The primary purpose of this study was to determine the relationship between the effects of winning percentage and specific demographic data on the perceived burnout of varsity male head high school football coaches within the public secondary schools of Texas. Data were obtained from 226 varsity head high school football coaches during the 1990-1991 school year in Texas. Instruments used were the Maslach Burnout Inventory and a personal demographic data sheet. A one-way analysis of variance (ANOVA) and Pearson's product-moment correlation coefficient were used. Significance was set at .05. A relationship was found between burnout and career winning percentage, age, years as a coach, salary, coaching preparation, and school enrollment.

published_or_final_version / Education / Master / Master of Education

Public relations play an intricate role in communication development strategies within sport, especially netball. The objective of the research is to create a communication campaign incorporated in a public relations programme in aid of the development of netball in Port Elizabeth schools. The significance of the research is to create an understanding of the challenges faced by the learners to participate in netball and to develop the sport. The development of players at a young age is not up to standard when compared to countries where netball is already a professional sport. There is a lack of communication between the different stakeholders, namely the players, coaches and external publics. Qualitative research methods were implemented where primary and secondary data was used to conduct the research. Focus groups were utilised to gather primary data from netball players and coaches. These interviews proved that communication gaps do exist between the different stakeholders of school and netball. An introduction about netball will be discussed. Literature about public relations and communication will be presented. The research methodology will be presenting the research design and research methods used to conduct the research. Characteristics of the schools used in the interviews will be discussed. The research analysis, findings and discussions will present a guideline to be implemented by schools to enhance communication and therefore help develop netball. The research will then be concluded and summarised. Limitations to the study will be discussed as well as recommendations for further study on the topic. Communication plays an important role when trying to build mutual beneficial relationships between the various stakeholders. The results in this research bring to the conclusion that effective communication is needed to enhance and develop netball to ultimately become a professional sport.

