During the last few years, much effort has been devoted to measuring the ability of sport teams, as well as that of the individual players. Much research has been on the game of cricket, and the comparison, or ranking, of players according to their abilities. This study continues preceding research using an optimization approach, namely, a binary integer programme, to select an SA domestic Pro20 cricket team.

Introduction: At the time of this study, Lumotech (Pty) Ltd did not have a formal mentoring programme. This study evaluated the requirements of such a programme in order to formulate an implementation strategy. Rational: The main research problem addressed in this study was to identify the factors that contribute to creating a formal mentoring programme at Lumotech (Pty) Ltd. To achieve this objective, sub-problems were identified and addressed. The sub-problems identified were addressed through a literature review, an empirical study and the formulation of a strategy for the implementation of a formal mentoring programme. Goals/Objectives: This paper attempts to create a strategy for implementing a formal mentoring programme at Lumotech by answering a series of research questions.

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.

The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn from (Werthner & Trudel, 2009). This dissertation explores the lifelong learning process through a collective case study involving four coaches for athletes with a physical disability. The theoretical framework that guides this study is Jarvis’ (2006, 2007, 2009) comprehensive view on human learning, including his concept of lifelong learning, and key concepts such as biography, experience and disjuncture, and types of learning. Jarvis' psychosocial perspective on human learning is a useful lens for a closer examination of how coaches develop over a lifetime and how they change and continue the process of becoming through new experiences, which they gain, more often than not, within a social context. The work of Moon (1999, 2004) and her metaphor of a network view of learning is a complementary framework for examining learning through reflective practice. Moon's generic view of learning (1999) illustrates how a network of knowledge, feelings and emotions make up one’s "cognitive structure" and suggests that this structure plays an important role in the learning process as it guides what we choose to pay attention to and what we choose to learn. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three in-depth interviews with each coach, observation of the coach in their coaching contexts, as well as interviews with key collaborators in their coaching practice. The transcripts were member checked to increase trustworthiness. Three articles comprise the results section and the main points in this dissertation are as follows: (a) a case study of one exemplary parasport coach and how he learned through a wide variety of life experiences, such as pragmatic problem solving, education, and building relationships; (b) the four coaches who engaged in social learning through meaningful interactions with a variety of key collaborators who contributed to their learning and coaching practice; and (c) the four coaches who used reflection to learn and to build their coaching practices within the unique context of the parasport world. These findings contribute to the emerging body of literature on coaches for athletes with disabilities by adding to our understanding of how coaches’ life experiences and biographies determine what kinds of learning opportunities they each found meaningful; the importance of the social context in learning to coach athletes with disabilities; and the role and importance of reflection in understanding the interconnections of learning from life experiences, particularly in the unique and developing parasport setting. The study will also aid coach educators in understanding the role and importance of past learning experiences and the social context in coach learning.

Teaching children how to swim provides them with the necessary skills to maintain a physically active lifestyle. Many children with an Autism Spectrum Disorder (ASD) diagnosis have shown interest in participating in swimming lessons. Studies have demonstrated that teaching students with ASD how to swim has aided in their motor performance (Yanardag, Nurgil, & Akmanoglu, 2013), their ability to initiate social interactions with peers (Chu & Pan, 2012) and a reduction in stereotypical behaviours associated with ASD (Vonder Hulls, Walker, & Powell, 2006). In order to meet the needs of this unique group of students, swim instructors take part in a variety of training programs amongst other experiences to effectively prepare themselves to teach their students with ASD. This study consists of three individual case studies designed to examine the journeys that swim instructors have taken in order to effectively coach students with ASD how to swim, along with encouraging motor skill development, social interactions and reducing stereotypical behaviours. Two research questions guide this study: What are the experiences of swim instructors who work with children with ASD? What are the practical teaching strategies in swimming lessons that are effective for social skill development, reducing stereotypical behaviours and motor skill development in children with ASD? The findings of this study which focus on strategies of effective practice include: gestural communication, positive practice, contact communication, complexities of choice, and encouraging independence and confidence. Along with these findings, the instructors credit the following sources for their construction of knowledge: peer learning and mentorship, parental/caregiver support, and the value of certification and training. It is clear that instructors access a number of sources for their coaching development, but current swim instructor certification programs require revisions to increase instructor preparedness. This study contributes to current literature which focuses on coaching individuals with developmental disabilities. The findings may provide coaches with insight into strategies of effective practice for a more inclusive and equitable community.

