Title: Coaching the coach in the game Aims: To diagnose coaching performance in two competitive matches of youth category. In the following, I will focus on the forms of coach behavior and postural activity. Research questions: How and in what form should the coach motivate his players in a match? What influence will the match and its result have on the coach and his postural activity in the monitored matches? How does the coach give instructions and feedback? Methods: To achieve the goals I use the method of observation, audio and video recording method and the method of teaching interaction (ADI) Results: The objective of this work was accomplished. The research questions were answered. Recommendations were presented for coaches. Keywords: coaching, coach, trainer, feedback information, instruction

En premier lieu nous avons défini les caractéristiques d’un dispositif pédagogique nommé : classe-cycle. Nous y avons apporté une analyse qualitative, afin de donner du sens et de comprendre le processus d’innovation. Nous avons constaté que cette invention organisationnelle avait su provoquer le développement professionnel des enseignants. Cette première étape importante mit en évidence la complexité et l’implication de la notion de temps dans le processus qui conduit du concept nouveau vers l’innovation. Au-delà de la forte demande sociale influençant le désir ou la nécessité d’être innovant, nous remarquons que le processus engendré possède des éléments essentiels à notre culture, notre capacité d’apprentissage, notre capacité d’adaptation. Puisqu’être en capacité d’inventer fait partie intégrante du processus d’apprentissage : Serions-nous capables, d’apprendre à mobiliser des attitudes susceptibles de mettre en route ce processus perpétuel d’apprentissage, nous laissant curieux et désireux d’améliorer notre pratique professionnelle ? Ce qui nous intéresse particulièrement ce sont les attitudes qui dans l’exercice de sa profession, un enseignant ou un formateur, lui permettent de mettre en place des moments inventifs. Par conséquent, l’activation de ces processus lui autorisera la conception de solutions adaptées aux problèmes qu’il rencontre dans un contexte donné. Nous recherchons à relever un ensemble d’attitudes significatives qui engendreraient ces moments novateurs. Notre question de recherche est : Quelles sont les attitudes caractéristiques des enseignants et/ou formateurs qui favorisent la mise en place d’inventions révélatrices d’un professionnel dit ingenium ? / An exploratory study allowed us to define the characteristics of an educational device named by their teacher: Classe-cycle. We made a qualitative analysis of empirical data we have collected, so as to give meaning and some understanding of the innovation process. We have find out that one organizational invention of this type had been able to lead the professional development of teachers. This important first step allowed to reveal the complexity and the involvement of notion of time in the process of concept new towards the concept of innovation. Beyond the high social demand which influencing the desire or the need to be innovative, we note that the process generates the essential to our culture, our evolution, our ability to learn, our ability to adapt. Given that invention is part of the learning process can we believe that entering into this recursive loop, would be a possibility of creating his own professional capacity throughout his life? Would we be able to learn mobilize attitudes likely to initiate this process of perpetual learning, leaving us curious and eager to improve our professional practice? What interests us particularly it's the attitudes which in the exercise of his profession, a teacher or a trainer, allow it to develop creative moments. Therefore, activation of these processes will allow him to design solutions to problems encountered in a given context. Ultimately, we seek to find a significant set of attitudes that would generate innovatives' moments. Our research question is defined as: What are the characteristic attitudes of teachers or trainers that promote the development of inventions revealing the professional known as ingenium?

The title of the thesis: The effect of exercise in the fitness center, depending on client education The aim of the thesis: The thesis aims to identify the reasons for clients to access the fitness center, their training goals and whether collaboration client with a personal trainer to improve the effectiveness of training and the effective achievement of client objectives. The methods of the thesis: We conducted a deliberate choice of people without regular physical activity history. Clients never attended a regular fitness center. The experimental group was composed of 10 clients. These were 5 women and 5 men. The age range was from clients 23-47 years, weight rating ranging from 61 kg to 105 kg, and the height was from 157 cm to 192 cm. Sedentary work has 6 surveyed respondents, 4 respondents have a job that requires some physical activity. The content of the diagnostic work is both polling questionnaire form - an exercise regimen, and anthropometric and motor testing - chin on the unit, operating in support of the forearm and run to 1500 m Entrance diagnosis was made before starting the program, the month followed by diagnosis and control after the second months ago, we made a diagnosis output. The results of the thesis: The results of diagnostic exercises show that the month exercise program...

