Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges. / The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.

Universiẗat, Diss.--Hamburg, 2006.

Background: The world of sports possesses a lot of knowledge when it comes to leadarship and coaching. Coaching as a term is relatively new to the business industry and something that is up and coming among alot of companies. Leadership and coaching are two terms that can be combined with each other both in sports and in the business industry. Objectives: This study aims to compare leadership in sports and in the business industry. The purpose is to see if they can learn from each other and how they define the term leadership. Method: Interviews were chosen as a method in this study. Six individual interviews were performed and there were three leaders from the business industry and three leaders from the world of sport participating in the study. The criteria to be a part of the study was that they had a couple of year's experience from working with leadership. Results: The result shows that leaders in the business industry work were similar as the leaders in the world of sports. There are many things that they think they can learn from each other. One of the things is how to work with setting up goals. In the business industry they work a lot with goals based on result and in the world of sports they work wih goals based on performance. This is one thing that the leaders in the business industry can learn from sports. The results show that leadership is about engaging another human being to work hard and do their best. In both worlds you need to be able to lead by example and adjust your leadership to the situation.

This is a thesis in Personal- och Arbetslivsprogrammet at Dalarna University with thepurpose of evaluating an education initiative in Borlänge kommun. The educationCoaching Leadership is an initiative for the managers in the organization to exercisegood leadership and the education also serves as an incentive for managers. Eightbusiness managers and one from the HR staff have completed the training. Out of thetotal 9 participants in the training, six of them took part in this evaluation. Based on thethesis aim and questions we wanted to explore participants' attitudes to the education,and what skills and abilities they have acquired on the basis of educational goals andcontent. To obtain results, a semi-structured interview methodology was used, this inorder to get answers to predefined questions while the participants would have theopportunity to give an as broad picture as possible.The result of this evaluation demonstrates that the participants are in favor of trainingand they've got the tools, knowledge and ability to apply coaching in their job role,which was included in the educational goals. For the CL-education to promote theorganization's development potential, the participants mentions that it takes time totrain and that employees must have the knowledge of the organization's educationaldirection. / Detta är ett examensarbete inom Personal- och Arbetslivsprogrammet vid HögskolanDalarna med syftet att utvärdera en utbildningssatsning inom Borlänge kommun.Utbildningen Coachande Ledarskap är en satsning för cheferna i organisationen för attutöva ett gott ledarskap, utbildningen fungerar även som ett incitament för cheferna.Åtta verksamhetschefer och en HR-medarbetare har genomfört utbildningen varav sexdeltagare deltog i denna utvärdering. Utifrån examensarbetets syfte ochfrågeställningar ville vi undersöka deltagarnas inställning till utbildningen samt vilkakunskaper och förmågor de erhållit utifrån utbildningens mål och innehåll. För att fåfram resultat användes en semistrukturerad intervjumetodik, detta för att kunna få svarpå fördefinierade frågor samtidigt som deltagarna skulle kunna få möjlighet att ge en såbred bild som möjligt.Resultatet av denna utvärdering påvisar att deltagarna är positivt inställda tillutbildningen och att de har fått de verktyg, kunskaper och förmåga att tillämpacoaching i sin befattning vilket inkluderades i utbildningens mål. För att CLutbildningenskall kunna främja organisationens utvecklingsmöjligheter, nämnerdeltagarna att det krävs tid för att träna och att medarbetare måste få vetskap omorganisationens satsning.

The aim of this thesis was to undertake an evaluation of the United Kingdom Coaching Certification (UKCC) and discuss the implications for current and future designs of the programme. This study extends and expands the research that has previously evaluated coach education programmes by examining the participants’ perceptions of the programme and its impact on their competency. The study draws on Lyle’s (2010) monitoring and evaluation model and examines the relevance, fidelity and effectiveness of the UKCC. The broad research approach was a pre-post methodology utilising multiple methods of data collection and analysis. Both quantitative and qualitative methods were employed in the form of focus groups, reflective journals and surveys. Four UKCC sports in Scotland were involved in the study and these were rugby, squash, swimming and triathlon. Data was collected at 10 UKCC courses (levels 1-3) and a total of 136 participants were sampled. The study’s main conclusions regarding the relevance, fidelity and effectiveness of the UKCC were as follows. Relevance: At level one the UKCC appeared to play a big part in the participants’ initial development as a coach whereas at level two and three the UKCC played a smaller role in the participants’ development and instead these participants placed importance on their informal learning. The UKCC fulfilled the participants’ expectations however they believed it needed to provide more technical and sport science knowledge, practical coaching experience, and opportunities to learn from others. Fidelity: The importance of informal learning was emphasised by the participants. The participants believed that informal methods, such as learning from others and learning from practical experience, were effective ways to learn. A negative of the UKCC was that it was a rushed learning environment. Effectiveness: The UKCC had a positive impact on the participants’ perceptions of competency as post course competency was significantly higher than pre-course competency. Despite this significant impact, participants still only rated themselves as moderately competent at the end of the course and indicated they needed more technical knowledge and practical experience. Based on these findings, a number of implications were provided for the UKCC. Implications were provided in three areas: the structure of the UKCC, the delivery of the UKCC, and the role of the UKCC within overall coach development.

