No abstract

Coach Learning in Disability Sport iAcknowledgements My Master's experience has been an incredible two-year journey that involved many people I would like to acknowledge and thank:First, a big thanks to the coaching research group for providing us with a unique learning environment, as well as guidance and support for numerous conferences and presentations. To the many faculty members and students I met along the way who provided me with much needed insight and direction. To my lab-mates who I grew so close to, and with who I could discuss countless "grad brain" experiences and laughs.To my friends and family who have stuck by "School Sarah" through the good times and bad, especially Megan and Stacie having had the pleasure of rooming with me and seeing me pull out my hair on various occasions. To Trevor for somehow always answering my phone calls and calming me down, reminding me of the simple joys in life. To my parents for providing me with endless amounts of support through this process (not to mention financially), and always reminding me to be the best I could be.To the University of Ottawa, its staff, and the Faculty of Human Kinetics for providing me with the financial support to get through these two years, in addition to our great lab space.To my supervisor, Dr. Diane Culver, for all that you have done for me. You saw something in me early on that I didn't know I had in myself, and I am so grateful for the opportunity. I hope I can someday manage all of life's responsibilities (and more) that you take on with such class. It has been such an inspiration to work with you and see your super-woman abilities in action! Coach Learning in Disability Sport ii To help get me through the tougher times, I posted a quote on my bedroom wall where

A follow-up of the 1990s review of qualitative research articles published in three North American sport psychology journals (Culver, Gilbert, & Trudel, 2003) was conducted for the years 2000–2009. Of the 1,324 articles published, 631 were data-based and 183 of these used qualitative data collection techniques; an increase from 17.3% for the 1990s to 29.0% for this last decade. Of these, 31.1% employed mixed methods compared with 38.1% in the 1990s. Interviews were used in 143 of the 183 qualitative studies and reliability test reporting increased from 45.2% to 82.2%. Authors using exclusively quotations to present their results doubled from 17.9% to 39.9%. Only 13.7% of the authors took an epistemological stance, while 26.2% stated their methodological approach. We conclude that positivist/postpositivist approaches appear to maintain a predominant position in sport psychology research. Awareness of the importance of being clear about epistemology and methodology should be a goal for all researchers.

The purpose of this paper was to report the physical activity and health outcomes results from the Physical Activity Counselling (PAC) trial. Patients (n = 120, mean age 47.3 ± 11.1 years, 69.2% female) who reported less than 150 min of physical activity per week were recruited from a large community-based Canadian primary care practice. After receiving brief physical activity counselling from their provider, they were randomized to receive 6 additional patient-centered counselling sessions over 3 months from a physical activity counsellor (intensive-counselling group; n = 61), or no further intervention (brief-counselling group; n = 59). Physical activity (self-reported and accelerometer) was measured every 6 weeks up to 25 weeks (12 weeks postintervention). Quality of life was also assessed, and physical and metabolic outcomes were evaluated in a randomly selected subset of patients (33%). In the intent-to-treat analyses of covariance, the intensive-counselling group self-reported significantly higher levels of physical activity at 6 weeks (p = 0.009) and 13 weeks (p = 0.01). There were no differences in self-reported physical activity between the groups after the intervention in the follow-up period, nor was there any increase in accelerometer-measured physical activity. Finally, the intensive-counselling patients showed greater decreases in percent body fat and total fat mass from 13 weeks to 25 weeks. Results for physical activity depended on the method used, with positive short-term results with self-report and no effects with the accelerometers. Between-group differences were found for body composition in that the intensive-counselling patients decreased more. A multisite randomized controlled trial with a longer intensive intervention and follow-up is warranted.

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology.