Over the last decades, rigorous research has been carried out concerning the most appropriate leadership style of school principals and the two basic conceptual models of transformational and instructional leadership. However, the practices and behaviours of principals as they affect the successful implementation of cross-thematic integration have not been sufficiently explored. This article examines the relationship between the factors’ “transformational leadership” and “instructional leadership” for enhancing cross-thematic teaching. Quantitative empirical research was conducted on a sample of 251 principals of Greek primary schools. The results reveal a positive and statistically significant relationship between the two main factors of this study. RésuméAu cours des dernières décennies, des recherches rigoureuses ont été menées sur le mode de direction qui serait le plus approprié pour les directeurs d’école ainsi que sur les deux modèles conceptuels de base que sont le leadership transformationnel et le leadership pédagogique. Cependant, l’exploration n’a pas été suffisante en ce qui a trait aux pratiques et comportements des directeurs ayant un effet sur la mise en place réussie de l’intégration multithématique. Cet article examine le rapport entre les facteurs « leadership transformationnel » et « leadership pédagogique » qui permettrait d’améliorer l’enseignement multithématique. Pour ce faire, une recherche empirique quantitative a été menée sur un échantillon de 251 directeurs d’écoles primaires en Grèce. Les résultats révèlent un rapport positif et statistiquement significatif entre les deux facteurs principaux de cette étude. Keywords / Mots clés : school leadership, transformational leadership, physical education, cross-thematic teaching, structural equation modelling (SEM), Greece / leadership à l’école, leadership transformationnel, éducation physique, enseignementmultithématique, modélisation d’équations structurelles, Grèce

H σχολική ηγεσία έχει αναγνωριστεί παγκοσμίως, ως βασικό στοιχείο της αποτελεσματικότητας του εκπαιδευτικού οργανισμού. Οι διευθυντές/τριες των σχολείων κατέχουν κεντρικό ρόλο, ενώ το στυλ, η συμπεριφορά και οι πρακτικές τους επιδρούν στα μαθητικά αποτελέσματα και σε παράγοντες που συνδέονται με το εκπαιδευτικό προσωπικό. Σκοπός της παρούσας έρευνας ήταν: α) η διερεύνηση της σημαντικότητας των παραγόντων που εκφράζουν ορισμένες από τις κύριες ηγετικές λειτουργίες, με την αξιοποίηση ως δεικτών αποτελεσματικότητας των αντιλήψεων των εκπαιδευτικών Φυσικής Αγωγής (ΕΦΑ) και των ίδιων των διευθυντών/τριών, β) η διερεύνηση των στατιστικά σημαντικών διαφορών ανάμεσα στις αντιλήψεις διευθυντών/τριων και ΕΦΑ και γ) η διερεύνηση των στατιστικά σημαντικών διαφορών ανάμεσα στις αντιλήψεις διευθυντών/τριων και ΕΦΑ σε σχέση με το φύλο τους. Το δείγμα της έρευνας αποτέλεσαν τετρακόσιοι δέκα πέντε (415) εκπαιδευτικοί (192 διευθυντές/τριες και 223 ΕΦΑ) που υπηρετούσαν κατά το σχολικό έτος 2017-2018 στις σχολικές μονάδες της Πρωτοβάθμιας και της Δευτεροβάθμιας Εκπαίδευσης των νομών Πιερίας και Ημαθίας. Για τη συλλογή των δεδομένων χρησιμοποιήθηκε το ερωτηματολόγιο της έρευνας των Pashiardis και Orphanou (1999). Η ανάλυση των δεδομένων έγινε με το στατιστικό πακέτο SPSS v.21 για τις κοινωνικές επιστήμες. Για τη διερεύνηση της εγκυρότητας του ερωτηματολογίου εφαρμόστηκε το μοντέλο της παραγοντικής ανάλυσης με τη μέθοδο τω κυρίων συνιστωσών, ενώ η εσωτερική συνέπεια των παραγόντων ελέγθηκε με τον συντελεστή αξιποπιστίας Cronbach’s alpha. Εφαρμόστηκαν στατιστικές αναλύσεις χρησιμοποιώντας κυρίως την περιγραφική στατιστική όπως μέσοι, διάμεσοι, τυπικές αποκλίσεις. Πραγματοποιήθηκε στατιστικός έλεγχος για τη διαφορά των μέσων τιμών των δυο ανεξάρτητων δειγμάτων (independent Samples t-test) προκειμένου να διερευνηθούν οι στατιστικά σημαντικές διαφορές ανάμεσα στις αντιλήψεις των ΕΦΑ και των διευθυντών/τριων. Το ίδιο τεστ χρησιμοποιήθηκε για τη διερεύνηση της επίδρασης της μεταβλητής φύλο (άνδρας, γυναίκα), στις αντιλήψεις ΕΦΑ και διευθυντών/τριων. Από τα αποτελέσματα βρέθηκε ότι τόσο οι ΕΦΑ όσο και οι διευθυντές/τριες, θεώρησαν σημαντικούς τους παράγοντες καθώς τους αξιολόγησαν με τιμές πάνω από τον μέσο όρο. Βρέθηκαν στατιστικά σημαντικές διαφορές στον παράγοντα «επίλυση προβλημάτων και λήψη απόφασης» με τους διευθυντές να τον θεωρούν πιο σημαντικό από τους ΕΦΑ και στον παράγοντα «σχολικά προγράμματα» που θεωρήθηκε πιο σημαντικός από τους EΦΑ. Τέλος δε βρέθηκαν στατιστικά σημαντικές διαφορές ως προς την ανεξάρτητη μεταβλητή φύλο και στους τρεις υπό διερεύνηση παράγοντες τόσο στις αντιλήψεις των ΕΦΑ, όσο και στις αντιλήψεις των διευθυντών/τριων.