The use of coaching is fairly up to date in the business world although it’s relatively new. Despite this, there’s a lack of clarity about what coaching is and what it signifies. Our point is however not to define coaching. Based on the normative coaching literature, the purpose is, from a critical discourse analysis to explore the power relations that affect the coach and coached in their relation to each other, so as to be able to criticize managerial coaching relationship as presented in the literature. This will contribute to enabling for a more open discourse. The theoretical image of managerial coaching described by the literature as a democratic exercised leadership by a certain type of behavior and attitudes, will lead to improved organizational performance. For this to be possible, the relationship between coach/manager and coached/co-workers need to be characterized by safety, trust and equality. This is considered to be complex, given the power and dependency relationship prevailed between manager and employee. The empirical data on which the analysis is partly based on, have been collected through semi-structured interviews with a group within the National Insurance Office in Karlskoga, consisting of managers and employees where a coaching leadership is applied. Coaching relationship has been explored with the aid of Faircloughs analytical model and therefore conclusions could be obtained, which is that the coaching relationship is characterized by a variety of power conditions affecting coach and coached in their relation to each other. Among other things, it has emerged that the coach is governing the coached thoughts and thus indirectly also the coached acting. Managerial coaching is therefore considered according to us not to be a democratic exercised leadership but may instead implying to be more controlling in comparison with the “traditional” leadership.

I denna studie kan läsas om två arbetslag som deltagit i verksamhetsinriktad handledning. Syftet med studien har varit att undersöka hur några lärare beskriver sina erfarenheter av att delta i verksamhetsinriktad handledning. Denna studie vill synliggöra om verksamhetsinriktad handledning är gynnsamt för ett ökat yrkeskunnande. Tidigare forskning och litteratur som presenteras i studien rör sig inom flera områden men främst handledning. Litteraturgenomgången innehåller en presentation av begreppen yrkeskunnande, pedagogisk handledning och reflektion. Denna studie är av kvalitativ art då metoden som använts är semistrukturerade intervjuer. För att förstå respondenternas berättelser analyserades delar av dessa med hjälp av reflektionsnivåer. Resultatet av den kvalitativa studien analyserades och tolkades utifrån en hermeneutisk ansats, vilket innebär att samband och mönster tolkas. Resultatet visar att lärarna som deltagit i handledningen befunnit sig på de olika reflektionsnivåerna samt att de har utvecklat sitt yrkeskunnande och sitt sätt att reflektera. De har också berättat att handledningen betytt mycket för verksamheten och för dem själva. Studiens slutsats är att verksamhetsinriktad handledning bidrar till ett ökat yrkeskunnande där respondenterna berättar att de känner sig säkrare och tryggare. De har utökat sitt yrkesspråk och talar med varandra på ett nytt sätt, förstå vad andra lärare och forskare menar. Respondenter berättar att de har förändrat sitt sätt att tänka nu och att de har fått till sig vad forskare säger om projektets innehåll. De kan översätta sina nya kunskaper till andra arbetsområden och de når fler elever idag. Handledningsprojektet har lett till en utveckling hos dem själva, deras sätt att reflektera och i verksamheten. / This study is examining the experiences from two teams of teachers that have participated in operation-oriented coaching, in order to determine if this approach is beneficial for enhancing professional competence. While previous research and literature presented in this study are drawn from multiple different areas, the topic of coaching is predominant. The literature list includes a presentation of the terms of professional skills, pedagogic coaching, and reflection. As semi-structured interviews have been used as a method, this is a qualitative study. To understand the participants’ stories, parts have been analyzed with the support of reflection levels. The result of the qualitative study were analyzed and interpreted by a hermeneutic approach, which means that correlations and pattern were interpreted. The result shows that the teachers who participated in the coaching progressed through several stages of reflection levels, as well as developed their professional competence and reflecting approach. They also stated that the coaching had a positive impact, both on aspects concerning the operation and for the teachers personally. The conclusion of the study is that operation-oriented coaching is contributing to an enhanced professional competence, in addition to giving participants increased confidence. By expanding their professional language, new ways of communicating have emerged and improved their ability to comprehend what is being addressed by other teachers and researchers. They describe a change of thinking and a new ability to take in the content of the project. They are able to translate their new skills to other work areas and today reach a greater number of students. The coaching project has resulted in a personal development, a new way of reflecting and positive effects on the operation.