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Silvia Matsuoka de Oliveira.pdf: 2954480 bytes, checksum: 8cf499c9d97d661eda985d82d17794aa (MD5) Previous issue date: 2015-12-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research was to investigate the process of professional development and the construction of identity of the Trainer-professor (TP), because his important role as the implementer of the Public Policy of Continued Education of Teachers of the State of Mato Grosso, in the Centres for the Education and Updating of Basic Education Professionals (Cefapro). In this context the training policy, the trainer-professors is responsible for monitoring and advising the project of continuing education for schools in the public school system, named Educator's Room (ER). The conception of continuous formation is understood by the collaborative perspective, valuing the school as locus of teacher education, the formative space for collective reflection of pedagogical practice. The research used a qualitative approach, with various methodological procedures for data collection as: public policy documents of formation of Mato Grosso, survey with questionnaires for teachers trainers of 15 Cefapros, memorials of formation of PFs, focus group with PFs and with school teachers and interview with training managers of SUFP. The subjects of the research were the Cefapro polo TPs of Rondonópolis-MT. The top authors who subsidized the studies were: Carlos Marcelo Garcia (1999), Denise Vaillant and Carlos Marcelo (2012), Francisco Imbernón (2009) and Antonio Nóvoa (2009) about the professional development, continuing education of teachers, training of trainer; Bernadette Angelina Gatti (2007) and Claude Dubar (2005) about the identity construction of TP. For the treatment of the data was used to analysis of prose (ANDRÉ, 1983) and the concepts of exotopia and otherness of Mikhail Bakthin. The research considered the training of TP, intrinsically linked to the training of teachers, both work in the same context formation, continuous formation developed at school, by the Educator's Room design. It was possible to analyze that the professional development of the TP the Cefapro happens, mainly, dialogical relations between TP and teacher at the school, when the trainer plays its mediator role in the monitoring of the ER, and yet, between the trainer and his peers, in the Trainer's Room, when reflected collectively on their role. The data showed that the Constitution of identity of TP in the midst of the contradictions of its function, since, now must implement the collaborative culture in continuous formation of teachers, according to education policy, now must perform the external programs offered by SEDUC-MT, in partnership with the Ministry of Education. Such programs are specific trainings, contrary to the concept of continuing education offered by own SEDUC-MT. It´s indispensable closer look at its Constitution of identity of the TP and for his professional development, given the importance for his role / O objetivo desta pesquisa foi investigar o processo de desenvolvimento profissional e a construção identitária do Professor Formador (PF), devido à importância do papel que desempenha como implementador da Política Pública de Formação Continuada de Professores do estado de Mato Grosso, em Centros de Formação e Atualização dos Profissionais da Educação Básica - Cefapro. Nesse contexto da política de formação, o professor formador é o responsável pelo acompanhamento e assessoramento do projeto de formação continuada de escolas da rede pública de ensino, denominado Sala do Educador (SE). A concepção de formação continuada é compreendida pela perspectiva colaborativa, que valoriza a escola como lócus de formação docente, o espaço formativo para a reflexão coletiva da prática pedagógica. A investigação utilizou-se de uma abordagem qualitativa, com diversos procedimentos metodológicos para coleta de dados como: documentos da política pública de formação de Mato Grosso, survey com questionários para os professores formadores dos quinze Cefapros, memoriais de formação de PFs, grupo focal com PFs e com professores da escola e entrevista com gestores de formação da SUFP. Os sujeitos da pesquisa foram PFs do Cefapro do polo de Rondonópolis-MT. Os principais autores que subsidiaram os estudos foram: Carlos Marcelo Garcia (1999), Denise Vaillant e Carlos Marcelo (2012), Francisco Imbernón (2009) e António Nóvoa (2009) sobre o desenvolvimento profissional, formação continuada de professores e formação do formador; Bernadete Angelina Gatti (2007) e Claude Dubar (2005) quanto à construção identitária do PF. Para o tratamento dos dados foi utilizada a análise de prosa (ANDRÉ, 1983) e os conceitos de exotopia e de alteridade de Mikhail Bakthin. A pesquisa considerou as dimensões da formação dos formadores vinculadas às da formação de professores, por ambos trabalharem no mesmo contexto formativo, a formação continuada desenvolvida na escola, pelo Projeto da Sala do Educador. Dessa forma, foi possível analisar que o desenvolvimento profissional do PF do Cefapro acontece, principalmente, nas relações dialógicas entre formador e professor da escola, quando o formador desempenha sua função mediadora no acompanhamento da Sala do Educador, e ainda, entre o formador e seus pares, na Sala do Formador, quando reflete coletivamente sobre o seu papel. Os dados evidenciaram que a constituição identitária do PF se dá em meio às contradições de sua função, uma vez que, ora deve implementar a cultura colaborativa na formação continuada de professores, obedecendo à política de formação, ora deve realizar os programas externos oferecidos pela SEDUC-MT, em parceria com o MEC. Tais programas são capacitações pontuais, contrárias à concepção de formação continuada proposta pela própria SEDUC-MT. É imprescindível um olhar mais atento à constituição identitária do PF voltada ao seu desenvolvimento profissional, dada a importância de suas funções

