| In order for one to reach the level of expertise or effectiveness, a process of learning must occur. Grenier and Kehrhahn (2008) proposed their human resources Model of Expertise Redevelopment centered on the thought that becoming an expert is a fluid and cyclical process that is dependent on context, which will require some redevelopment if conditions have changed. On the sport coaching development end, Wharton and Rossi (2015) came to the conclusion that there are no proven factors to ascertain coaching expertise, particularly since no concrete benchmarks have been decided upon. Thus, a more applicable approach would be to determine the developmental pathway that an effective sport coach takes. Therefore, adapted from Grenier and Kehrhahn's (2008) model, it is proposed in this dissertation the Model of Coaching Effectiveness Redevelopment (MCER).;Interestingly, intercollegiate athletics in the U.S. is unique in terms of the dyad student-athletes deal with between athletic participation dependent upon academic grades and graduation progress (Schroeder, 2010; Williams, Colles, & Allen, 2010). The most visible association in the U.S. is the National Collegiate Athletic Association (NCAA) that is comprised of Division I, Division II, and Division III. The first purpose of this dissertation study was to propose the Model of Coaching Effectiveness Redevelopment (MCER), adapted from Grenier and Kehrhahn's (2008) MER, in the sport coaching realm. The second purpose of the study was to explore the perceptions of the developmental pathways of the effective participant coaches and make meaning of how the MCER relates to coaching effectiveness development at the intercollegiate athletics level.;This dissertation utilized qualitative methods. The participants in this study included 12 male and female NCAA Division III effective team sport head coaches from the same athletic conference located in the Midwestern region of the U.S. spanning nine different sports. Each participant coach was asked to take part in two in-person interviews and type reflective journal entries on their coaching development processes. The constant comparative method (Merriam, 1998) for thematic analysis was used on the interview transcriptions and journal entries. Based on the analysis of the findings, five overarching themes were highlighted: Experience, Relationships, Culture, Balance, and Female Sport. The trustworthiness of this dissertation was attained by triangulation methods, such as member checking, peer debriefing, and negative case analysis.;From the perceptions of the 12 participant coaches of their own developmental pathways throughout their careers and when making meaning of the Model of Coaching Effectiveness Redevelopment (MCER), it appears that overall their development as effective coaches has followed a cyclical pattern of redevelopment through the States of Coaching Effectiveness (i.e., Coaching Dependence, Coaching Independence, and Coaching Transcendence) as influenced by the three Territories of Coaching Effectiveness (i.e., Content, Environment, and Constituency). In terms of the Content Territory of Coaching Effectiveness from the MCER, the explanation by the participant coaches of specialized coaching knowledge development was weaker on the content knowledge-side, but stronger on the end of procedural or pedagogical content knowledge, thus advocating for two separate components for the Content territory in the MCER or requesting a modification of the name of the territory to Procedural or Pedagogical Content. Lastly, regarding the consistent application of knowledge through the States of Coaching Effectiveness, the difficulty from the findings was recognizing the instance that each participant coach moved back and forth between the three states. Implications of the findings were discussed and future research recommendations were made. |