Die bestuursverantwoordelikhede van die skoolhoo ten opsigte van skoolsport is vanuit 'n juridies-opvoedkundige perspektief ondersoek. Sport is eerstens in 'n opvoed­ kundige perspektief geplaas en daar is onder andere gewys op die plek van sport binne die onderwysstelsel en die waarde van sport vir die kind as opvoedeling. Daarna is vanuit 'n bestuursperspektiebesin oar aangeleenthede wat verband hou met skoolsport, met besondere verwysing na die bestuurstake van die skoolhoof. Die navorsing behels oak 'n bespreking van relevante juridiese aspekte en die implikasies daarvan vir skoolbestuur. In die lig van die navorsing is riglyne neergelen aanbevelings gemaak wat grater doeltreffendheid vir die bestuur van skoolsport tot gevolg sal h . / The managerial responsibilities of the headmaster with regard to sport in schools have been examined from a juridical educational point-of-view. Firstly sport is viewed from an inter alia, its educational perspective in order to show, place and value to the child within the educational system. Secondly sport is considered from a managerial perspective in order to consider managerial responsibilities regarding school sports with special reference to the headmaster as manager of the shcool. Thirdly this research contains a discourse of relevant juridical aspects, and their implications regarding school management vis-a-vis the headmaster. In consequence, this research has led to guidelines and recommendations which should enable a headmaster to effect a more efficient system of management with regard to school sports. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Made available in DSpace on 2015-05-14T13:16:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1686552 bytes, checksum: f40328960349e1ad122981dffddc13a6 (MD5) Previous issue date: 2014-02-28 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Although leadership is a widely studied phenomenon by researchers in the social sciences, little is known about its effects in the sport context. Leadership has been neglected, especially in school sports. On the other hand, school sports have absorbed great investments to develop new athletes and promote the health of sport practitioners. In this context, the coach (leader) plays a key role, because his behavior influences, positively or negatively, the athletes' performance and psychological well-being. This study is based on the Multidimensional Model of Leadership, proposed by Chelladurai (1978, 2007), and had as its main objective to analyze the relationship between coaches' leadership and school athletes' satisfaction. The specific objectives were: (1) to make a descriptive and comparative study of coaches' leadership behavior and athletes' satisfaction; (2) to verify the correlation between the leadership perceived by the athletes and coaches self-perceived leadership; (3) to test the hypothesis of congruence of leadership with satisfaction and (4) to prepare an explanatory model of the athletes' satisfaction from the coach's leadership behavior. The sample consisted of 466 athletes with an average age of 16.16 (SD=0.79) and 57 coaches with an average age of 37.91 (SD = 9.52), participants of the 2012 National School Games, held by the organization of the Brazilian Olympic Committee. The athletes completed a sociodemographic questionnaire, the Leadership Scale in Sports (preference and perception versions) and the Athlete's Satisfaction Questionnaire (leadership version). The coaches, instead, completed the sociodemographic questionnaire the Leadership Scale in Sports (self-perception version). The analysis of internal consistency and factor analysis confirmed the psychometric validity of instruments. The intra- and inter-group comparisons (according to gender and modality type) showed differences in a few leadership and satisfaction dimensions. However, there was no difference between the responses of athletes and coaches, suggesting that there is an agreement on the behavior displayed by the coach. The results of the regression analysis partially support the hypothesis that the athletes' satisfaction is dependent on the congruence between athletes' preferred and perceived coaches. Lastly, the model developed shows three dimensions of the coach's leadership behavior as explanatory variables of the athletes' satisfaction. / Embora a liderança seja um fenômeno amplamente estudado pelos pesquisadores das ciências sociais, seus efeitos no contexto esportivo ainda são pouco conhecidos. Sobretudo, a liderança no esporte escolar tem sido negligenciada. Por outro lado, o esporte escolar tem absorvido grandes investimentos para desenvolver novos atletas e promover a saúde de seus praticantes. Nesse contexto, o treinador (líder) exerce um papel fundamental, pois o seu comportamento influencia, positiva ou negativamente, o desempenho e o bem estar psicológico dos atletas. O presente estudo é baseado no Modelo Multidimensional de Liderança, proposto por Chelladurai (1978, 2007), e teve como objetivo geral analisar a relação entre a liderança dos treinadores e a satisfação de atletas escolares. Os objetivos específicos foram: (1) fazer uma análise descritiva e comparativa do comportamento de liderança dos treinadores e da satisfação dos atletas; (2) verificar a concordância entre a liderança percebida pelos atletas e a autopercebida pelos treinadores; (3) testar a hipótese da congruência da liderança com a satisfação e (4) elaborar um modelo explicativo da satisfação dos atletas a partir do comportamento de liderança do treinador. A amostra foi composta por 466 atletas com idade média de 16,16 (DP = 0,79) e 57 treinadores com idade média de 37,91 (DP = 9,52), participantes da etapa nacional das Olimpíadas Escolares 2012, realizada sob a organização do Comitê Olímpico Brasileiro. Os atletas responderam um questionário sócio demográfico, a Escala de liderança no Esporte (versões preferência e percepção) e o Questionário de Satisfação do Atleta (versão liderança). Já os treinadores responderam um questionário sócio demográfico e a Escala de liderança no Esporte (versão autopercepção). A análise da consistência interna e análise fatorial confirmaram a validade psicométrica dos instrumentos. As comparações intra e intergrupos (de acordo com sexo e tipo de modalidade) demonstraram diferenças em algumas dimensões da liderança e da satisfação. Porém, não houve diferença entre as respostas dos atletas e dos treinadores, sugerindo que há concordância sobre o comportamento apresentado pelo treinador. Os resultados das análises de regressão suportam parcialmente a hipótese de que a satisfação dos atletas é dependente da congruência entre o comportamento do treinador percebido e preferido pelos atletas. Por fim, o modelo elaborado apresenta três dimensões do comportamento de liderança do treinador como variáveis explicativas da satisfação dos atletas.

According to the recent Statistics South Africa (2007), there are 668 176 children with disability between 6 – 23 years old of which 337 660 are males and 330 516 females in the Amathole District of the Eastern Cape. This number consists of schoolchildren with visual, auditory, physical, mental, multiple and non- specified types of disabilities. However, there are limited research studies on the challenges around opportunities for children to participate in variety of sporting activities within the school settings. The purpose of this study was to provide a more accurate picture of the barriers against inclusion of students with disabilities in sports, among the identified Special Schools in the Amathole district, Eastern Cape. Data collection involved interviews, questionnaire and participant observation methods. Results showed that 87 percent of the students with disabilities participated in one sport or the other with male student participating more (92.2 percent than the female participants (86.7 percent). Overall, the participation rate was 86.7 percent. Further analysis of data revealed that 44 percent female and 41.5 percent male students agreed strongly that sporting activities are beneficial to their health. 7.1 percent of the sample indicated that their disability prevented them from sports participation. The reported main barriers towards sports participation include; lack of trained personnel; lack of adequate funding; lack of cooperation from parents and guardians and inadequate facilities and equipment. Although students with disabilities were using the limited resources at their disposal to participate in sports, they need support to sustain their efforts.