This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.

Work analyzing method of coaching and its use in the development of business and personal development managers.

The aim of this longitudinal study was to examine the potential of coaching to develop female entrepreneurs' self-efficacy through learning and development. This was achieved by firstly conducting a needs analysis, which explored the potential of an e-coaching programme for female entrepreneurs in the North West of England. Secondly, implementing an e-coaching programme called TEC (Tailored E-Coaching) for female entrepreneurs in the North West of England and exploring the impact of the programme, specifically examining female entrepreneurs' learning development with regard to entrepreneurial self efficacy, general entrepreneurial attitudes and locus of control, compared to a control group who did not receive the coaching intervention. The study consisted of two stages, with two time points in stage two (pre and post programme). A mixed method approach was used, whereby qualitative and quantitative data were collected. The main barriers faced by female entrepreneurs appear to be based on access to funding and finance, balancing domestic responsibilities and work, a lack of human capital, a lack of social capital and lack of confidence. Women often dismiss entrepreneurial endeavours because they believe that they do not have the required skills (Wilson, Kickul and Marlino, 2007). In addition, they do not appear to be accessing the support that is currently available, particularly when compared with male entrepreneurs (Stranger, 2004; Fielden et al, 2003). However, there is limited empirical research examining female entrepreneurs' requirement regarding business support provision. One form of professional one-to-one support that may have the potential to overcome these barriers to entrepreneurial activity is coaching. Longitudinal empirical research examining the effectiveness of coaching and the learning processes in coaching relationships is scarce, with an absence of research using control groups (Smither and London, 2003). Thirty women were involved in stage one of the study. In stage two of the study, sixty female entrepreneurs (coachees and coaches) commenced a coaching relationship for six months and twenty six female entrepreneurs signed up to a control group (those not receiving the coaching intervention). The aim of the coaching programme was primarily to use instant messaging for the majority of coaching meetings. The relationship lasted approximately six months (2006-2007). Qualitative data was analysed using content analysis and quantitative questionnaire data was analysed using paired sample t-tests. The study found that coachees' learning development resulted in increased levels of entrepreneurial self-efficacy and general entrepreneurial attitudes in a range ofkey areas and increased internality regarding locus of control. In contrast, the control group did not show any increase in entrepreneurial self-efficacy and showed a decrease in general entrepreneurial attitudes. Coaches developed their coachees through a range of learning processes, for example, enactive mastery and the clarification of business goals, vicarious experience through shared experiences and verbal persuasion through validation. The study found that online coaching has a variety of advantages, e.g. convenience, ease of access, and time to reflect on information.

The thesis's main concerns are Trends in Leadership development. The aim of this thesis is to better understand leadership and to find out the differences between managers and leaders. The secondary aim of this thesis includes the understanding of development various leadership skills techniques. This thesis also includes survey of how students of University of Economics in Prague interpret leadership as a whole. First chapter focuses on trends in management, second chapter focuses on trends in leadership and leadership styles. Content of third chapter includes research of leadership development techniques. Fourth chapter sums the theses up and also includes the evaluation of undertaken research.

Coaching belongs to a very often used terms not only in companies but also in personal and career life of many people. The thesis engages in researching coaching method which is analyzed from the point of view of the coaches themselves. In theoretical part the thesis describes the merit and various forms of coaching. Practical part of the thesis describes and analyzes real cases from the coaches' praxis. Further it examines relation between used methods and techniques and the effectiveness of the coaching. Necessary data and information for the thesis were provided by the professional coaches during interviews.