Journal articles: 'Behavioral coaching'

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Seniuk, Holly A., Benjamin N. Witts, W. Larry Williams, and Patrick M. Ghezzi. "Behavioral coaching." Behavior Analyst 36, no. 1 (April 2013): 167–72. http://dx.doi.org/10.1007/bf03392301.

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Hagen, Marcia S., and Shari L. Peterson. "Measuring coaching: behavioral and skill-based managerial coaching scales." Journal of Management Development 34, no. 2 (March 2, 2015): 114–33. http://dx.doi.org/10.1108/jmd-01-2013-0001.

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Purpose – The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set. Design/methodology/approach – This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis. Findings – Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members. Research limitations/implications – This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted. Practical implications – There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process. Originality/value – This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.

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Chatterjee, Ayan, Martin Gerdes, Andreas Prinz, and Santiago Martinez. "Human Coaching Methodologies for Automatic Electronic Coaching (eCoaching) as Behavioral Interventions With Information and Communication Technology: Systematic Review." Journal of Medical Internet Research 23, no. 3 (March 24, 2021): e23533. http://dx.doi.org/10.2196/23533.

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Background We systematically reviewed the literature on human coaching to identify different coaching processes as behavioral interventions and methods within those processes. We then reviewed how those identified coaching processes and the used methods can be utilized to improve an electronic coaching (eCoaching) process for the promotion of a healthy lifestyle with the support of information and communication technology (ICT). Objective This study aimed to identify coaching and eCoaching processes as behavioral interventions and the methods behind these processes. Here, we mainly looked at processes (and corresponding models that describe coaching as certain processes) and the methods that were used within the different processes. Several methods will be part of multiple processes. Certain processes (or the corresponding models) will be applicable for both human coaching and eCoaching. Methods We performed a systematic literature review to search the scientific databases EBSCOhost, Scopus, ACM, Nature, SpringerLink, IEEE Xplore, MDPI, Google Scholar, and PubMed for publications that included personal coaching (from 2000 to 2019) and persuasive eCoaching as behavioral interventions for a healthy lifestyle (from 2014 to 2019). The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework was used for the evidence-based systematic review and meta-analysis. Results The systematic search resulted in 79 publications, including 72 papers and seven books. Of these, 53 were related to behavioral interventions by eCoaching and the remaining 26 were related to human coaching. The most utilized persuasive eCoaching methods were personalization (n=19), interaction and cocreation (n=17), technology adoption for behavior change (n= 17), goal setting and evaluation (n=16), persuasion (n=15), automation (n=14), and lifestyle change (n=14). The most relevant methods for human coaching were behavior (n=23), methodology (n=10), psychology (n=9), and mentoring (n=6). Here, “n” signifies the total number of articles where the respective method was identified. In this study, we focused on different coaching methods to understand the psychology, behavioral science, coaching philosophy, and essential coaching processes for effective coaching. We have discussed how we can integrate the obtained knowledge into the eCoaching process for healthy lifestyle management using ICT. We identified that knowledge, coaching skills, observation, interaction, ethics, trust, efficacy study, coaching experience, pragmatism, intervention, goal setting, and evaluation of coaching processes are relevant for eCoaching. Conclusions This systematic literature review selected processes, associated methods, strengths, and limitations for behavioral interventions from established coaching models. The identified methods of coaching point toward integrating human psychology in eCoaching to develop effective intervention plans for healthy lifestyle management and overcome the existing limitations of human coaching.

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Ratiu, Lucia, Oana A. David, and Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program." Journal of Rational-Emotive & Cognitive-Behavior Therapy 35, no. 1 (November 30, 2015): 88–110. http://dx.doi.org/10.1007/s10942-015-0225-8.

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Ratiu, Lucia, Oana A. David, and Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program." Journal of Rational-Emotive & Cognitive-Behavior Therapy 34, no. 4 (October 21, 2016): 244–66. http://dx.doi.org/10.1007/s10942-016-0256-9.

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Ducharme, Mary Jo. "The Cognitive-Behavioral Approach to Executive Coaching." Consulting Psychology Journal: Practice and Research 56, no. 4 (2004): 214–24. http://dx.doi.org/10.1037/1065-9293.56.4.214.