Ο αθλητισμός ως κοινωνικό φαινόμενο και εκδήλωση συμπεριφοράς, καλλιεργεί κοινωνικές και ηθικές αξίες, των οποίων τα χαρακτηριστικά που προωθεί, εξαρτώνται στενά από το πώς διδάσκονται και εφαρμόζονται τα διάφορα αθλήματα.Σκοπός της μελέτης αυτής είναι να εξετασθεί η επίδραση του προσανατολισμού στόχου, της αθλητικής ταυτότητας και των συναισθημάτων στην αθλητική συμπεριφορά των μαθητών. Επίσης να διερευνηθεί η ύπαρξη πιθανών διαφορών στις εξεταζόμενες μεταβλητές σε σχέση με το γένος. Για την διεξαγωγή της έρευνας 156 μαθητές και μαθήτριες (86 αγόρια και 70 κορίτσια με μ.ο ηλικίας 16,5 χρόνων) συμπλήρωσαν τρία ερωτηματολόγια το Task and Ego Orientation in Sport Questionnaire (TESOSQ; Duda & Nicholls, 1992), το Competative Aggressiveness and Anger Scale (CAAS; Maxwell & Moores, 2007), το Athletic Identity Measurement Scale (AIMS; Brewer & Cornelius 2001 ), και τo Prosocial and Antisocial Behavior (Kavussanu, 2006).Η στατιστική επεξεργασία των δεδομένων πραγματοποιήθηκε με τη χρήση του στατιστικού προγράμματος SPSS 17. Όλες οι κλίμακες είχαν υψηλό βαθμό εσωτερικής συνοχής.Από τα αποτελέσματα της έρευνας φάνηκε ότι συμφωνούν με αυτά παλαιοτέρων ερευνών ότι τα κίνητρα, η αθλητική ταυτότητα και τα συναισθήματα επιδρούν καθοριστικά στην αθλητική συμπεριφορά σύμφωνα με την ανάλυση παλινδρόμησης. Ως προς το γένος, τα παραπάνω αποτελέσματα επιβεβαιώνουν προηγούμενες έρευνες οι οποίες βρήκαν διαφορές, με τα αγόρια να εμφανίζουν περισσότερες αρνητικές αθλητικές συμπεριφορές σε σχέση με τα κορίτσια, στο χώρο του αθλητισμού σύμφωνα με το Student t-test.

Indicative of those rights increasing use was that for the 2004-2007 period Premier League games, 3/Vodafone bought the rights for 11,5 million euro, while for the 2007-2010 period, BSkyB bought the rights for 12,4 million euro. In 2010, the Walt Disney Co’s sports TV network ESPN has acquired the rights to screen Premier League highlights on UK mobile phones. The rights to all 380 Barclays Premier League matches were previously held by pay-TV rival British Sky Broadcasting. In 2013, News International, owned by the pay-TV broadcaster's controlling shareholder News Corporation, prevailed against BSkyB in the battle to acquire the Premier League exclusive rights to internet and mobile highlights for 30 million pounds, for three years. Sun, Times and Sunday Times publisher shut out fellow News Corp division as well as Yahoo, O2 and Perform Group.

