Dissertations / Theses on the topic 'Coaching beliefs'

The purpose of this research programme was to propose a new structure for judo coaching. Judo coaching predominantly uses traditional methods emphasising progression through belts rather than success in competition as the measure of achievement. The research programme examined this issue in four stages involving seven studies. Stage 1 involved a qualitative examination of five elite coaches on what constitutes an effective coach, leading to the initial development of a 39-item judo coaching scale. Given the importance of demonstrating measures are valid, stage 2 investigated the validity of the scale among judo players and coaches. Factor analytic studies on data from 260 (130 coaches and 130 players) yielded a 7-factor solution; 1) Coaching is about winning, 2) Attitudes to coaching at different levels, 3) Attitudes to judo structure, 4) Relationships with players, 5) Presentational issues, 6) Technical knowledge link to coach level, and 7) Coach-player interactions. Multisample confirmatory factor analysis found support for the invariance of the model between coaches and players, thereby showing that relationships are consistent between different groups. Stage 3 used a multi-method approach, combining quantitative and qualitative methods. Responses to the judo coaching scale indicated perceptions of coach effectiveness vary as a function of being a player or a coach, and by level of participation (elite-v-non-elite). Qualitative results emphasise the importance of emotional control, an aspect not focused on in the interviews completed in stage 1. Stage 4 of the research investigated relationships between judo coaching scale scores and emotional intelligence. The study also investigated levels of emotional intelligence between elite and club coaches. High emotional intelligence is associated is proposed to be indicative of being able to manage the emotional states of other people and so should be a desirable quality in coaches. Results show significant relationship between judo coaching scale score and emotional intelligence factors, with further analysis showing that elite coaches reported higher emotional intelligence scores than club coaches. Based on the findings from the studies completed above, a revised judo coaching structure is presented. An elite structure should be based on players having specific performance targets including technical and tactical skills, psychological, and physiological, aligning judo more closely with the structure used in other Olympic sports. Coaches should also be given targets related to developing emotional control among players and instilling players with a self-belief to attain performance targets related to the above. Effective integration and usage of such personnel is required including developing and inculcating sport science knowledge into the practice of elite coaches, and then modifying this knowledge for use in the club system. It is hoped that findings from this research stimulates discussion, and action in the British Judo Association to revise the current system, which could lead to better judo coaching, better players, and ultimately enhanced Olympic success at London 2012.

This study investigated the relationship between belief in coaching abilities (coaching efficacy beliefs, CEB), transformational leadership behaviors (TLB), and motivational climate development of current strength and conditioning coaches working with high school level athletes. The measures used were the coaching efficacy scale for high school teams (CES II-HST, Myers et al.,2000), the differentiated transformational leadership inventory (DTLI, Callow et al., 2009), and the patterns of adaptive learning scales (PALS, Midgley et al., 2000). It was hypothesized that CEB and TLB would influence motivational climate development, while coaches' background characteristics would correlate with CEB, TLB, and motivational climate development. The 60 coaches who participated reported an average of thirteen (SD=8) years of experience and 51 were Certified Strength and Conditioning Specialists. Coaches reported high efficacy, frequent use of TLB, and development of a moderately high task- and somewhat ego-involving motivational climate. Correlations between demographic variables and CEB, TLB, and motivational climate development revealed three significant relationships: years of experience with CEB, and professional development activities and athlete to coach ratio with ego-involving climate development. CEB and TLB had a strong positive correlation. Two regression analyses were conducted to determine if the outcomes of the CEB and TLB measures predicted motivational climate development. The only significant predictor was TLB positively predicting development of a task-involving motivational climate. Strength coaches can utilize the findings of this study help shape their leadership behaviors and develop a task-involving motivational climate that emphasizes effort, improvement, and cooperative learning and is optimal for athlete development and performance.

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.