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Baron, Kelly, Sarah Trela-Hoskins, Chelsea Allen, Jennifer Duffecy, and Layla Lincoln. "099 A randomized factorial study to understand the components of behavioral sleep extension." Sleep 44, Supplement_2 (May 1, 2021): A41. http://dx.doi.org/10.1093/sleep/zsab072.098.

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Abstract Introduction Recent studies have demonstrated that behavioral sleep extension can increase sleep duration among short sleepers. However, little is known about the contribution of the intervention components. The goal of this study is to examine the effects of a fitbit and coaching on sleep extension in a behavioral sleep extension intervention. Methods Participants included adults aged 25 to 65 years with sleep duration <7 hours who were randomized into one of four groups: self-management, Fitbit, coaching, or Fitbit + coaching. The self-management group did not receive any intervention materials. The other three groups received sleep educational materials emailed weekly. The coaching intervention (5-min telephone call) was delivered weekly for 6 weeks to the coaching and Fitbit+coaching groups to enhance motivation. Assessments were completed at baseline, post intervention (6 weeks), and 12-week follow- up. Participants completed self-report questionnaires and actigraphy at study visits. Results were analyzed using mixed models. Results Enrollment and data collection were ended prematurely due to the COVID-19 pandemic. Participants included 32 adults (self-management n=8, coaching n=11, Fitbit n=11, and Fitbit+coaching n=8). Fitbit+coaching group increased hours of sleep by 0.62 h hours more (95% CI: 0.04, 1.20; p=0.047) than the self-management group between their first and second visit. Coaching and the Fitbit groups showed estimated improvements over the self-management group as well: 0.54 h and 0.39 h, respectively, though their differences were not found to be statistically significant (p=0.081 and p=0.20, respectively). At the 12-week follow-up visit, there were no statistically significant differences between groups but the Fitbit+coaching group did maintain their sleep improvement. Conclusion These results suggest that sleep extension intervention components may affect the pattern of sleep changes, but more research is needed to refine and explore changes in sleep with behavioral interventions. Support (if any) R01NR018891

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Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua, and Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching." Assessment for Effective Intervention 44, no. 2 (May 15, 2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.

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This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

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MacLean, Joanne C., and Packianathan Chelladurai. "Dimensions of Coaching Performance: Development of a Scale." Journal of Sport Management 9, no. 2 (May 1995): 194–207. http://dx.doi.org/10.1123/jsm.9.2.194.

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The purpose of this study was to define the dimensions of coaching performance for coaches and to develop a scale to measure those dimensions. The literature-based model used in this study espoused the use of three broad categories—behavioral product factors, behavioral process factors related to the task, and behavioral process factors related to maintenance of the organization. Each of these broad categories was further subdivided into two classes to yield a model of six dimensions of coaching performance. The dimensions explored were (a) team products, (b) personal products, (c) direct task behaviors, (d) indirect task behaviors, (e) administrative maintenance behaviors, and (f) public relations behaviors. Seventy-seven administrators and 363 coaches from Canadian Intercollegiate Athletic Union institutions responded to the coaching performance scale for the purposes of this study. Item-to-total correlations, confirmatory factor analysis, and internal consistency estimates supported the conceptual model and yielded a psychometrically sound Scale of Coaching Performance (SCP).

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Cumming, Sean P., Ronald E. Smith, and Frank L. Smoll. "Athlete-Perceived Coaching Behaviors: Relating Two Measurement Traditions." Journal of Sport and Exercise Psychology 28, no. 2 (June 2006): 205–13. http://dx.doi.org/10.1123/jsep.28.2.205.

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For more than two decades, the behavioral categories of the Leadership Scale for Sports (LSS) and the Coaching Behavior Assessment System (CBAS) have been used by a wide range of researchers to measure coaching behaviors, yet little is known about how the behavioral categories in the two models relate statistically to one another. Male and female athletes on 63 high school teams (N = 645) completed the LSS and the athlete-perception version of the CBAS (CBAS-PBS) following the sport season, and they evaluated their coaches. Several of Chelladurai’s (1993) hypotheses regarding relations among behavioral categories of the two models were strongly supported. However, many significant and overlapping correlations between LSS subscales and CBAS-PBS behavioral categories cast doubt upon the specificity of relations between the two instruments. The LSS and the CBAS-PBS accounted for similar and notable amounts of variance in athletes’ liking for their coach and evaluations of their knowledge and teaching ability.