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-08-23T11:55:23Z No. of bitstreams: 1 Patricia Lascani Y¿red.pdf: 1316247 bytes, checksum: ae8f7ba1cf6dd70c0a789c98af008cf0 (MD5) / Made available in DSpace on 2016-08-23T11:55:23Z (GMT). No. of bitstreams: 1 Patricia Lascani Y¿red.pdf: 1316247 bytes, checksum: ae8f7ba1cf6dd70c0a789c98af008cf0 (MD5) Previous issue date: 2016-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is part of the teacher-training discussions and focuses on a group of teacher-trainers who teach in an undergraduate Parfor-Pedagogy Program, part of the National Plan for the Training of Basic Education Teachers (Parfor) at a Confessional University in Baixada Santista (SP). This program was created by the Ministry of Education (MEC) as an emergency plan, and was implemented by the Coordination for the Improvement of Higher Level Staff (CAPES), with the purpose of achieving the goals of the National Plan for the Training of Basic Education Teachers, by offering scholarships for teachers who teach in public schools. We chose to investigate the implications of teaching in the Parfor-Pedagogy program for teacher professionalism of teacher-trainers. The authors who served as a solid foundation for this study were: Freire (2009), Gatti, Barretto & André (2011), Imbernón (2011), Mizukami (2005-2006), Roldão (2005), Tardif (2011), Tardif & Lessard (2005), among others. The approach for the research was of qualitative aspect. For data collection, we created a discussion group, composed of five trainers, and analysis of two accounts published as books, about the training practices developed by two members of the faculty. Data analysis was developed under the perspective of content analysis, proposed by Franco (2012). Data highlights what teacher-trainers do and what they think of the student-teachers as well as the activities that are developed on the training locus. Student-teacher profiles, as regards to the functional situation of the schools where they work and also to the lack of knowledge about cultural heritage and symbolic aspects of language, has required further search for answers concerning the training needs of these student-teachers. This has led teacher-trainers to develop teaching strategies in order to enhance student-teachers learning and also to articulate academic-theoretical knowledge. This practice has shown that teaching in the Parfor Program has encouraged trainers to rebuild their knowledge and their practices. It is highly desirable that the actions and teaching practices that have been developed by these teacher-trainers at Parfor are properly recorded, discussed and shared, so that it can help to improve teachertraining policies. / A presente pesquisa insere-se nas discussões sobre formação de professores e tem como foco um grupo de professoras formadoras que atuam em um curso de Pedagogia do Plano Nacional de Formação de Professores da Educação Básica (Parfor), em uma instituição de educação superior confessional da Baixada Santista (SP). O programa Parfor foi instituído pelo Ministério da Educação (MEC), em caráter emergencial, tendo sido implantado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), com o intuito de atender aos objetivos da Política Nacional de Formação dos Profissionais da Educação Básica, com o oferecimento de bolsas de estudo para professores em exercício na rede pública de ensino. Optou-se por investigar as implicações da atuação no curso de Pedagogia Parfor para a profissionalidade docente das professoras formadoras. Os principais autores que subsidiaram o estudo foram: Freire (2009), Gatti, Barretto e André (2011), Imbernón (2011), Mizukami (2005-2006), Roldão (2005), Tardif (2011), Tardif e Lessard (2005), dentre outros. A investigação utilizou-se de uma abordagem qualitativa. Para a coleta dos dados, foi realizado um grupo de discussão composto por cinco formadoras, além da análise de dois relatos sobre as práticas formativas desenvolvidas por duas docentes do curso, publicados em forma de capítulo de livro. A análise dos dados foi realizada na perspectiva da análise de conteúdo proposta por Franco (2012). Os dados obtidos colocam em destaque o que as professoras formadoras fazem e o que pensam dos estudantes-professores e das atividades desenvolvidas no lócus de formação. O perfil dos professores-estudantes em relação à situação funcional nas redes em que atuam e à falta de domínio dos bens culturais e simbólicos da língua exigiu a busca de respostas no que se refere às suas necessidades formativas. Esse movimento possibilitou que as professoras formadoras desenvolvessem estratégias didáticas que contribuíssem para o aprendizado dos professores-estudantes e para a articulação do conhecimento teórico-acadêmico com a prática, evidenciando que a docência no programa Parfor levou essas profissionais a reconstruírem seus saberes e suas práticas. É desejável que as ações e práticas de ensino desenvolvidas por professores formadores do Parfor sejam registradas, discutidas e compartilhadas, contribuindo, assim, com o aprimoramento das políticas de formação de professores.

