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    Coaches, captains and constructing culture : a case study of the Silver Ferns : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Sport & Exercise at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) McCarthy, Lana
    Organizational culture and leadership can influence the success of both businesses and high performance sports teams. This current research is based on Schein’s (2010) three level theoretical model of organizational culture using artefacts (rites, rituals and symbols), values and beliefs, and core assumptions. Female sport in general, and female high performance sport specifically, is not well served by the media. Receiving even scanter coverage and insights, is scholarly work on women’s elite sport investigated from the perspective of team captains and coaches. Therefore, this study examines New Zealand’s national netball team, the Silver Ferns from 1960-2015, and the ways in which captains and coaches have constructed the culture of the team. Employing a case study methodology, primary data was generated through the use of semi-structured, in-depth interviews with former Silver Fern captains and coaches. This qualitative research approach provided insights into the various experiences and stories of the participants, and described other aspects such as their actions, beliefs and interests (Denzin & Lincoln, 2005). A consistent finding was team member adherence to the values of work ethic, pride, and good behaviour on and off the court. In addition, other constant characteristics included pride in selection, in wearing the black dress and the symbol of the silver fern. By contrast, no single model of coaching emerged as a constant across the eras. There was also a lack of consistent rituals and a range of inconsistencies in the ways various captains and coaches perceived the emphasis placed on winning. An outcome of this unique study is a historical insight into a New Zealand female high performance sport team, the Silver Ferns, and its evolving team culture and leadership. It is hoped that these insights will inform current and future best practice in elite-level female sport teams and help achieve further consistent high quality performances, thereby heightening the prospect of winning.
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    "Please Sir, can we play a game?" : transforming games teaching and coaching: a practitioner's perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand
    (Massey University, 2018) Slade, Dennis George
    Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of Game Centred Learning (GCL) but more specifically, Teaching Games for Understanding (TGfU). This thesis uniquely examines from a practitioner’s perspective how the development of GCL and its dissemination occurred in New Zealand (NZ) 1945-2015. The multi-method approach establishes through a triangulation of data sources utilising a bricolage approach that the development was not mandated by educational policy but evolved through various combinations of insights from early luminaries in the field and visits to NZ by a key figure in the field (Rod Thorpe). Additionally, a new guard of Physical Educators in pre-service teacher education colleges in NZ were also significantly influential in the dissemination of GCL strategies as was a new socio-ecological perspective in PE syllabi (1999; 2007). An emergent autoethnographic documentation of the author’s role further informs this evolution of GCL and TGfU practices in NZ. Bourdieu’s concepts of habitus, practice and field are used as markers to signal change and record tensions that ultimately led to adoption of GCL practice in PE teaching and sport coaching in NZ. The thesis findings present implications for PE practitioners through innovative GCL approaches, associated with play, mastery learning and TGfU, that involves transforming play. It is concluded that at a practical and theoretical level, TGfU should be seen in a holistic experiential sense and integrated into PE programmes acknowledging its potential to contribute to and enhance citizenship. The final contribution to knowledge of this research is the presentation of a model of GCL designed to transform play.
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    Occupying the crease : the influence of parents and coaches on New Zealand adolescent participation in cricket : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Management at Massey University
    (Massey University, 2000) Gaskin, Cadeyrn James
    The present study investigated whether the behaviours exhibited by parents and coaches had an influence on young cricketers' motives to participate in, or discontinue playing, cricket. Eight hundred and fifty-eight adolescent New Zealand cricketers completed a survey, which questioned them on their participation, or discontinuation, motives and their perceptions of the behaviours exhibited by their parents and coaches in relation to their participation in cricket. The results indicated that the behaviours of both parents and coaches were correlated with the participation/discontinuation motives of adolescent cricketers. Specifically, there was little difference in the associations between parental behaviour and both participation and discontinuation motivation, however, coaching behaviours were more strongly associated to the discontinuation motive than participation motives. This finding infers that coaches are a salient factor in young people's decisions to drop out of playing cricket. The analysis revealed multiple underlying motives for participating in cricket: team/enjoyment, achievement, affiliation, leisure/catharsis and skill/fitness. In addition, four categories of parental behaviour – supportive, criticising, interest in performance, and achievement focus - and three categories of coaching behaviour – supportive/instructional, punitive, and non-responsive – were identified. The relationships between participation motivation and both parental and coaching behaviours were similar to those between discontinuation motivation and the behaviours of parents and coaches. However, there were two exceptions: there was no association between both punitive and non-responsive coaching behaviours and participation motivation, and much stronger relationships between these two behaviours and discontinuation motivation. In conclusion, parents and coaches had an influence on the participation/discontinuation motives of adolescent cricketers in New Zealand through the behaviours they exhibited.