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Hume, K. Michelle, Garry L. Martin, Patricia Gonzalez, Clayton Cracklen, and Sheldon Genthon. "A Self-Monitoring Feedback Package for Improving Freestyle Figure Skating Practice." Journal of Sport Psychology 7, no. 4 (December 1985): 333–45. http://dx.doi.org/10.1123/jsp.7.4.333.

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Behavioral coaching techniques consisting of instructions, a self-monitoring checklist, and coach feedback were examined at freestyle practice sessions with three female prenovice figure skaters. These techniques were compared to normal coaching procedures for their effects on the frequency of jumps and spins performed, the number of times a skater practiced a routine to music, and the amount of time spent engaging in off-task behaviors during 45-min free-skating sessions. Within a reversal-replication design, the behavioral coaching techniques produced considerable improvement on all dependent measures. Social validation measures indicated that the procedures improved quality of skating and were rated positively by the coach and by two of the three skaters.

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Eseadi, Chiedu, Mabel A. Obidoa, Shulamite E. Ogbuabor, and Amaka B. Ikechukwu-Ilomuanya. "Effects of Group-Focused Cognitive-Behavioral Coaching Program on Depressive Symptoms in a Sample of Inmates in a Nigerian Prison." International Journal of Offender Therapy and Comparative Criminology 62, no. 6 (January 10, 2017): 1589–602. http://dx.doi.org/10.1177/0306624x16687046.

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This study investigated the effects that a group-focused cognitive-behavioral coaching program had on depressive symptoms of a sample of inmates from Nsukka Prisons, Enugu State, Nigeria. The design of the study was pretest–posttest control group . The participants were 30 male inmates, experiencing high levels of depressive symptoms, and randomly assigned to treatment and control groups. The primary outcome measure was depression symptoms as measured using Beck’s Depression Inventory. Repeated-measures ANOVA and the Mann–Whitney U Test were used for data analysis. Results show that exposing inmates to the group-focused cognitive-behavioral coaching program significantly reduced the depressive symptoms of inmates in the treatment group compared with those in the control group. Our results support the use of cognitive-behavioral coaching interventions designed to assist the severely depressed inmates in Nigeria. Further studies should be conducted both in other states of Nigeria and in other countries.

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Foen Ng, Siew, Moniza Abdullah, and Gary J. Confessore. "Group Coaching Interventions And Its Effects On Learner Autonomy." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 47. http://dx.doi.org/10.24191/ijmal.v1i1.7623.

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In the Malaysian context, after 11 years of formal education, many students still find themselves trapped in situations in which they are unable to exercise autonomouslearning skills such as taking initiative in projects, being resourceful in difficult situations, persistent in pursuing goals and flexible in selecting appropriate learning approaches. This phenomenon occurs because of the fact that Malaysian learners have been exposed ingrained with rote learning processes through the primary and secondary school systems. This study assessed the effect on Learner Autonomy Profile V3.0 (LAP) scores of a five-week coaching intervention for pre-diploma students at one university in Malaysia. Seven faculty members of University Teknologi Mara (UiTM) Kelantan were trained to serve as Certified Learner Autonomy Coaches (CLACs) and held coaching intervention sessions weekly for seven to nine students assigned to each of them for five weeks. Coaching in this higher education environment utilized scores from an instrument that was designed to elicit the extent to which respondents claim to possess behavioral intentions associated with learning. Coaches used these responses to guide the individual students through a series of steps to recognize those behavioral intentions that are most likely to undermine and those that enhance their learning efforts. The findings indicate that the student group that had undergone the coaching sessions benefited academically and the coaching interventions had a positive impact on students’ behavioral intentions to learn.

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Shapiro, Edward S., and Sheri Shapiro. "Behavioral Coaching in the Development of Skills in Track." Behavior Modification 9, no. 2 (April 1985): 211–24. http://dx.doi.org/10.1177/01454455850092005.

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Anthony, David R., Sandy Gordon, Daniel F. Gucciardi, and Brian Dawson. "Adapting a behavioral coaching framework for mental toughness development." Journal of Sport Psychology in Action 9, no. 1 (May 23, 2017): 32–50. http://dx.doi.org/10.1080/21520704.2017.1323058.

