Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 51-56).

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 70-77).

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-05-31T18:54:03Z No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5) / Made available in DSpace on 2017-05-31T18:54:03Z (GMT). No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5) Previous issue date: 2017-03-03 / This work approaches the contribution of the coaching to the individual professional development, concerning professional level outcomes and the conditions that may enhance or impair this process. Organizations are faced with an increasingly competitive environment; therefore, in order to stay ahead in their market, they need people with distinguished skills. The coaching emerged with the proposal to maximize the skills of the individuals and to contribute to the goals and results achievement. Thus, the major aim of this research is to verify if the coaching contributes with the individuals in order to reach their professional development aims. As specific objectives the research aims: to identify the reasons why people begin the coaching process; to analyze if the results, initially expected by the “coachee”, are reached after the coaching process; to analyze in which conditions the results are reached, especially regarding the coach and the “coachee” issues, their relationship and also the coaching process issues; to identify if, beyond the expected professional results, there is other benefits for the “coachee”. The research uses a qualitative approach with an exploratory character and the method used was the interview. Four groups participated of the research, each one was composed by one coach and one “coachee”, and they were questioned about their aims in searching for a coach, their reached results and also the general coaching process issues. From the interviews analysis, it was concluded that all “coaches” turned to the process by personal will and initiative. Three from the four respondents choose their coach through a friend indication. The reasons that motivated people to search for the coaching were the cost-benefit ratio, the pursuit of self-awareness and the professional and personal development. All the professional aims were reached, beyond these, other benefits emerged from the process were highlighted such as security, self-awareness, better time management, among others. Concerning the coaching process, it was possible to identify there is not a pattern of values charged by the coaches, neither time nor number of sessions applied. The interviewed pointed the issues of the “coaches” that contribute to the coaching process as being open to changes and wising to change, about the coaches issues, were identified the knowledge, love, impartiality, respect, among others. / Este trabalho aborda a contribuição do coaching para o desenvolvimento profissional do indivíduo, no que diz respeito ao alcance de resultados às condições que favorecem ou dificultam esse processo. As organizações se deparam com um ambiente cada vez mais competitivo e, para se destacarem no mercado em que atuam, necessitam de pessoas com competências diferenciadas. O coaching surgiu com a proposta de potencializar, ao máximo, as competências dos indivíduos e contribuir para que metas e resultados sejam atingidos. Portanto, o principal objetivo da pesquisa é verificar se o coaching contribui para o indivíduo atingir seus objetivos de desenvolvimento em termos profissionais. Como objetivos específicos a pesquisa visa: identificar as razões pelas quais as pessoas iniciam o processo de coaching; analisar se os resultados inicialmente esperados pelo coachee são alcançados após o processo de coaching; analisar em que condições os resultados são alcançados, sobretudo em relação às características do coach e do coachee; da relação entre eles e do processo de coaching; identificar se além dos resultados profissionais esperados, existem outros benefícios que o coaching gera para o coachee. A pesquisa possui abordagem qualitativa de caráter exploratório e o método utilizado foi a entrevista. Participaram da pesquisa quatro grupos, constituídos por um coach e um coachee, que foram questionados sobre seus objetivos ao procurar o coach, os resultados alcançados e também sobre o processo e as características do processo de coaching em geral. A partir da análise das entrevistas, concluiu-se que todos os coachees recorreram ao processo por vontade e iniciativa própria, sendo que três entrevistados escolheram o seu coach por meio da indicação de um amigo. As razões que motivaram as pessoas a optarem pelo coaching foram a relação custo versus benefício e a busca pelo autoconhecimento, desenvolvimento pessoal e profissional. Todos os objetivos profissionais dos entrevistados foram alcançados, além destes, os coachees entrevistados mencionaram haver outros benefícios decorrentes do processo, tais como: segurança, autoconhecimento, melhor administração do tempo, entre outros. No que diz respeito ao processo de coaching realizado pelos coaches, foi possível identificar que não existe um padrão de valores cobrados, duração e quantidade de sessões praticadas entre eles. Como características do coachee para o processo de coaching, os entrevistados mencionaram estarem abertos a mudanças e desejarem essas mudanças; já para características dos coachees, apontaram conhecimento, amor, imparcialidade, respeito, entre outras.

En nous appuyant sur deux expériences concrètes de coaching, l’une à dominante linguistique, l’autre à dominante psychologique, nous essayons de mettre au point un modèle de CSL (Coaching Stratégico-Linguistique). Après une brève introduction où nous insistons sur le fait que cette recherche n’est pas exhaustive mais est en devenir, nous présentons un état des lieux des approches psychologiques : approches antiques, psychanalytiques, cognitives et comportementales, humanistes, neurolinguistiques, l’analyse transactionnelle, la programmation neuro-linguistique, et les thérapies brèves. Nous examinons ensuite la problématique de la conduite du changement : inné/acquis, dualisme, empirisme, les problèmes particuliers du changement et de la cognition. Nous nous interrogeons sur la manière de modéliser les thérapies brèves et stratégiques pour les appliquer au coaching. Nous insistons tout particulièrement sur les principes développés par l'École de Palo Alto et ses héritages qui nous semblent adaptés à nos buts. Nous présentons ensuite nos deux exemples de coaching linguistique que nous avons établis sous forme de corpus : celui de l’actrice Asia Argento et celui de l’ingénieur irlandais Steve. Nous appliquons le Programme Narratif de Greimas à ces deux corpus pour en faire des textes-objets, analysables à l’aide des outils des outils sémiotiques. Nous avons établi un modèle de Coaching Stratégico-Linguistique en présentant des outils utilisables pour définir un Programme Narratif générique d’évaluation et d’intervention. Dans notre conclusion, nous présentons les opposants, les critiques et les limites, pour faire une synthèse et en dégager l’utilité, les bienfaits possibles et un avenir prévisible. / We make the most of two concrete experiences of coaching, the first with a linguistic dominance, the second with a psychological dominance, and we try to develop a model of CSL ( Coaching Strategico -Linguistic Programming) . After a brief introduction where we emphasize that this research is not exhaustive but is constantly evolving , we present an overview of psychological approaches : ancient approaches , psychoanalytic , cognitive-behavioral , humanistic , neurolinguistic , transactional analysis , neuro-linguistic programming, and brief therapies. We then examine the issue of change management : innate / acquired , dualism , empiricism , the special problems of change and cognition. We question how to model brief strategic therapies in order to apply them to coaching. Particular emphasis is placed on the principles developed by the School of Palo Alto and legacies that seem suited to our purposes. We then present our two examples of language coaching we have established as corporae : the actress Asia Argento and the Irish engineer Steve. We apply the Narrative Program of Greimas to these two corporae to make text -objects, analyzable using the semiotic tools. We have established a model of Strategico-Linguistic Coaching with tools used to define a generic Narrative Program of evaluation and intervention. In conclusion, we present opponents, critics and limitations , to synthesize and release the utility, potential benefits and foreseeable future.

Physical literacy is used today as a philosophical and theoretical concept where its definition and use is widely discussed. The concept of physical literacy has been implemented by the Swedish sport educators (SISU) in different ways. They offer different courses which affects the different elements of physical literacy (Motivation, Confidence, Physical competence and Knowledge/Understanding). The purpose of this study was to look into how coaches work with the different elements of physical literacy after they have participated in the courses that SISU offers and to see what impact these courses have. The method used in this study was qualitative interviews with six coaches whom had participated in one of the courses offered by SISU. The respondents were coaches from different sports and have had this role for a minimum of two years. The result showed that all of the interviewed coaches work with all elements of physical literacy, but with more or less awareness how they are implementing it. We found out that the courses who were made to change the way coaches coach had a very little impact for the majority of the respondents. The conclusion of this study were that all of the coaches work with the different elements of physical literacy but they were not always aware of it. The impact of the courses were low for the coaches with much experience, while they were significant for the coaches with less experience.

Exercise has come to be the most common cause to eating disorder and athletes is more often represented among patients with ED than rest of the population. It has been known that men barely notice the symptoms before it’s too late, often because ED is labeled as a woman disorder. Altough it’s not primary an urge to change how you look, among athletes it can be a willing to improve sport enhancement. To work preventive in sports can give us a chance to reduce the cases of ED. The intention with this qualitative study was to broaden the understanding of for ED in sports. The study is based on interviews and the results will be presented by three themes: trigger factors of ED, prevention and communication. / Träning är idag tyvärr den vanligaste utlösande faktorn till ätstörning och idrottare drabbas oftare av ätstörning än övriga befolkningen. Hos män upptäcks sällan symptomen då ätstörning blivit en kvinnligt kodad sjukdom. Dock är det inte alltid en önskan att ändra sitt utseende som triggar en ätstörning, bland atleter kan det vara att man vill förbättra sin prestation som utlöser ätstörning. Att arbeta förebyggande inom idrotten kan ge en chans att reducera antalet fall av ätstörningar. Intentionen med den här studien var att bredda förståelsen för ätstörningar inom idrotten. Studien är baserad på intervjuer och resultaten kommer att redovisas under tre teman: utlösande faktorer, prevention och kommunikation. Resultaten visar att behovet finns och att coachens roll för ungdomarna blir viktig för att upptäcka symptom till ätstörning.

Submitted by Aline Amarante (1146629@mackenzie.br) on 2018-10-03T23:49:54Z No. of bitstreams: 2 MARCIA FEIJO DE SOUZA.pdf: 1247279 bytes, checksum: 83c8f1ca6d287470116529307254fe21 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2018-10-17T18:18:25Z (GMT) No. of bitstreams: 2 MARCIA FEIJO DE SOUZA.pdf: 1247279 bytes, checksum: 83c8f1ca6d287470116529307254fe21 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-17T18:18:25Z (GMT). No. of bitstreams: 2 MARCIA FEIJO DE SOUZA.pdf: 1247279 bytes, checksum: 83c8f1ca6d287470116529307254fe21 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The demand for executive coaching in Brazil and around the world is on the rise. The great majority of business professionals attribute high value to executive coaching – and this credibility increases annually (SHERPA COACHING, 2016). Database research, from 2013 to 2018, indicate there are only a few studies about how the coachee learns in the process of executive coaching. This qualitative study, based on the interpretative paradigm, aims, in light of the assumptions of transformative learning, to identify and analyze how coachees learn in the process of executive coaching. To achieve this goal, we intend to identify if transformative learning occurs in executive coaching and what are the possible results achieved through this process. Considering the proposed objectives, this study is based on the definition of executive coaching as a process focused on individual learning; as a collaborative, egalitarian relationship between a professional (coach) and an executive (coachee); and as a process whose objective is to identify the challenges faced by the coachee and transform them into opportunities for personal and professional growth (JONES et al., 2016; CAMERON; EBRAHIMI, 2014; PAGE; DEHAAN, 2014; DEHAAN et al., 2016; GROVER; FURNHAM, 2016; REIS, 2013). Data were constructed through semi-structured interviews with fifteen participants, of which ten were coachees and five coaches. The information collected was analyzed in light of the Thematic Analysis, proposed by Braun and Clarke, 2006. The analysis showed that the theoretical model of transformative learning is a useful lens to understand the coachees' learning experiences. It also contributes to new findings that can improve the design and practical guidelines of executive coaching. Discoveries potentially capable of bringing learning benefits and coachees results. / A demanda por coaching executivo no Brasil e no mundo está em ascensão. A grande maioria dos profissionais de negócios vê o valor do coaching executivo como muito alto e esta credibilidade aumenta anualmente (SHERPA COACHING, 2016). Pesquisas em bases de dados, no período de 2013 a 2018, apontam poucos estudos sobre como o coachee aprende no processo de coaching executivo. Este estudo qualitativo, pautado no paradigma interpretativista, tem como objetivo, à luz dos pressupostos da aprendizagem transformadora, identificar e analisar como os coachees aprendem no processo de coaching executivo. Para alcançar este objetivo, pretende-se identificar se ocorre aprendizagem transformadora no coaching executivo e quais são os possíveis resultados alcançados através desse processo. Considerando tais objetivos, este estudo baseia-se na definição de coaching executivo como um processo focado na aprendizagem individual; como uma relação colaborativa e igualitária entre um profissional (coach) e um executivo (coachee); e como um processo cujo objetivo é identificar os desafios que o coachee enfrenta e transformá-los em oportunidades de crescimento pessoal e profissional (JONES et al., 2016; CAMERON; EBRAHIMI, 2014; PAGE; DEHAAN, 2014; DEHAAN et al., 2016; GROVER; FURNHAM, 2016; REIS, 2013). A construção dos dados foi realizada por meio de entrevistas semiestruturadas realizadas com quinze participantes, dos quais dez eram coachees e cinco coachs. As informações coletadas foram analisadas à luz da Análise Temática, proposta por Braun e Clarke (2006). As análises evidenciaram que o modelo teórico da aprendizagem transformadora é uma lente útil para entender as experiências de aprendizagem dos coachees. Contribuindo, inclusive, para novas descobertas que possam melhorar o design e as diretrizes práticas do coaching executivo. Descobertas potencialmente capazes de trazer benefícios para a aprendizagem e os resultados dos coachees.