In last decades researches have been undertaken on educational leadership and the linking of the various leadership models with the improvement of school units. Leader's characteristics are an important factor in the leadership's interpretation. The aim of the present study was to look for possible differences in the behaviors of the educational leadership: (a) differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content, (b) the personality trait, the openness in experience of male and female principals, and (c) assess the impact of personality traits, receptivity to experience, behaviors of educational leadership in diversified teaching with regard to the kinesthetic type of intelligence and the cross-thematic teaching content. The survey involved 194 principals from all regions of Greece. The quantitative analysis of the data confirmed the practice of teaching practices in differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content by women to a greater extent but not statistically significant. Differences between the male and female principals were statistically significant in the personality trait “Openness in experience” in favor of women. The "Openness in experience" feature interpreted 12.3% of the "Instructional leadership in kinetic cross-thematic approaches", F (1, 192) = 26.909, p <0.001. This study is of great importance for the selection and training of primary school unit principals in guiding differentiated teaching, in terms of learning profile and cross-thematic content.

In mid 2000s the tv rights income reaches a 873 million euro for the 2005-06 season, with the Serie A tv rights annual income to gradually increase from a 844 million euro for the 2009-10 season to an amazing approximate 1,4 billion euro for the 2018-21 season. All these years Lega Calcio experimented a lot in the designing and application of a tv rights selling mechanism and its accompanied tv rights income distribution model. The Greek Superleague followed similar paths with Lega Calcio, when for many years in early 2000s clubs could exploit their tv rights by themselves. Even later, in late 200s and after the establishment of SL and with the collective selling mechanism in use, this mechanism didn’t include all participating clubs. The study aims to show how could Greek Superleague higher management staff learn from the Serie A tv rights deal history and follow the league’s recent tv rights optimal collective selling practices.

In 1996, the Lega Calcio deal with RAI expired and the league signed deal with four media groups for 11 television packages, generating 100 million euro for the clubs. In mid 2000s the tv rights income reaches a 873 million euro for the 2005-06 season, with the Serie A tv rights annual income to gradually increase from a 844 million euro for the 2009-10 season to an amazing approximate 1,4 billion euro for the 2018-21 season. All these years Lega Calcio experimented a lot in the designing and application of a tv rights selling mechanism and its accompanied tv rights income distribution model. The study could be used by several professional football leagues, with the Greek Superleague being one of them, in order its higher management to evaluate the actions LFP undertook all these years and how these actions affected could be followed.

In the last years football clubs games broadcasting rights selling process, internet and mobile phone packages are included too. Internet is a widely accepted and useful mean of communication, something that was immediately recognized by the football authorities and clubs in all countries. Same ways, the gradually increased use of smart phones led to the inclusion of the mobile broadcasting rights in the total selling rights packages. The latest rights auction is of paramount importance, not only because the rights value will break a new record, but also because among the interested parties and bidders are some of the world’s tech giants such as Amazon, Google and Netflix. Live streaming Premier League matches looks to be the next frontier and PL hope tech giants like Amazon, Google, Facebook and Netflix will enter the auction and push the price of the UK package above its current standing of £5.14billion

Football games broadcasting started in 1964, with the highlights broadcasting every Saturday night. In 1983 the first live broadcasting took place, and since PL establishment, the public BBC and secondly the private ITV held the tv rights for 2 million pound per year. In 1988, ITV acquired the rights for four years until 1992. The 2007-10 period tv rights were sold for 1,706 billion pounds and the 2010-13 period deal increased their value to 1,773 billion pounds. With the current 2016-19 deal of 3,018 billion pounds, EPL is getting the amazing 5,136 billion pounds fee, making EPL the world’s second wealthiest sporting league – in tv rights annual income terms – only after the American National Football League. The purpose of the study is to show how the collective selling model of an attractive televised football product could generate high income to the clubs league.

Streaming rights, both visual and audio, is the new hot product in the world’s major sporting events organizers portfolio. Rapidly outplacing the traditional television broadcasters, global technology giants enter the live games and highlights streaming rights auctions and easily prevail against the sporting leagues long standing media partners. In close to 100 million populated and football passionate Germany, it was almost certain that global on line titans would bid for those rights. After decades of holding the domestic and international rights, television broadcasters found themselves out of the deal in certain packages. The trend is growing and for sure Amazon and Tencent are not going the last global tech conglomerates to acquire those rights in the years to come.

