gymnasieläraren, särskilt om exkludering skall undvikas och till del finns även behov av henne som coach. Mina slutsatser ger vid handen att förutsättningarna för henne att verka kräver en satsning på att kraftfullt marknadsföra hennes kompetens i kommuner, gymnasier och till gymnasielärare. De vetenskapliga landvinningar som gjorts och görs, måste tillvaratas för att förstå var dagens elever finns, forma pedagogik och metodik individuellt och anpassa till tidens behov.Nyckelord: coach, paradigmskifte, problemlösare, specialpedagogen, undervisningsstöd.Kerstin Krona Handledare: Lena Lang Examinator: Elsa Foisack

Dagens samhälle står inför en stor utmaning att möta det entreprenöriella behovet av drivkrafter som för svenskt näringsliv framåt. Skolverket (2022b) beskriver vikten av en entreprenöriellt präglad skola som ger elever möjlighet till kreativitet och skapande. Forskning inom entreprenörskap i skolan belyser svårigheter som finns för att forma en skola med entreprenöriell nyfikenhet. Ekonomiprogrammet är ett gymnasialt teoretiskt program som enligt Gy11 (2019) ska ge elever möjlighet att praktiskt driva företag, dock visar tidigare forskning på didaktiska utmaningar för att låta elever arbeta i en process. Med denna studie vill jag ta reda på hur vi lärare på ekonomiprogrammet arbetar för att eleverna på ett teoretiskt program ska få praktisk erfarenhet av företagande. Studien utgår från en entreprenöriell teoretisk referensram med perspektiv på hur entreprenörskap definieras, realiseras och lärarens roll i elevens entreprenöriella process.Studiens empiriska material utgörs av intervjuer med tre ekonomilärare samt efterföljande klassrumsobservationer. I studien framkom att ekonomilärarna ansåg att stora delar av ekonomiprogrammet kan genomföras praktiskt för att låta eleverna utveckla entreprenöriella kompetenser. Studiens slutsats är att lärare inom ekonomiprogrammet arbetar praktiskt i högre uträckning än vad tidigare forskning hänvisat till och det finns en önskan om att utveckla det ytterligare. Det visade sig dock finnas en osäkerhet kring kopplingen till skolans kunskapskrav och traditionella didaktik när ett teoretiskt program vill bli mer praktiskt.

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Huvudsyftet med föreliggande studie var att undersöka på vilket sätt coacher inom tyngdlyftning, styrkelyft, Crossfit och kroppsbyggning implementerar preventiva strategier designade för att förebygga skador genom inverkan på psykologiska riskfaktorer. Vidare var det av intresse att undersöka vilka personlighetsdrag hos en idrottare som coacher upplevde ökade risken för skador. Ett ytterligare syfte var att studera coachernas erfarenheter av relationen mellan idrottares stressnivå och skaderisk. Totalt genomfördes nio semistrukturerade intervjuer med coacher på distrikt till internationell nivå lokaliserade i Sverige. Samtliga coacher hade tidigare erfarenhet med skadade idrottare. Resultatet sammanställdes genom en deduktiv innehållsanalys. Under intervjuerna identifierades flera interventionsstrategier som kunde relateras till Williams och Andersens (1998) stress­skademodell. Det framgick att coacherna i studien fokuserar mycket på fysiologiska och stressrelaterade aspekter och inte personlighetsdrag när de implementerar interventioner för att förebygga skador. Implikationer för skadeförebyggande träning samt förslag på framtida forskning ges.