Syftet med denna studie är att beskriva handbollen som en egen kultur och socialisation, innehållande ritualer och symboler, utifrån ett socialantropologiskt perspektiv, samt att studera ledarnas betydelse i ett handbollslag när det kommer till vad spelarna lär sig på planen. Detta är en fältstudie av flickhandbollslag och deras tränare. Data har samlats in genom observationer och intervjuer med tränarna. Uppsatsen beskriver handboll som en egen kultur där spelarna genom socialisation lär sig handbollens regler och normer. Symboler, som matchkläder och språk, identifieras liksom ritualer, som utförs både på träningar och matcher. Teorin om passageritualer kopplas till de faktorer som förbereder unga spelare inför en framtida förflyttning till ett äldre lag. Genom intervjuer med tränarna identifieras även flera olika tabun kopplade till hur en handbollsspelare förväntas bete sig. Uppsatsen studerar även de livskunskaper som ungdomar kan lära sig genom att delta i sport. En avgörande faktor för denna inlärning är de vuxna ledarnas inställning och förmåga att agera förebild. Detta gör att ungdomarna kan lära sig kunskaper som kan tas med även utanför idrottens sammanhang. Uppsatsen beskriver även olika ledarskapstyper, vissa tenderar att fokusera på gruppens resultat, medan andra fokuserar på dess deltagare och välmående. / The purpose of this essay is to describe team handball as a culture and socialization, containing symbols and rituals, from a social anthropological perspective and also studying the importance of the leaders of a handball team, when it comes to what players are learning on the court. The essay is a field study, describing team handball as a culture where players through socialization are learning the rules and norms of handball. Symbols, such as clothes and language, are being identified as well as rituals that are being preformed during practices and games. The “rites of passage” theory is connected to the fact that younger players in different ways are being prepared for playing on a higher level with an older team. By interviewing the leaders of the team in this essay, different taboos are being identified, connected to the expected behaviour of a handball player. The essay also studies the life skills that young people can learn through sport participation. A crucial factor of this learning is the attitude of the adult leaders and their ability to act as role models. If the leaders can manage this, the young players are likely to receive knowledges that can be used in other contexts than sport. The essay also describes different types of leaders, some tend to focus on the results of the group, whereas other types focus on its members.

Feedback is a powerful tool for coaches and instructors in the learning process as well as an important tool regarding motor skill development. The aim of the study was to investigate how feedback is used in a crossfit environment, focusing on what types of feedback are used and what the coaches’ approach to feedback is. To achieve this, six crossfit coaches were observed and interviewed. The study found that the frequency of feedback varied greatly between the coaches. The feedback was given both individually and to the whole group, and visual and verbal feedback were often combined. The main purposes of the feedback seemed to be to improve the participants’ performance and to promote a fun environment. The coaches also seemed to believe that it is important to adjust the feedback to the individual participants.

Coaching is one of the most effective methods of leadership and development. This thesis concentrates on different aspects of coaching, mainly, on internal coaching in the working environment. The goal of the thesis is to evaluate internal coaching in practice. The goal is fulfilled by describing internal coaching in T-Mobile, showing the savings generated by internal coaching in comparison to the external and by evaluating the feedback given by the coachees. Theoretical part gives a review of coaching applications, methods, tools, presents the coaching leadership style and serves as a basis for the practical part, which concentrates on T-Mobile.