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Characteristics of an effective high...

Neutzling, Misti Marie.

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Characteristics of an effective high school volleyball coach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Characteristics of an effective high school volleyball coach./
Author:	Neutzling, Misti Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	300 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3550073
ISBN:	9781267869685

Characteristics of an effective high school volleyball coach.
Neutzling, Misti Marie.

Characteristics of an effective high school volleyball coach. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 300 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2012.

The purpose of this study explored how the characteristics were employed during pre-season practices of an effective high school girls' volleyball coach. A constructivist theoretical framework was used to conduct a 2-week case study. One effective high school volleyball coach participant was purposefully selected to provide an in-depth examination of characteristics employed throughout volleyball practices. Two athlete participants were purposefully selected to gain perspective on the characteristics demonstrated by the coach participant. Data were collected through observations, field notes, interviews, and artifacts (i.e., practice plans, pictures, and letters). Data were analyzed using the content analysis approach (Berelson, 1952). Data analysis identified seven aspects the coach demonstrated with respect to effective coaching: creation of environment, development of relationships, consistently planned and organized, use of in-depth knowledge, creation of autonomy, the use of meaningful experiences, and earned support. Each theme was presented in terms of how the coach demonstrated the characteristics, how it related to the quality of interscholastic sport experiences, and how they overlapped with constructivist principles. Results and implications indicated how the coach used a combination of teaching styles when effective coaching characteristics were demonstrated. Two theoretical approaches to learning seemed to frame the coach's choice of instructional strategies and coaching behaviors; the constructivist learning theory and behavioral learning theory, both of which created positive interscholastic sport experiences for the athletes.

ISBN: 9781267869685Subjects--Topical Terms:

3172312
Teacher education.

Characteristics of an effective high school volleyball coach.
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245 1 0 $a Characteristics of an effective high school volleyball coach.
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300 $a 300 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Christina Sinclair.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2012.
520 $a The purpose of this study explored how the characteristics were employed during pre-season practices of an effective high school girls' volleyball coach. A constructivist theoretical framework was used to conduct a 2-week case study. One effective high school volleyball coach participant was purposefully selected to provide an in-depth examination of characteristics employed throughout volleyball practices. Two athlete participants were purposefully selected to gain perspective on the characteristics demonstrated by the coach participant. Data were collected through observations, field notes, interviews, and artifacts (i.e., practice plans, pictures, and letters). Data were analyzed using the content analysis approach (Berelson, 1952). Data analysis identified seven aspects the coach demonstrated with respect to effective coaching: creation of environment, development of relationships, consistently planned and organized, use of in-depth knowledge, creation of autonomy, the use of meaningful experiences, and earned support. Each theme was presented in terms of how the coach demonstrated the characteristics, how it related to the quality of interscholastic sport experiences, and how they overlapped with constructivist principles. Results and implications indicated how the coach used a combination of teaching styles when effective coaching characteristics were demonstrated. Two theoretical approaches to learning seemed to frame the coach's choice of instructional strategies and coaching behaviors; the constructivist learning theory and behavioral learning theory, both of which created positive interscholastic sport experiences for the athletes.
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