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Spelt, Hanne, Thomas Tsiampalis, Pania Karnaki, Matina Kouvari, Dina Zota, Athena Linos, and Joyce Westerink. "Lifestyle E-Coaching for Physical Activity Level Improvement: Short-Term and Long-Term Effectivity in Low Socioeconomic Status Groups." International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4427. http://dx.doi.org/10.3390/ijerph16224427.

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E-coaching applications can improve people’s lifestyles; however, their impact on people from a lower socioeconomic status (low SES) is unknown. This study investigated the effectiveness of a lifestyle e-coaching application in encouraging people facing low SES disadvantages to engage in a more active lifestyle over a course of 19 weeks. In this bicountry study, 95 people with low activity level (GR: 50, NL: 45) used a mobile application linked to a wearable activity tracker. At the start and after 6 and 19 weeks, self-reported physical activity levels, attitudes, and intention towards increasing activity levels, perceived behavioral control, and wellbeing were measured. Results indicated that participants using the lifestyle e-coaching application reported significantly more often an increase in activity levels than a parallel control group. Additionally, the people using the application also more often reported increased levels of wellbeing and perceived behavioral control. Therefore, lifestyle e-coaching applications could be a cost-effective solution for promoting healthier lifestyles in low-SES populations.

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Cheesebrough, Kevin R., Jessica Bronzert, and Elizabeth Frazier-De La Torre. "Leadership, academia, and the role of career coaching." Translational Behavioral Medicine 10, no. 4 (July 15, 2020): 870–72. http://dx.doi.org/10.1093/tbm/ibaa057.

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Abstract In academia, the competencies necessary to be an effective leader, including focused training in leadership skills are often overlooked. Incorporating a coaching component in leadership training programs has shown to have a beneficial impact. The purpose of this commentary is to present the rationale, description, and process of the executive coaching component of the Society of Behavioral Medicine (SBM) Mid-Career Leadership Institute. Institute Fellows are provided with a list of executive career coaches that includes their biography and coaching philosophy. Fellows are asked to rank their preferences from 1 to 3. Usually, Fellows are paired with their first choice. Rigorous evaluations of the benefit of career coaching within a comprehensive leadership program, such as the SBM Leadership Institute has not been conducted However, our evaluations to date show that the coaching component is highly rated by the Fellows and over 90% report using their allotted three sessions. Career coaching, conducted as part of a comprehensive leadership program, has the potential to positively influence career trajectories. A more rigorous evaluation of the SBM coaching program is needed to assess the true benefits.

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Bethune, Keri S. "Effects of Coaching on Teachers’ Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies." Journal of Positive Behavior Interventions 19, no. 3 (June 22, 2017): 131–42. http://dx.doi.org/10.1177/1098300716680095.

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Fidelity of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) procedures within schools is critical to the success of the program. Coaching has been suggested as one approach to helping ensure accuracy of implementation of SWPBIS plans. This study used a multiple baseline across participants design to examine the effects of coaching on elementary schools teachers’ implementation of Tier 1 SWPBIS with their general education students. After providing the coach with an initial training on the SWPBIS and coaching procedures, four elementary schoolteachers were provided with side-by-side coaching during whole-class group instruction. Results indicated that there was a functional relationship between coaching and improved SWPBIS fidelity scores. Implications for practice included the need to consider selecting an appropriate person to act as the coach, scheduling difficulties, and the inability to standardize the number of opportunities for teachers to demonstrate some of the skills based on variability in student performance. However, utilizing school personnel to act as SWPBIS coaches may be a viable option to build sustainability and integrity of SWPBIS procedures within schools.

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Vargas, Tiffanye M., Margaret M. Flores, and Robbi Beyer. "Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education." Journal of Coaching Education 4, no. 2 (August 2011): 102. http://dx.doi.org/10.1123/jce.4.2.102.

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Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.

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Matthews, Simon. "Health Coaching as an Intervention for Picky Eaters." American Journal of Lifestyle Medicine 14, no. 6 (July 29, 2020): 606–11. http://dx.doi.org/10.1177/1559827620943821.