First established in the 1990's, the personal training industry in New Zealand has experienced unprecedented growth. Over 80% of New Zealand health clubs market the services of Personal Trainers and there are now over 1500 registered Personal Trainers working in a range of settings. Their primary professional role is one whereby they promote and support individuals to attain desired 'results' in relation to their physical fitness and particularly, to adopt a more physically active lifestyle. But despite the growth of this industry, little is known about how Personal Trainers actually go about supporting the clients who purchase their service to find a way into, as well as stay committed to a physically activity lifestyle. To date there has been no research in New Zealand exploring how Personal Trainers operate as agents of behaviour change. Furthermore, there appears only anecdotal evidence about how the intervention strategies used by Personal Trainers reflect those recommended in the 'behaviour-change' literature. This thesis focused on the daily, working experiences of ten Personal Trainers. Inspired by the interpretive paradigm, in-depth interviews were conducted and analysis of the data, guided by the tenets of grounded theory, allowed the story about the way each participant went about her/his work to emerge. The study highlights a variety of issues that these Trainers recognise as significantly influencing their ability to succeed in an increasingly competitive and demanding business. Specific reference was also given to the behavioural intervention strategies that each participant believed were the most beneficial in nurturing client lifestyle behaviour-change. The study outcomes reveal that although the Trainers worked independently of each other there was considerable commonality in the approaches they had developed. All agreed on the importance of presenting themselves as confident, competent professionals who modelled healthy life-styles to their clients. Some of the strategies they used were similar in some regards to those described in the intervention literature, but others were not. A salient point made by all was that, despite some of their practices lying outside the professional boundaries defined by their professional registration organisation, the provision of services to clients often went beyond the 'physical'. Nutritional counselling especially had become an integral part of the service they provided for clients and was, in fact, an area which clients 'expected' them to be experts in. Each acknowledged the challenge of devising strategies to keep their clients committed, motivated and returning to them. The study highlighted two distinct phases of intervention as the Trainers used different motivational approaches to firstly, initiate change and then maintain their client's progress. As the clients began to see results all of the trainers agreed that their relationship with their long-term clients became more collegial. As time progressed, and in order to facilitate and foster client belief in the inherent value of physical activity 'for life', the Trainers became their client's Life Coach. The Personal Trainers in this study described a multitude of roles that each believed they needed to fulfil in order that they achieved on-going success as a Trainer. This emphasises the need for a more expansive education programme for Personal Trainers. Programmes which move beyond a traditional fitness discourse and better reflect the complexities of what it truly means to be a one-on-one 'Trainer'.

Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.

The purpose of this study is to examine two components of a statewide professional development program designed to improve mathematics instruction in Texas: perceptions of train-the-participants and mathematics classroom processes during mathematics instruction. The dissertation utilized a multiple journal article format to explore each component as a stand-alone, yet connected, study using data from an evaluation of the statewide professional development program. The first study explored the impact of the train-the-trainer model used in the professional development program. An online survey was administered to participants to determine their attitudes about a new mathematics curriculum, as well as the potential impact of the curriculum on teacher knowledge and student achievement in mathematics. Descriptive statistics identified the number of trainers who provided professional development in Texas. Independent sample t-tests revealed no statistically significant differences in the attitudes of the participant groups. A content analysis identified themes related to conceptual knowledge, instructional strategies, and classroom interaction as possible impact on teacher content knowledge and student achievement. The second study examined the long-term effects of the statewide professional development program on mathematics classroom processes from one elementary school district in Texas. Quantitative analysis of the systematic classroom observation indicated significant differences in the classroom processes of teachers who participated versus those who did not participate in the professional development program. Descriptive statistics identified the most frequently observed Setting, Instructional Orientation, and Instructional Practice used by teachers, and t-test identified significant different in the classroom processes of teachers who participated versus those who did not participate in the professional development program. The findings from this dissertation have implications on mathematics education research. First, curriculum developers should monitor trainers' attitudes about curriculum materials on an on-going basis to establish differences over time. Second, classroom observations should follow professional development to determine the long term effects of the strategies used by teachers during mathematics instruction.

