In the National Coaching Certification Program (NCCP), certification is achieved through a successful evaluation. The NCCP is an adult education program in Canada, which aims to provide education to individuals engaging in sport coaching. The effective use of these evaluations is reliant on the judgement of the leaders of the NCCP, who are known as Coach Developers. This dissertation research examines NCCP evaluations through the perceptions of Master Coach Developers, as the leaders of coach education in Canada. Specifically, this research explores Master Coach Developers' perceptions of NCCP tools and processes, and aims to understand factors that may influence their evaluation leadership. Qualitative research methods were used by interviewing Master Coach Developers from across Canada to learn how they approach evaluations. Primary themes identified included: Opportunity to Engage, Connection with Participants and Perceptions of Evaluation Tools and Processes. Constructivist Grounded Theory guided the research, resulting in the creation of the theory of Evaluation Leadership in the NCCP. This grounded theory describes the impact of a focus on relationships, a focus on process, and preparation and practice on the perceived competence and confidence of MCDs in their roles as program leaders in adult learning. This dissertation research has addressed the gaps in sport coaching literature surrounding NCCP evaluation and their role within the coaching education system. In addition, this dissertation research provides a foundation about understanding the perceptinos of those who lead the NCCP in Canada. Further, the theory of Evaluation Leadership in the NCCP, as the grounded theory developed in this research, offers a new perspective about the leaders of evaluations in a sport context.
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