The Canadian sport system is challenged by the lack of representation of female leaders and coaches. This is, in spite of statistics showing that female athletes account for almost half of all participants in sport, a number that is still growing (Sport Canada, 1999). Women have acquired equity in many areas of life and are accepted in leadership roles, however in the area of sport, women have yet to gain the full credibility and professional respect equal to their male counterparts. Previous research indicates that women who pursue a career in coaching face many adversities and struggle to attain a level of leadership where they can achieve their highest potential (Acosta & Carpenter, 2002). The purpose of this research is to gain an understanding of the lived experiences of elite female coaches, using Erikson’s (1950) theory of psychosocial development. In this study, the qualitative method of life history was used to learn about the experiences of female coaches, specifically the process of becoming and being elite coaches. Five elite Canadian coaches were interviewed. The major themes that developed through the analysis of the interviews were: (a) Support, (b) Overcoming Obstacles, (c) Personal Qualities and (d) The Bigger Picture. The study noted the importance of various support systems through one’s lifespan and some of the challenges a female athlete and coach must overcome to become a successful athlete, coach and mother. The study shares insight into the five women’s personal qualities that helped them grow into elite coaches. Finally, the participants described the process by which they came to find a leadership style with which they were comfortable, as coaches and as women.

Doctor of Philosophy (PhD) / This study examines professional Australian coach and athlete perceptions of effective coaching. Rather than assess the ability or effectiveness of the coaches and teams involved, the purpose was to gather perceptions of what professional coaches and players believe it takes to be an effective coach. Given the broad range of tasks that fit under the auspice of coaching, an important question to address was ‘what’ a coach does in order to be considered effective. In addition, an understanding of ‘why’ and ‘how’ these factors are effective was also essential. These questions formed a starting point in order to find out what professional coaches do (including how they behave), and why players and coaches perceive certain coaching strategies to be effective. This study employed a qualitative research design to identify perceptions about, and strategies of, effective coaching within the professional sport context. Interviews enabled participants to discuss their interpretations of the world in which they live, from their own point of view – a key feature of the present research. Observational data allowed me to view coaching behaviours and interactions with players in training and competition contexts. Using professional Australian coaches and players from cricket, rugby union and rugby league, 6 coaches and 25 players were interviewed while up to 16 coaches and 80 players were observed during 41 observation sessions at training and competition venues. The constant comparative method (Côté, Salmela, Baria, & Russell, 1993; Côté, Salmela, & Russell, 1995b; Glaser & Strauss, 1967) was used to analyse the observation and interview accounts. This enabled rich descriptions of what effective coaches do as well as providing information regarding how and why they carry out certain actions. Findings from the current research indicated that an effective coach possesses specific personal characteristics, qualities and skills as well as a general philosophy or direction for the team. The effective coach uses their own unique leadership, player management, communication and planning skills to create and maintain the team environment to ensure that everyone involved with the team ‘works off the same page’. The interaction of all these features leads to the primary goal of player development, improvement in player performance and winning matches. This thesis identified key perceptions and applications of effective coaching based on Australian professional coach and player experiences.

Doctor of Philosophy (PhD) / This study examines professional Australian coach and athlete perceptions of effective coaching. Rather than assess the ability or effectiveness of the coaches and teams involved, the purpose was to gather perceptions of what professional coaches and players believe it takes to be an effective coach. Given the broad range of tasks that fit under the auspice of coaching, an important question to address was ‘what’ a coach does in order to be considered effective. In addition, an understanding of ‘why’ and ‘how’ these factors are effective was also essential. These questions formed a starting point in order to find out what professional coaches do (including how they behave), and why players and coaches perceive certain coaching strategies to be effective. This study employed a qualitative research design to identify perceptions about, and strategies of, effective coaching within the professional sport context. Interviews enabled participants to discuss their interpretations of the world in which they live, from their own point of view – a key feature of the present research. Observational data allowed me to view coaching behaviours and interactions with players in training and competition contexts. Using professional Australian coaches and players from cricket, rugby union and rugby league, 6 coaches and 25 players were interviewed while up to 16 coaches and 80 players were observed during 41 observation sessions at training and competition venues. The constant comparative method (Côté, Salmela, Baria, & Russell, 1993; Côté, Salmela, & Russell, 1995b; Glaser & Strauss, 1967) was used to analyse the observation and interview accounts. This enabled rich descriptions of what effective coaches do as well as providing information regarding how and why they carry out certain actions. Findings from the current research indicated that an effective coach possesses specific personal characteristics, qualities and skills as well as a general philosophy or direction for the team. The effective coach uses their own unique leadership, player management, communication and planning skills to create and maintain the team environment to ensure that everyone involved with the team ‘works off the same page’. The interaction of all these features leads to the primary goal of player development, improvement in player performance and winning matches. This thesis identified key perceptions and applications of effective coaching based on Australian professional coach and player experiences.