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Although childhood “picky eating” or “fussy eating” or “food neophobia” is well established as a subject of research, commentary, and treatment guidelines, there is very little published research exploring the origins and basis of adult food neophobia, much less its treatment. Existing treatment guidelines for picky eating tend to focus on cognitive behavioral interventions. The consequences of picky eating, although not extensively researched, include inadequate nutrition and weight management difficulties—both significant contributors to the worldwide disease burden. Health coaching has a focus on personal choice, reflection on previous successes and current strengths, as well as identification of a personal health vision and achievable goals. As such, it may play a useful role in supporting behavioral change in adult picky eaters. A structured intervention, rooted in health coaching skills and culinary medicine aimed at supporting such change, is proposed.

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Breitmeyer, Angela M. "Cognitive Behavioral Coaching and Its Assessment Tools: A Brief Review." Journal of Rational-Emotive & Cognitive-Behavior Therapy 34, no. 4 (October 21, 2016): 241–43. http://dx.doi.org/10.1007/s10942-016-0255-x.

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Steffen, Ann M., and Judith R. Gant. "A telehealth behavioral coaching intervention for neurocognitive disorder family carers." International Journal of Geriatric Psychiatry 31, no. 2 (June 15, 2015): 195–203. http://dx.doi.org/10.1002/gps.4312.

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Weatherly, Nicholas L. "A Behavioral Safety Model for Clinical Settings: Coaching for Institutionalization." Perspectives on Behavior Science 42, no. 4 (March 26, 2019): 973–85. http://dx.doi.org/10.1007/s40614-019-00195-1.

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Cohen, Julie, Vivian Wong, Anandita Krishnamachari, and Rebekah Berlin. "Teacher Coaching in a Simulated Environment." Educational Evaluation and Policy Analysis 42, no. 2 (February 24, 2020): 208–31. http://dx.doi.org/10.3102/0162373720906217.

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This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program. Coached candidates had significant and large improvements on skills relative to those who only reflected on their teaching. We also observe significant coaching effects on candidates’ perceptions of student behavior and ideas about next steps for addressing perceived behavioral issues. Findings suggest that skills with which novices struggle can improve with coaching and do not have to be learned “on the job.”

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Luiselli, James K., Neelima G. Duncan, Patrick Keary, Elizabeth Godbold Nelson, Rebecca E. Parenteau, and Kathryn E. Woods. "Behavioral Coaching of Track Athletes With Developmental Disabilities: Evaluation of Sprint Performance During Training and Special Olympics Competition." Journal of Clinical Sport Psychology 7, no. 4 (December 2013): 264–74. http://dx.doi.org/10.1123/jcsp.7.4.264.

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We evaluated several behavioral coaching procedures with two young adults who had intellectual and developmental disabilities and were preparing for a Special Olympics track event. The primary dependent measure was their time running a 100 m sprint. Following a baseline phase, the athletes were coached to improve sprint times through different combinations of goal setting, performance feedback, positive reinforcement, and video modeling. In a sequential design, the average sprint time of both athletes was lower during intervention conditions compared with baseline. Following intervention, they ran faster than their baseline average in competition at a regional Special Olympics event. We discuss intervention and research issues in behavioral coaching of people with intellectual and developmental disabilities.

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Honsberger, Toby J., Michael P. Brady, Christine F. Honsberger, and Kelly B. Kearney. "Peer-Mediated Literacy-Based Behavioral Interventions: A Job Coaching Strategy for Secondary Students With ASD." Career Development and Transition for Exceptional Individuals 42, no. 2 (December 4, 2018): 99–110. http://dx.doi.org/10.1177/2165143418808508.

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Many secondary students with autism spectrum disorder (ASD) are not taught employability skills and routines needed for competitive or supported employment in regular community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of numerous skills, but have not been investigated as a job coaching intervention for individuals with ASD. In this study, a peer coworker was taught to deliver an LBBI guide to students with ASD as a job coaching intervention for three skills in an employment preparation routine: preparing and selling coffee in a work-site food truck. Results showed students’ accuracy with the skills in the work routine increased, and maintained after the intervention.

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Honsová, Pavlína, Jonathan Passmore, Eva Jarošová, and Hazel Brown. "Coaching in Visegrad Four Countries: A Comparison to other European countries." Journal of East European Management Studies 25, no. 4 (2020): 792–809. http://dx.doi.org/10.5771/0949-6181-2020-4-792.