The tv rights income for each Bundesliga club for the 1999/00 season was approximately 6 million euro, while for the 2001-2003 period, a new tv rights deal almost doubled the league annual revenues from 212 to 383 million euro. The next deal, for the 2004-2009 period, valued 440 million euro per season, and the 2009-2013 period deal was slightly lower, at the level of 412 million euro per season. Βundesliga succeeded a spectacular increase in their tv rights income with the 2013-17 period deal, securing 628 million euro per season. The purpose of the study is to show how the German football authorities marketed the German football championship and applied selling and income distribution mechanisms, in order to increase the rights value and the clubs revenues in a spectacular way over the last 20 years. The study could be useful to any football league that wants to develop and sell their televised product.

The purpose of the present study was to identify and compare the management skills that relate to school efficacy of Physical Education Teachers (PETs) who work as junior and senior high school principals. A total number of 580 teachers of 12 junior high schools and 12 senior high schools participated. The teachers rated their principals' skills using the Principal Instructional Management Rating Scale-PIMRS, after being adapted to the Greek reality. Independent samples t-test was used for data analysis. Results showed statistically significant differences between junior and senior high school principals in certain managerial skills. Specifically, senior high school teachers believe, more than their junior high school colleagues, that their principals demonstrate school management skills concerning a) parent involvement, b) professional development, and c) curriculum. Contrary to that, the two groups of teachers presented no significantly different perceptions of their principals' skills on a) student progress and b) school climate factors. These findings could be used in improving school effectiveness as well as today's and future school principals' managerial capacity in different school level.

Η παρούσα μeλέτη eίχe σκοπό να διeρeυνήσeι τα κίνητρα των θeατών αγώνων του Eλληνικού eπαγγeλματικού ποδοσφαίρου. Για το σκοπό αυτό, 2322 φίλαθλοι όλων των ομάδων της πρώτης eπαγγeλματικής κατηγορίας (Super League) που αγωνίστηκαν στο πρωτάθλημα 2011-2012, συμπλήρωσαν ένα eρωτηματολόγιο σχeτικό μe τα κίνητρα θέασης ποδοσφαιρικών αγώνων (Socialization, Performance, Excitement, Esteem and Diversion, Funk et al., 2009) και ένα φύλλο ατομικών στοιχeίων, μόνο στους eντός έδρας αγώνeς των ομάδων και κάθe φορά πριν την έναρξη των αγώνων. Η στατιστική ανάλυση πeριλάμβανe δeίκτeς πeριγραφικής στατιστικής, καθώς και παραγοντική ανάλυση του eρωτηματολογίου η οποία ανέδeιξe πέντe παράγοντeς (κοινωνικοποίηση, eπίδοση, διέγeρση, eπίτeυξη και διαφυγή), μέσα από 10 eρωτήματα. Κύριος παράγοντας παρακολούθησης αγώνων ποδοσφαίρου φαίνeται να eίναι η «eυχαρίστηση» που αποκομίζουν οι φίλαθλοι, eνώ καθοριστικής σημασίας φαίνeται να eίναι τόσο η «κοινωνικοποίησή» τους όσο και η «διαφυγή» από την καθημeρινότητα. Συνeπώς η στρατηγική των ποδοσφαιρικών συλλόγων θα πρέπeι να eπικeντρώνeται στην eυχαρίστηση που προσφέρουν οι ποδοσφαιρικοί αγώνeς πρωτίστως ως θέαμα και όχι ως συγκομιδή βαθμών, ώστe η παρουσία των θeατών να αυξηθeί στο μeγαλύτeρο δυνατό βαθμό.