M.Phil (Sport Management) / Physical Education and sport has a natural place in education whether the approach is formal or informal. Providing learners with the opportunity to play sport at school and to participate in Physical Education ensure that they receive education that addresses the body, mind and spirit. Participation in sport and physical activities in the education environment involves, next to enjoyment, a range of risks. Unfortunately, incidents of injuries and accidents that could have been prevented do occur. These may lead to allegations ofnegligence on the part of a coach, official or even a spectator. It is an educator's duty to ensure that in all matters pertaining to children, including participation in sport and physical activities, the principle of acting in the best interests of the child must take precedence. Proper safety practices and procedures should be implemented by the educator and the school in order to prevent injuries. Risk management is one of the methods by which sport educators can provide the safest possible environment for their participants. This is necessary not only to comply with legal requirements but also to demonstrate sound educational principles that support learnercentered education. This study sought to identify the key problems surrounding the safety of learners engaged in physical activities in the context of sport, Physical Education and recreation in South African independent schools. It analyzed the .qualifications and experience of sport and Physical Education teachers as well as educators' knowledge of risk management practices. An assessment was made about the extent to which risk management procedures were implemented in various schools in order to prevent injuries from occurring.. The study was conducted from a positivistic paradigm and the design comprised a survey. The primary data was gathered by the use of a questionnaire. Secondary data was obtained using literature studies describing risk management, the law in sport and education as well as the management ofsport in schools. The study has established that in general, safety practices and procedures at independent schools in Gauteng are implemented in a prudent and responsible manner. In some schools and with some aspects improvements can still be made but the overall status appears professional and promising. It has been established that independent schools demonstrate good practice with regard to the aspects of insurance, safety measures, supervision of staff members and learners, instruction, equipment, facilities, policies and procedures...

Prevalence of physical inactivity in children and adolescents and the associated epidemic of obesity are increasing concerns. U.S. national health statistics indicate early adolescence (i.e., 10-14 years) appears to be a period of importance regarding physical activity, sedentary behavior, health-related physical fitness, and obesity trends. Considering a significant portion of their waking hours are spent in school, it is widely held that schools' should play a significant role in increasing students' physical activity and health-related physical fitness. To do this, physical education in schools focus on providing quality physical education programs that produce physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of health-producing physical activity. In effect, a call for developing a comprehensive and valid measure of physical literacy has been aptly expressed. Thus, the purpose of this dissertation was to test the psychometric properties of proposed models of physical literacy, examine correlates of the physical literacy factor, and investigate the significance of the relationship between physical literacy and interscholastic sport intention via structural equation modeling. Participants were 400 (231 female, 169 male) sixth-grade physical education students who completed three brief surveys assessing maturation, self-efficacy, self-esteem, knowledge and understanding, motivation, physical activity and sport participation, and interscholastic sport intention. In addition, students completed a sedentary behavior log, a health-related physical fitness assessment, and an overhand throwing skill assessment. Analyses offered overall support for the proposed physical literacy measurement models. Results also supported positive relationship Physical literacy was statistically significantly positively related physical activity and sport team participation, and significantly negatively related and screen-time sedentary behavior. Results also supported a positive path between physical literacy and interscholastic sport intention. The implications of promoting physical literacy within physical education are discussed in light of the three higher-order underlying factors of physical literacy.

Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.

The purpose of this study was to examine the relationship between participation in high school varsity sports and academic achievement and how such relationship may be affected by participating in multiple varsity sports. End-of-course Math and English scaled scores from the California Standards Tests of eleventh-graders along with comparative accumulative grade point averages at the beginning and end of year were gathered and correlated to the number of varsity sports played. The level of sports involvement was categorized by participation in one varsity sport, two varsity sports, or three varsity sports. The differences between males and females were evaluated as well. The hypothesis was that a positive relationship exists between high school varsity sports participation and academic achievement, and such relationship is increased by the number of varsity sports students participate in. The participants in the study were students in five California high schools: Atwater, Buhach Colony, Golden Valley, Livingston, and Merced. The sampling method used was captive and purposive. Pearson Moment correlation was used to determine relationships in the study, and analysis of variance of a single sample was conducted using SPSS. It was found that there was a significant, positive relationship between Math scores and the number of sports played; however, such a relationship was not found between English scores and number of sports played. There was also a significant, positive relationship between accumulative GPA and number of sports played. The benefits of participation were more pronounced for female athletes than for male athletes. Schools and parents can take these results into account when making recommendations to students concerning participation in varsity sports.