Perceptions of CUNY Women Athletes and Coaches about Selected Coaching Practices PDF Download
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Author: Lorraine M. Garvin
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Author: Lorraine M. Garvin
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Author: Peggy Jo Hoover
Publisher:
ISBN:
Category : Women basketball players
Languages : en
Pages : 122
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"The general problem of this study was to compare perceptions of the coach in the ideal coach/athlete relationship, as expressed by collegiate female basketball players and their coaches. Further analysis was completed comparing: (1) freshmen and seniors' perceptions, (2) the coaches' years of coaching experience and its effect upon the coaches' perceptions, and (3) perceptions of participants in the National Collegiate Athletic Association compared to those in the National Association of Intercollegiate Athletics. Institutions from Idaho, Oregon, and Washington which had four year intercollegiate womens' basketball programs were considered for participation. Participants included 107 athletes and 30 coaches. Perceptions were measured by the administration of a questionnaire using the Semantic Differential Technique. Data were analyzed for statistically significant differences by the use of a "t'' test. Statistically significant differences were found concerning coaches' and athletes' perceptions of the coach in the ideal coach/athlete relationship. Findings and conclusions were discussed along with reconmendations for future studies concerning the coach/athlete relationship"--Document.
Author: Suzanne Lynn Tuffey
Publisher:
ISBN:
Category : Coach-athlete relationships
Languages : en
Pages : 536
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Author: Kelli Moran-Miller
Publisher:
ISBN:
Category : College sports for women
Languages : en
Pages : 86
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Although post-Title IX sport participation rates for girls and women have skyrocketed, the percentages of women in sport leadership roles have plummeted. Today, women hold only 44% of head coaching positions in women's intercollegiate athletics, compared with over 90% before the passage of Title IX. Few studies have examined how the perceptions of prospective coaches, and specifically female student-athletes, may impact this downward trend. The purpose of this study is to examine the impact of specific contextual factors (i.e., coach gender, female coaching role models, and perceived barriers) on coaching self-efficacy, outcome expectations, and career interest in coaching using social cognitive career theory as the theoretical framework. Participants were 205 predominantly White, heterosexual female student-athletes. Path analysis indicated that both contextual supports and barriers predicted coaching self-efficacy and that coaching self-efficacy predicted outcome expectations. Additionally, career interest in coaching was predicted by coaching self-efficacy, outcome expectations, and contextual supports and barriers. Post hoc model modifications indicated that a model portraying barriers and supports as both directly and indirectly (through their impact on self-efficacy) linked to career interest in coaching produced a better fit to the data than a model specifying only an indirect link to interest. Practical implications are discussed, as well as suggestions for further research in this relatively unexplored area of inquiry.
Author: Nancy E. Buhrer
Publisher:
ISBN:
Category :
Languages : en
Pages : 312
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Author: Stephanie Harrison
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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"Despite the abundance of research suggesting that women gain numerous physical and psychological benefits from sport participation, they face many barriers to reaping these benefits. Additional research has documented both the positive and negative influences coaches have on athletes' overall well-being. As men continue to occupy the majority of coaching positions in university settings, understanding the male coach-female athlete relationship should be an area of focus. This study used Grounded Theory to investigate female athletes' perceptions of male coaching behaviors through the dual lens of instrumentality and objectification. Results indicated that male coaching behaviors promoting objectification included the misuse of power, the reinforcement of gender stereotypes, and indirect communication. Coaching behaviors promoting instrumentality included the challenging of gender stereotypes and the use of a holistic approach to coaching. Further, it appears that the relationship between the male coach and female athlete is directly influenced by the universities' culture of athletics. Implications from this study suggest clinicians working with female athletes should be aware of the complex dynamics between coach, athlete and system and how the male coach-female relationship impacts the athletes' day to day wellbeing. Keywords: Instrumentality, Objectification, Female-Athletes, Coaching" -- Abstract
Author: Nicole J. Detling
Publisher:
ISBN:
Category : Coaching (Athletics)
Languages : en
Pages : 290
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Author: Kristen L. Corrette
Publisher:
ISBN:
Category :
Languages : en
Pages : 84
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Feedback is considered an essential function of skill learning and yet previous research often reports findings without controlling for learners background information, skill level, and perceptions of instruction. This study investigated child to adolescent female athletes' perceptions of coach and parent feedback in response to good and poor soccer play, particularly in relation to skill level and age. Coaches assessed skill and athletes completed questionnaires measuring the perceived frequency of multiple types of feedback responses from coaches and parents including different forms of praise and criticism. 63 female club level soccer players, 10 to 17 years old and 4 head coaches participated in the study. Multivariate analysis revealed that coach's praise and criticism was positively correlated to age and athlete initiated communication with coaches was negatively correlated to age. No correlations were found between athletic skill level and perceived feedback. These correlations indicate that age may affect how learners form their perceptions of instruction.
Author: Kathleen E. Emerson
Publisher:
ISBN:
Category : Sports for women
Languages : en
Pages : 230
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Author: John T. Sumoski
Publisher:
ISBN:
Category : Coach-athlete relationships
Languages : en
Pages : 172
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