Μέχρι το 1985 δeν eπιτρέπονταν στους Καθηγητές Φυσικής Αγωγής (Κ.Φ.Α.) να διeκδικήσουν θέση διeυθυντή σe Γυμνάσια και Λύκeια. Σήμeρα, οι Κ.Φ.Α. αποτeλούν την τέταρτη πολυπληθέστeρη eιδικότητα που καταλαμβάνeι διeυθυντικές θέσeις σe σχολeία. Έτσι, προκύπτeι το eρώτημα. Μπορούν οι Κ.Φ.Α. να eίναι αποτeλeσματικοί σχολικοί ηγέτeς; Σκοπός της παρούσης eργασίας ήταν να μeτρήσeι τις eπιδόσeις των διeυθυντών - Κ.Φ.Α., σύμφωνα μe τις αντιλήψeις των eκπαιδeυτικών τους και να ανιχνeύσeι την διαφοροποίηση των αντιλήψeων τους βάσeι φύλου και eιδικότητας. Χρησιμοποιώντας το eρωτηματολόγιο Principal Instructional Management Rating Scale προσαρμοσμένο στην eλληνική πραγματικότητα, συνολικά ρωτήθηκαν 580 eκπαιδeυτικοί σe 35 σχολeία, που διοικούνται από Κ.Φ.Α. Χρησιμοποιώντας την τeχνική «ανάλυση του χάσματος», τα αποτeλέσματα ήταν στατιστικά σημαντικά σe όλα τα eρωτήματα του eργαλeίου μέτρησης. Συμπeραίνeται, πως οι Κ.Φ.Α. για να πeτύχουν αποτeλeσματική διοίκηση θα πρέπeι να βeλτιωθούν: α) στη προώθηση eπαγγeλματικής ανάπτυξης των Eκπαιδeυτικών, β) στη παρακολούθηση προόδου και αξιολόγησης μαθητών, γ) στη παρακολούθηση & Βeλτίωση μαθησιακής διαδικασίας, και δ) στον προσδιορισμό & Διάχυση των eκπαιδeυτικών στόχων. Eπίσης, βρέθηκe πως οι αντιλήψeις τους για την αποτeλeσματική διοίκηση του Κ.Φ.Α. δeν διαφοροποιούνται βάσeι του φύλου και την eιδικότητά τους.

The present study examined the affect of task and ego orientation on athletic identity and anti social behavior of students and athletes. A total of 156 students (86 males and 70 females with a mean age of 16,5 years) and 150 athletes (90 males and 60 females with a mean age of 18,5 years) participated at the study. The study was conducted from December 2012 to February 2013 during a basketball school tournament at the premises of Anatolia College for students and during local championships for athletes. TEOSQ (The Task and Ego Orientation in Sport Questionnaire) by Nicholls (1989) was used for the assessment of goals, the A.I.M.S. (Athletic Identity Measurement Scale) by Brewer et al,(1993) for athletic identity and the questionnaire by M. Kavussanu (pro-social and antisocial behavior 2006) was used for antisocial behaviour. All questionnaires have been previously used for similar studies in Greece. Results showed that task and ego orientation as well as identity affect antisocial behavior. Differences among athletes and students were observed only on athletic identity, while regarding the two sexes boys showed higher scores on antisocial behavior and aggression in relation to girls.

IntroductionCoaching as a profession combines knowledge from several disciplines such as physiology, biomechanics, psychology, sociology and others and it has been characterized as ? evolutionary in status? (Abraham & Collins, 2011).The ITF began a project in 2009 to approve coach education systems under the control of National Federations. This project was established with the help and with the approval of a task force made up of experts/ coaching directors of some of the major tennis nations which helped the ITF to establish criteria and minimum standards for coach education systems. By the end of 2011, 10 countries will have ITF approval and by 2012 it is expected that 30+ of the most developed nations will be approved. It is intended to open the approval process to all nations by 2013 and that nations can then apply to be ITF approval based on the agreed criteria at Bronze: (self sufficient at Play Tennis and Level I) Silver: (Self sufficient at Level 2); Gold: (Self Sufficient at level 3).One of the key elements of players success is undoubtedly the quality of coaching that players receive (Duffy, Crespo, & Petrovic, 2010). At present in Europe, there is a strong intention for defining coaching as a profession. The implication of this would be that the coaches? skills are defined and recognized by institutional authority with defined ethical standards and secured rights for all coaches (like social security etc.).According to Boud (1995), all assessment including self-assessment comprises of two main elements: making decisions about the standards of expected performance and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students-employees-coaches on both of these aspects. Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (Andrade & Du, 2007) In social psychology, self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek information to confirm their uncertain self-concept rather than their certain self-concept and at the same time people use self-assessment to enhance their certainty of their own self-knowledge. However, the self-assessment motive could be seen as quite different from the other two self-evaluation motives. Unlike the other two motives through self-assessment people are interested in the accuracy of their current selfview, rather than improving their self-view. This makes self-assessment the only self-evaluative motive that may cause a person's self-esteem to be damaged. (Sedikides & Strube, 1997).The review of literatures showed that participants would prefer to make highly accurate tasks which measured their abilities; however they will be more persistent in tasks which are lower in accuracy (Trope & Ben-Yair, 1982). The review of literatures also showed though that participants were more likely to succeed on tasks that they were told were high in accuracy (Trope, 1982). It is suggested that this is because when completing tasks that are highly accurate about a person's characteristics there is more to gain from succeeding in a task as it will therefore give more information about the person's characteristics than if it was low in accuracy.Self-assessment is a difficult motive to assess, but it is important to self-evaluation as it means that people are able to realize ways in which to improve themselves. (Van Lakerveld, Gussen & Zoete, 2013).The self-assessment is designed to assist coaches to identify current strengths and professional development goals. …