Antecedentes: La satisfacción con la imagen corporal está conocida como el factor de riesgo más importante para la patología alimentaria. La creciente insatisfacción con los programas tradicionales en la prevención de los trastornos alimentarios dio lugar a la necesidad de enfoques más colaborativos. Uno de estos enfoques es el coaching de salud, y en el presente estudio se realizan exploraciones con respecto a su eficiencia en el campo de la imagen corporal. Objetivo: El objetivo de este estudio es desarrollar e investigar el efecto de un ejercicio de Coaching de Autoayuda para cambiar las creencias disfuncionales sobre la apariencia en mujeres jóvenes europeas. Un objetivo secundario es investigar los efectos del método propuesto sobre la mejora de la satisfacción con la imagen corporal. El presente estudio proporciona información sobre el desarrollo y la evaluación de un ejercicio de coaching con un enfoque de autoayuda, basado en modelos teóricos de la teoría cognitiva. Diseño: El estudio incluye un estudio piloto y un ensayo controlado aleatorio. El estudio piloto se realizó en una muestra internacional (n = 18) y el ensayo aleatorio en una muestra nacional (n = 50) para probar la efectividad del ejercicio de autoayuda. Métodos: Tanto en el estudio piloto como en el ensayo con grupo de compración aleatorizado, los participantes fueron asignados a dos condiciones, ya sea experimental o grupo de compración. En el estudio piloto la muestra se hizo con mujeres jóvenes internacionales de 9 países diferentes, mientras que en el ensayo aleatorio, la muestra era un grupo de mujeres universitarias rumanas. Los grupos eran similares en edad (18-26 años). Resultados: Los resultados del estudio piloto indicaron una reducción significativa de las creencias disfuncionales de la imagen corporal en mujeres jóvenes internacionales. Los mismos resultados se han confirmado en el grupo experimental con una muestra nacional más grande, en el ensayo con grupo de comparación aleatorio. Referido a la variable de satisfacción con la imagen corporal, se han registrado cambios positivos, pero sin diferencias significativas entre el grupo intervención y el grupo de comparación. Sin embargo, el feedback y las reacciones positivas registradas para el formato del ejercicio, indica una buena utilidad percibida del ejercicio entre los participantes de diferentes países. Conclusiones: El ejercicio de coaching de autoayuda ejerce un efecto significativo en mejorar las creencias disfuncionales de la imagen corporal en las mujeres jóvenes europeas.
Background: Body image satisfaction is known as the most important risk factor for eating pathology. Growing dissatisfaction with traditional programs in preventing eating disorders resulted in calls for more collaborative approaches. One of this approach is health coaching, and explorations regarding its efficiency in the body image health field are made in the present study. Aim: The aim of this study is to develop and investigate the effect of a Self-Help Coaching exercise on changing dysfunctional beliefs about appearance in European young women. A secondary aim is to investigate the effects of the proposed method on improving body image satisfaction. The present study provides information regarding the development and test of a coaching exercise with a self-help approach, based on theoretical models of the cognitive theory. Design: The study includes a pilot study and a randomized trial. The pilot study was performed on an international sample (n=18) and a randomized trial on a national sample (n=50) to test the effectiveness of the Self-help Coaching exercise. Methods: In both pilot study and randomized trial, the participants were assigned to two conditions, either experimental or comparison group. In the pilot study the sample was made of international young women from 9 different countries while in the randomized trial the sample was a group of Romanian college women. The groups were similar in age (18- 26 years old). Results: The pilot study results indicated a significant reduction in body image dysfunctional beliefs in international young women. The same results have been confirmed in the experimental group with a larger national sample, in the randomized trial. Referred to body image satisfaction variables, positive changes have been recorded, but with no significant difference between intervention and comparison group. However, positive feedback and reactions have been recorded for the exercise format indicating a good perceived utility among the participants of different countries. Conclusions: Self-Help Coaching exercise brings significant effect in reducing body image dysfunctional beliefs in European Young Women.

Lower limb injuries (LLIs) are common in community-Australian football (CAF) and specialised exercise training (SET) programs can reduce their incidence. Despite the protection SET programs afford, the use of SET by coaches in CAF contexts, who play a key role in the preparation of players, is largely unknown. The overall purpose of this thesis research was to explore and describe: (1) the contextual and specific nature of CAF coaching practices, and, (2) the factors central to understanding whether or not coaches will make changes in their training practices in the future. Thereby, assisting to devise effective behaviour change and implementation strategies that maximise future integration (adoption and maintainence) of SET programs in CAF contexts to reduce the risk of LLIs for players. This mixed methods research was underpinned by a combination of behavioural and social science theories and models (BSSTM). Coaches’ were sampled from CAF clubs in Victoria and Western Australia. Eligible coaches completed cross-sectional questionnaires pre (n=31) and post (n=28) season in 2007/08. Three coaches engaged in semi-structured, in-depth interviews, 12-18 months later. At preseason, 58% of coaches used injury prevention strategies with their team. Only 69% of them had a formal training plan for the entire season, and most did not explicitly incorporate SET programs, despite their views being favourable towards the latter. Coaches believed their players had a high chance of sustaining a LLI and that LLI could have serious consequences. They believed it was important to have current knowledge of SET programs, but many lacked the behavioural capability and self-efficacy to implement SET programs. They also reported that player attendance at training could also impact on SET program outcomes. Postseason findings were similar with generally positive SET outcome expectancies; many coaches reported they intended to modify SET program implementation in future seasons. Suggested improvements related to collaboration, feedback/reinforcement approaches, education and other sociocultural themes. Coaches reported divergent views about their self-efficacy in relation to SET program implementation but were motivated by what their players thought. Qualitative analysis of the in-depth interviews identified four main themes (and associated coach salient beliefs) that supported and extended quantitative findings. These included: (1) the development of coach behavioural capability/self-efficacy (including informal and formal learning sources), (2) biopsychosocial risk perceptions regarding players’ injury susceptibility, (3) facilitators and hindrances to adopting/maintaining SET, and (4) cues to action/planning. The promotion of SET programs to reduce the susceptibility of LLIs and ensure safe and sustainable participation in AF is important. This thesis has captured a complexity of factors that can be used to enhance and facilitate CAF coaches’ adoption and maintenance of SET, alongside wider-prevention efforts. Future research should continue to use a range of BSSTM and methodological approaches, and devise and evaluate the efficacy of a comprehensive taxonomy of cognitive-behavioural strategies, to provide more insight into effective translation of SET programs into practice. Coaches and their players will be safer if such work continues.
Doctor of Philosophy

