Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Springfield College, 2006. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Springfield College, 2006. / Includes bibliographical references (leaves 109-117).

The purpose of this study was to determine if mentoring functions provided within a head coach — assistant coach dyad correlated to overall job satisfaction and occupational turnover intent of Division I Assistant Women Soccer Coaches. This study attempted to identify gender differences in perceived mentor functions and overall occupational turnover intent of Assistant Soccer Coaches. Data from this study helps define the head coach — assistant coach relationship and is applicable to the further development and retention of female collegiate coaches.A purposeful sample of Division I Assistant Women's Soccer Coaches was identified using the 2005 — 2006 National Directory of College Athletics, corresponding institutional athletic websites, and on-line email directories. Participants (N = 182) completed the questionnaire that contained four scales: Mentor Role Instrument, Abridged Job Descriptive Index, Job in General Scale, and an Occupational Turnover Intent Scale.Descriptive tests analyzed the perceived mentor functions that Division I Assistant Women's Soccer Coaches. Participants reported receiving slightly more psychosocial functions (M = 81.1, SD = +1- 32.318) than career-related functions (M = 76.6, SD = +1- 25.001). An independent T-test identified the psychosocial function of social as the only significant gender difference of perceived mentor functions.A Pearson Correlation identified a significant moderate correlation (r = .596; p < .05) between all of the mentor functions and job satisfaction with the exception of the mentor function of parent that demonstrated a low correlation value (r = .236; p <.05). Variance levels demonstrate that mentoring does play a moderately significant role in the job satisfaction of Assistant Women Soccer Coaches; however, other employment factors also contribute to their overall job satisfaction.A regression analysis (p < .05) determined the relationship between mentoring and occupational turnover intent. Psychosocial functions (p = .030) and gender (p = .002) were found to be significant predictors as to how frequently Assistant Women's Soccer Coaches think about getting out of coaching. However, only psychosocial functions (p = .038) presented a significant prediction relationship to actual occupational turnover intent in Assistant Women's Soccer Coaches.According the findings of this study, similar perceived mentor functions were reported by both male and female participants. Mentoring was found to play a significant role in the overall job satisfaction of Assistant Soccer Coaches. In addition, the variables of psychosocial functions and gender were identified as significant predictors of occupational turnover intent. / School of Physical Education, Sport, and Exercise Science

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 69-74). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 69-74)

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 103-112). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Ball State University, 2006. / Includes bibliographical references (leaves 103-112).

Genom en kvalitativ design undersöktes kvinnors upplevelser av stress och copingstrategier i det ideella ledaruppdraget inom fotboll. Åtta deltagare intervjuades via semistrukturerade intervjuer där tematisk analys användes för att analysera resultatet. Resultatet visade att otydlig rollfördelning skapade stress då det blev svårt för informanterna att sätta gränser mellan privatliv och tränarrollen, och en känsla av att inte göra tillräckligt för spelarna infann sig. Informanterna upplevde att de behövde bevisa sin kompetens gentemot föräldrar, ledare inom föreningen och på utbildningar, vilket skapade stress. Även inre tvivel av kompetensbrist blev stress för informanterna. För att hantera mängden administrativa uppgifter och skapa kontroll över situationen använde informanterna sig av planering, framförhållning och struktur. Kommunikation bidrog till socialt stöd både från ledarstaben, egna familjen samt spelarnas föräldrar. Föreliggande studie bidrar med synvinklar ur kvinnors- och ideella ledares perspektiv på stress och copingstrategier, vilket kan bidra med insikter som gagnar vidare studier och interventioner för en jämnare könsfördelning inom idrottstränarkontexten. / Through using a qualitative design, the experience of stress in women and their respective coping strategies regarding their work in non-profit football activities were investigated. Eight participants were questioned in semi-structured interviews, and the results were analysed using thematic analysis. The results showed that unclear role distribution created stress as it became difficult for the informants to set boundaries between their private life and the coaching role, and a feeling of not doing enough for the players arose. The informants experienced a feeling of having to prove their competence to both parents and other leaders within the association, and during educational sessions, which created stress. Even inner doubts about a lack of competence became a challenge for the informants. In order to manage the amount of administrative tasks and take control over the situation, the informants used a mix of planning, foresight, and structure. Communication contributed to social support both from the management staff, their own family, and the players’ parents. The present study contributes with viewpoints from the perspective of women and non-profit leaders, which can contribute insights that benefit further studies and interventions for a more even gender distribution within the context of sports coaching.

Sports coaching has struggled to gain credibility as a profession. It has previously been described as a pseudo profession, though in recent years there have been a number of attempts to rectify this view in order to formally recognize coaching as a profession. Most literature on the professions focuses on the more established professions, with very little research undertaken into the professional development of football (soccer) coaches. The research undertaken examined the ways in which Scottish football coaches learnt their ‘trade’ once they had achieved their initial certification – in other words, how they became socialised into the profession of football coach in Scotland. In order to achieve this aim a number of different samples were examined. First, a sample of aspiring, young professional players were examined, followed by a sample of full time young professionals. Further, two samples of coaches undertaking their initial accreditation courses (SFA UEFA ‘B’ Licence and SFA UEFA ‘A’ Licence - this latter award being essential to become a full time professional football coach in Scotland). Finally, a sample of senior coaches (those that had been practising for at least five years) was examined. The methodology of choice was that of Personal Construct Psychology (PCP) which enabled an idiographic analysis of each coach to be carried out. Using the Repertory Grid (Repgrid) technique all samples, which were exclusively male, completed a grid and the group of senior coaches also had their grid data further analysed using the ‘Laddering’ approach, which enabled a more detailed set of core constructs to be derived. In addition, the development of the ‘Snake’ interview approach, enabled a more detailed examination of senior, elite coaches’tract development. This format enabled the senior coaches to describe perceived critical incidents that had occurred in their professional lives and discussed what meaning such incidents had in their professional development. Results indicated that there was a mismatch between what young professional players thought that coaches should do and what coaches actually did in their daily practice. Further, differences in constructs between “B” level, coaches and “A” level coaches and senior coaches were clearly definable. There was little evidence to support idealistic notions of what should happen in learning situations with senior professional coaches and reasons for such were discussed. It was argued that much more attention should be paid by the National Governing Body, the Scottish Football Association (SFA), to ensure that courses should be better structured to be more relevant to neophyte coaches in their initial learning. Thus, once these coaches become formally qualified (certificated) more precise mechanisms, in terms of realistic Continuing Professional Development (CPD) programmes, mentoring of coaches at all levels and the establishment and encouragement of ongoing and accepted communities of practice, coaches will benefit and develop as professionals from such continuous life-long learning opportunities.