Among the many factors, which can positively or negatively influence the final result of a basketball game and decisively contribute to the achievement of the objectives, is the cohesion between its members. Sport teams characterised by great cohesion, cooperate better, communicate positively and perform more effectively. The purpose of this research was to determine the importance of cohesion, determine the factors that influence it and recommend ways of improving it regarding the part of the coaches of basketball teams. The research was based on the review of literature and field research. The sample was consisted of 24 professional basketball coaches n = (24) from Greece who were coaching in the professional basketball league during 2013-2014 seasons. The research instrument was developed from a relevant review of literature that focused on factors that can influence team cohesiveness. This process leaded to seven variables that can influence basketball team cohesiveness. The basketball coaches were asked to indicate the importance of each variable on seven-point scales ranging from 1, extremely important, to 7, not important at all, by a selfcompleted questionnaire. The results indicated that: a) there are seven factors which can influence the cohesion of a basketball team, b) the «homogeneity» (1.25) considered by the coaches as the most important factor that can influence team cohesiveness and c) the «financial factor» considered as the least important one. Recommendations are suggested for basketball coaches in order to keep a high level of cohesion among their players and contribute to individual and team goals.

IntroductionA great many of a coach's responsibilities and duties require a multidimensional education, as well as the special ability and willingness to plan and do a serious job (Kioumourtzoglou, 1987). The responsibilities and duties of modern-day coaches of group and individual sports should not focus exclusively on technical knowledge, coaching and game strategy, but should go further. This is why coaches should apply a specific behaviour and guidance method, so that they can control performance in the effort to achieve common goals, while at the same time solving any problems that may arise (Laios, 2015). Coaching is easy in theory, but not at all easy in practice (Sharon, Kennedy, 1992). According to Dubin (1990), coaches must work on three very important categories of tasks, which include: a) organisation, management and guidance of athletes at the workplace (court/field), b) organisation, management and guidance of athletes themselves, and c) organisation, management and guidance of daily activities (training). According to Mackenzie (2005), coaches, including tennis coaches, must in addition to their technical work as leaders also see to the planning of training sessions, the safety of athletes, effective communication by giving the right instructions and explanations, demonstration, wherever this is necessary, observation, analysis and, lastly, feedback.The role of the tennis coach is intertwined with organisation, support, control, encouragement, coordination, calculation, planning, communication, choices and training (Crespo, M., et al., 2005).From a pedagogical point of view, a tennis coach must aim to achieve the best possible personal performance, since training and harmonious education are two complementary concepts (Hehlmann, 1964). From a psychological point of view, tennis coaches must achieve the improvement of skills through the proper planning and structuring of actions (Ulich, 1973). Finally, from a physiological point of view, they should improve the performance of their athletes through a measurable change in the structure of the instruments and training (Stegemann, 1971).The role of tennis coaches in improving the performance of their athletes is a highly significant factor and they should understand the importance of the physical condition, technique, psychological preparation, strength, and planning and match performance of athletes (Kioumourtzoglou, 1994).The occupation of coaching can be practiced in Greece by:* The graduates of the five departments of Physical Education and Sports Science, who hold a diploma in coaching in specific sport. These departments belong to the universities of Greece. The holders of such a coaching diploma belong automatically to the coaching category A and B, which are the highest ones. (Laios, 2005).* The holders of certificates or diplomas awarded by coaching schools or institutions in foreign countries accredited by the Greek Centre of Sport Research and Technology, a special department of the General Secretariat for Sports.* The holders of certificates or diplomas awarded by specialized schools set up by the General Secretariat for Sport. There are three categories of such certificates or diplomas: A, B and C (Pangiotopoulos, 1990).Each one of the 29 sports federations in Greece is able to organize special coaching schools. These coaching schools are organized every two years in different cities in order to provide coaching diplomas in categories A, B andC. Depending on their level of training coaches can be:* Category A coaches (for football UEFA Pro), who have the right and licence to train professional teams in all divisions.* Category B coaches, who have the right and licence to train professional teams in all divisions (except the First Division), and teams in all amateur and semi-professional in all other local divisions.* Category C coaches, who have the right and licence to train amateur teams and Academies. …