Dissertation submitted in partial compliance with the requirements for the Masters’ Degree in Technology: Chiropractic, Durban University of Technology, 2013. / Background : Core strengthening may improve athletic ability by providing stability to the trunk, and as a result, stabilising the pelvis. The leverage from which cyclists generate power may be enhanced as a result of a stable pelvis, thereby improving the cyclist’s performance. In the popular, highly competitive sport of cycling, performance enhancement is much sought after. Despite its widespread use, research involving core strengthening in sporting situations is lacking, with studies investigating the effect of a core strengthening programme on cycling performance yet to be investigated. Objectives : To determine the participants’ cycling speed, power, cadence and completion time, and core strength in terms of objective findings, pre- and post- core strengthening intervention, in the whole sample and within the two age strata. To determine the participants’ heart rate in terms of objective findings, and the rate of perceived exertion in terms of subjective findings, pre- and post- core strengthening intervention, in the whole sample and within the two age strata. To determine the participants’ perception of change in speed, power and cadence post- intervention, in the whole sample and within the two age strata. Method : Forty-two asymptomatic cyclists performed two 1.5 km time trials, pre- and post- core strengthening intervention. Core strength assessments were performed pre- and post- intervention, using the Pressure Biofeedback Unit, and the maximum and average speed (km/hr), power (w) and cadence (rpm), and completion time (s) were recorded pre- and post- intervention, using the Computerised Electromagnetic Roller resistance Ergometer (Tacx Trainer). Heart rate and rate of perceived exertion (RPE) were recorded pre- and post- intervention, as well as the participant’s perception of change in speed, power, and cadence post- intervention. SPSS version 20 (SPSS Inc) was used to analyse the data, in the whole sample and stratified into two age strata. Results : ll cycling performance indicators, speed, power, cadence and completion time showed a significant improvement post- intervention, in the whole sample, and within the two age strata. Core strength indicators showed a significant improvement post- intervention, in the whole sample and within the two age strata. A significant decrease in rate of perceived exertion and corresponding heart rate measurements post- intervention was observed in the whole sample. Similarly, the younger age strata reflected a significant decrease in rate of perceived exertion, however heart rate measurements were not significant. In contrast, the older age strata showed significant changes in heart rate measurements, with no significance in rate of perceived exertion measurements. The majority of participants experienced an increased perception in all outcomes post- intervention. Conclusions: The results of this study found that core strengthening had a statistically significant effect (p < 0.001) on cycling performance, both in terms of objective and subjective findings. Future studies could address the effect of core strengthening in an endurance setting.

Softwood cuttings of Euonymus alatus and the cultivar Rudy Haag, a nearly seedless cultivar, were taken in Kentucky on two cutting dates. E. alatus Rudy Haag cuttings taken in mid-May, untreated or treated with 1000 - 3000 ppm IBA, produced many roots on a high percentage of cuttings. Post-rooting shoot growth was reduced for the species with cuttings taken in June. Rudy Haag produced new growth on cuttings taken in May with no IBA treatment. Transplanting resulted in a decrease in new growth. Liner plants of E. alatus Compactus and Rudy Haag were planted into 1 and 3 gallon containers of two different types, conventional black plastic and root training. A second experiment exposed plants to two levels of supplemental fertilizer in addition to slow release. A subsample was sprayed with Fascination (BA + GA4+7) at 1500 ppm in late July. No difference was seen in above-ground growth due to container type or supplemental fertilizer. A change in root morphology is seen with root trainers. Three gallon containers produced a larger plant than one gallon containers. Rudy Haag sprayed with Fascination were greater in size and branch number than those not sprayed.