The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

Due to the enduring positivist assumptions underpinning them, coach education programs typically have overlooked the importance of experience as a powerful influence for developing as a sports coach Despite growing recognition of the links between past experience and current coaching pedagogy, little empirical research has focused precisely on how lived experience influences coaching beliefs or practices. Using a constructivist grounded theory methodology, this study investigated the influence of culture on coaching beliefs and how these manifest in the discourse of coaching in a site-specific context. It further examined how beliefs of coaching develop from the experience of playing and coaching in three different countries. Interviews, completed with coaches in the highest levels of club competition m Australia, South Africa and New Zealand, provided the primary data source. Findings demonstrated that beliefs about coaching are profoundly shaped by participation in the practices of rugby as players, and then coaches, in local cultures. The results identified unique differences across the sites of study. These differences were intimately linked with the cultural context within which each coach learned to play and coach Briefly, the Australian coaches valued decision-making and had strong views of rugby as entertainment; the South African coaches prioritised respect and authority; and the New Zealand coaches cherished humility and sense of belonging. . Despite the unique characteristics of each of the coach's beliefs, the notion of rugby as a vehicle for developing character, and teaching moral lessons rooted in the nineteenth century schools of the rising English middle classes, formed a powerful influence across all sites. The coaches' local ised bel iefs interacted with, and were shaped by, the remarkbly resilient global discourse of the " amateur ideal" and it's associated values. Its influence was, however, distinct at each site. The findings indicate that coaches' beliefs adapted to, and were moulded by, local cultural contexts and a broader national ethos resulting in discrete differences in each context on coaches' development of beliefs about coaching , while highlighting the complex and dynamic ways in which local and global cultures interact. As a result of thes interaction, unique conditions are created , manifesting in indvidua; discourse and beliefs about rugby coaching.
Doctor of Philosophy

碩士
國立高雄師範大學
體育學系
101
The Case Study of Junior High School Full-time Coach’s Coaching Behavior, Routine and Beliefs Master Thesis, 2013, 1 Pan Mei-Ying Advisor: Cheng Han-Wu Abstract The main purpose of this study is to investigate the behavior of an outstanding junior high school baseball coach’s coaching behavior. it’s secondary purpose investigates the coach’s coaching beliefs. Finally, it analyzes the relationship between the coach’s coaching belief and behavior to have a more in-depth understanding of the process of training. The research methods used in the research is both qualitative and quantitative methods, qualitative using constant comparative method anb quantitative using event recording for coding and description.. The tools used include Arizona State University observation instrument (ASUOI), the use of research journals and the guidelines. After analyzing the results, the conclusions were: 1. The coach is a directive type coach. 60.08% of the coach’s behaviors are instructional behavior; 39.9% are non- instructional behavior. Coaching behaviors changes during different periods, and instructional behaviors are the majority. 2. By comparing the coach’s and athlete’s coaching behavior perception, betn sides show high consistency, which is a sign of effective coaching. 3. The coach’s routines are theses four: arranging the field; the coach yelling, replying with sound; the coach’s lnspecting and fixing equipment. Through the process, we learn the two sides who had different view can develop a stronger relationship and improve training quality by effective communication and interaction. 4. We learn that the coach’s beliefs emphasize on seven aspects: life education, developing a learning attitude, focusing on training safety, training methods, equality training, considering the team funding and teamwork. These beliefs are influenced by five personal factors and eight external factors. 5. Through observation and interview we learn there is a close relationship among behavior,training routines and beliefs of the coach. Keyword: baseball , full-time coach, coaching behavior, training routines, coaching beliefs, full-time coach

This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.
Educational Management and Leadership
M. Ed. (Educational Management)