Thesis advisor: Patrick McQuillan / This case study examines the micropolitical strategies that a coach and seven teachers utilized to negotiate ideological and epistemological beliefs during required common planning time meetings for the period of one semester in an urban middle school. Theories of micropolitics and critical discourse analysis guided the development of the research questions that emphasized the political nature of the transactions and interactions between individuals within a school and how these negotiations were affected by the cultural and political climate of the district and the ideologies of individuals within that school about how students learn. The findings revealed how coaching as a reform strategy is highly influenced by the context of the school. The observations of mandated common planning time meetings, interviews with the coach and teachers, and other artifacts suggest that the power relationships between the members of the school community and political tensions of time, autonomy, ideological conflict, and trust influenced the discourse and interaction of the coach and teachers and influenced the implementation of the school's reform initiative. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

Digitized by Kansas Correctional Industries

Viewing sport coaching as complex and relational, this thesis used the writings of Harold Garfinkel, who developed ethnomethodological inquiry, as an alternative social theorist to better understand the activity. The aim of this study was to explore and deconstruct the everyday interactions of coaches, through paying specific attention to the context under which such behaviours occur. Accepting that coaching is a social activity, the purpose was to examine the ‘taken-for-granted’ social rules that the coaches and players of Bayside Rovers F.C. (pseudonym), a semi-professional football club, utilised to achieve desired ends. In doing so, the study adopted an ethnomethodologically informed ethnography to observe, participate and describe how the coaches managed, manipulated and influenced others through their ‘social competencies’ (Lemert, 1997). The data were collected over the course of a full domestic season (10 months). Through adopting an iterative approach, the data were subject to a light ethnomethodological analysis, principally drawing upon the work of Harold Garfinkel (1967, 2002, 2006). What is presented then, are four codes that were used to describe and explain the behaviour patterns observed. The codes included; ‘play well’, ‘fitting-in’, the ‘brotherhood’ and ‘respecting space’. More specifically, the ethnomethodological analysis demonstrated how coaches and players ‘actualised’ the codes (Wieder, 1974). In this respect, Garfinkel’s writings are used as a ‘respecification’ of some fundamental aspects of coaches’ everyday work that is ‘seen but unnoticed’ (Garfinkel, 1967). From this perspective, the findings contribute to the increasingly refined body of research acknowledging coaching as a social activity, further highlighting the principal link between sociology and sport coaching.

The present study is an examination of a classroom-based intervention with five critical components of (a) defining and teaching desired behavior with cultural consideration, (b) increasing acknowledgement for African American students, (c) responding to unwanted behavior using an instructional approach, (d) using disaggregated data by race to guide intervention implementation, and (e) providing coaching to enhance intervention implementation. The study is a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade. Results from the study indicate a functional relation between intervention implementation and increased rates of praise and decreased rates of reprimands for African American students. In addition, data show equitable increases in praise across both racial groups and decreases in reprimand disparities between racial groups during intervention. Teachers implementing the intervention found it to be acceptable, effective, and a good fit within their school and classroom contexts. The findings from this study suggest this intervention may help to close the discipline gap between African American students and their peers.

Sport is considered a viable context for positive youth development, including the acquisition of life skills. However, research indicates that sport participation alone does not necessarily amount to consistent developmental outcomes (Coakley, 2011). Therefore, it is important to understand how sport can be structured by coaches, as direct influencers of the structure and delivery of sport programs, to facilitate the development of skills that youth can use to thrive in life. Using the Bean et al. (2018) continuum, this thesis explored coaches’ implicit and explicit approaches to life skills development and transfer in youth sport. A multiple case study design was employed comprised of nine cases, each consisting of one coach and at least two of his/her athletes, who were members of a youth sport team (i.e., baseball, rugby, soccer, and sailing), operating in the National Capital Region. Data were collected from the coaches via pre- and post-season interviews and in-season journaling, as well as from athletes via post-season interviews. The results indicated that the coaches went beyond the implicit/explicit dichotomy. The coaches were found to predominantly and consistently use implicit approaches and inconsistently use explicit approaches, with dilemmas and factors reported influencing their explicit practices. The results have implications for future research and applied efforts towards coaches’ integration of the explicit approaches to teaching youth life skills development and transfer within their coaching practices to maximize positive youth development through sport.

Zugl.: Hamburg, Helmut-Schmidt-Univ., Diss., 2006

<p>Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.</p>

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An examination of the intersection between work and family for small college coaches was conducted via an online questionnaire to explore variables that affect coaches’ work-family fit. Specifically, the work variables of autonomy, supervisor support, and working hours were hypothesized to be related to all or some of the work-family variables of work-family conflict, family-work conflict, work-family enrichment, and family-work enrichment. Likewise, family variables such as spousal support, spousal working hours, spouse job-type, number of children, child sport involvement, and child sport attendance were hypothesized to be related to all or some of the same work-family variables.Ecological theory was used to explain and predict the expected relationships between work and family factors with the work-family interface variables.Confirmatory factor analysis results suggested that the fit for coaches and their work-family interface is best explained by four work-family dimensions—two directional conflict dimensions and two directional enrichment dimensions. Structural equation modeling was used to explore the effects of three work factors on the four work-family variables: supervisory support, autonomy, and hours worked. Multiple regression was used to examine the effect of family variables on the work-family constructs.. Additionally, gender differences within spousal job hours and type were explored. Results suggest that supervisory support correlates with lower conflict and greater enrichment. Additionally, coaches reported that an autonomous workplace correlated with lower conflict and greater work enrichment with family. No hypothesis was supported with hours worked. In the family domain, spousal sport support, like supervisory support, was correlated with lower conflict and greater enrichment. No other family variables were significantly related to the work-family variables within the multiple regression analysis. Two hypotheses involving spouses of coaches, however, were supported as coaching mothers had spouses/partners who were more likely to work longer hours than fathers. Additionally, coaching mothers were more likely to have spouses/partners who were more likely to work in a career-type job. Besides theoretical and practical applications, an exploration contrasting male and female coaches was done. Additionally, in aligning with ecological theory, coaches’ work-family fit needs to be considered when hiring and retaining parents who coach.

Lärande är enligt forskare centralt för att åstadkomma utveckling och förändring med hjälp av coaching. Av den redan bristande evidensbas som idag finns för coaching, utgörs endast en liten del av forskning om detta lärande. Med anledning av detta gjordes en studie för att undersöka yrkesverksamma coachers uppfattningar om lärandet som sker i coachingprocessen, samt deras uppfattningar om coaching som profession. Urvalet bestod av yrkesverksamma coacher, certifierade av branschorganisationen ICF. Metoden som valdes var kvalitativa intervjuer. Resultatet visar att coacherna ser lärande som essentiellt för att effekter ska kunna uppnås. Coachernas tidigare utbildning och yrkesbakgrund speglas i deras syn på yrket och de har olika uppfattningar om vad coaching är. De formella yrkeskraven och den vetenskapliga relevansen analyseras.