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    The "teaching games for understanding" physical education instructional model : a comparative study into the effects on knowledge and game performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2001) Watson, Leyton
    This purpose of this study was to investigate the effectiveness of the alternative "Teaching Games for Understanding" (TGFU) instructional model for education in sport and games. The model was compared to a traditional approach to instruction that has been and continues to remain dominant across physical education curriculums. This model is defined as "skill-based" instruction. The study was undertaken in the naturalistic setting of a New Zealand secondary school with year 10 students. The game adopted for instruction was short tennis. Two classes of students were assigned treatment under one of the instructional models in an eight-lesson unit with a third class assigned as a control. Twenty-two students were tested on declarative knowledge of short tennis rules and scoring, shots/strokes, and strategies in the form of a pre and post written test. Students' pre and post game performance was measured using the Game Performance Assessment Instrument (GPAI). Player performance was coded from video footage to assess tactical court movement and decision-making as well as skill execution. Declarative knowledge domain results revealed a statistically significant improvement in both treatment groups for overall knowledge. In specific knowledge categories, the TGFU treatment group also improved significantly in skill and strategy related knowledge over instruction time whilst the skill-based group improved significantly in skill-related knowledge only. The TGFU group's skill-related knowledge improvement was also significantly higher than the skill-based group. Game performance results indicated that some improvement was evident in both treatment groups following instruction with a trend for a greater degree of improvement in tactical performance by the TGFU group. However this improvement was not found to be statistically significant for either treatment group or between groups for any GPAI component. Findings are analysed and discussed in light of previous studies and recommendations are provided for future research into game and sport pedagogy.
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    The role of job crafting in work-related coaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2013) Lunt, Andrew James
    Despite the widespread use and continual growth of work-related coaching, research has not kept pace; there is a shortage of high quality, quantitative studies. Despite some evidence to date supporting coaching’s effectiveness, less is known about how it works, what works, for whom it works, and under what circumstances it will be most effective. In the present study, the relationships between work-related coaching, autonomy, job crafting (changes made to one’s job demands and job resources), and outcomes (self-rated performance, engagement, intention to leave, and stress) were examined, as were predictors of coaching effectiveness, as rated by coachees. Data were collected by means of an online survey and 200 participants provided useable data. Participants who had received work-related coaching were found to be more likely than non-coached participants to attempt one form of job crafting (increasing challenging job demands), report greater engagement, and have lower levels of stress. Coaching was not found to significantly relate to more attempts at the other three forms of job crafting (increasing structural resources, decreasing hindering demands, and increasing social resources), nor to self-reported job performance or intentions to leave the organisation. Attempts at increasing challenging job demands mediated the relationship between coaching and engagement. Autonomy, however, did not moderate the relationship between coaching and attempts at any of the forms of job crafting. The number of coaching sessions and coaching that was initiated by the individual, rather than by the individual’s organisation, were both found to significantly predict coachee ratings of perceived effectiveness of the coaching. Coaching by peers/colleagues was perceived as the least effective arrangement. Possible reasons for these findings are discussed and practical implications and potential areas for future research are proposed. The results suggest that coaching may be a useful tool for both organisations and individual clients, particularly to increase engagement.