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The Visegrad Four countries (the Czech Republic, Slovakia, Poland, and Hungary) share common traits in economics (Capik/Drahokoupil 2011), common history (Fawn 2013) and some political and social challenges (Förster/György Tòth 1997). In this article, we seek to determine common trends in the relatively narrow field of (executive) coaching. In the introduction, we explain the psychological background rooted in different learning theories (e.g., Kolb model, ELT) and psychotherapeutic approaches related to coaching such as humanistic psychology or solution-focused approach. The study itself formed part of a European-wide research project, where almost 3000 respondents from 51 European countries answered a questionnaire regarding professional coaching and mentoring. Answers from 419 Visegrad coaches and 1745 coaches from other European countries were compared to determine the trends and traits of the Visegrad Group-based coaching. Key insights from the study included significant differences in the use of methods of reflection such as reading coaching research, attending peer networks, using a mentor or attending webinars. There were also significant differences in the areas in which coaches pursue. Visegrad Four coaches coach significantly more in the area of life and well-being coaching and education coaching and less in the area of performance coaching. We also explored the coaching approaches and found that cognitive-behavioral coaching, NLP, transactional analysis and gestalt coaching are significantly more popular in the European sample while a solution-focused approach is used more in the Visegrad Four countries sample.

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Sherin, Jessica, and Leigh Caiger. "Rational-Emotive Behavior Therapy: A Behavioral Change Model for Executive Coaching?" Consulting Psychology Journal: Practice and Research 56, no. 4 (2004): 225–33. http://dx.doi.org/10.1037/1065-9293.56.4.225.

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Kochanowski, Susan, Charles F. Seifert, and Gary Yukl. "Using Coaching to Enhance the Effects of Behavioral Feedback to Managers." Journal of Leadership & Organizational Studies 17, no. 4 (December 30, 2009): 363–69. http://dx.doi.org/10.1177/1548051809352663.

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Rupert, Terry, and Craig Buschner. "Teaching and Coaching: A Comparison of Instructional Behaviors." Journal of Teaching in Physical Education 9, no. 1 (October 1989): 49–57. http://dx.doi.org/10.1123/jtpe.9.1.49.

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Researchers have studied teaching and coaching separately, despite the fact that these roles overlap. The purpose of this study was to compare the instructional behaviors of educators who were engaged in the dual role of teaching high school physical education and coaching baseball. Nine teacher/coaches were observed using the ASU Observation Instrument. Of the 13 behavioral categories observed, significant differences were found in 5 categories. Coaching behaviors were greater for preinstruction, praise, and silence. Teaching behaviors were greater for the categories of management and the category “other.” The results demonstrate that instructional behaviors can vary depending upon context. This study supplements a beginning data base for comparisons of pedagogical behaviors of teacher/coaches.

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Jablonski, Rita, Vicki Winstead, and David Geldmacher. "Perspectives of Family Caregivers Confronted With Care-Resistant Behavior From Persons With Dementia." Innovation in Aging 4, Supplement_1 (December 1, 2020): 253. http://dx.doi.org/10.1093/geroni/igaa057.813.

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Abstract Problem: Care-resistant behavior is often bundled with other behavioral symptoms of dementia, but it is a unique behavior requiring targeted interventions. Purpose: To describe the experiences of caregivers receiving online coaching to manage care-resistant behaviors exhibited by persons with dementia. Design: Qualitative. Sample & Procedure: 20 caregivers (12 female, 8 male) were recruited from Memory Disorders and Geriatrics clinics to participate in 6 weeks of online coaching sessions delivered by a doctorally prepared nurse practitioner. Coaching sessions were recorded and transcribed. NVivo12 software was used to manage the thematic analyses. Results: Caregivers followed a general trajectory. They initially reported feelings of anger, frustration, and guilt. They believed that the person with dementia was purposefully “being stubborn and mean.” As the coaching sessions progressed, these negative emotions and the attributions of intent altered. By the conclusion of the six weeks, caregivers expressed feelings of success and ingenuity in applying coaching strategies. Conclusion: Online coaching is an effective way to individualize strategies that enable the caregiver to manage and reduce care-resistant behavior. Implications: The use of a doctorally-prepared nurse practitioner to deliver coaching, while effective, is not sustainable. Next steps include developing a coaching training program that could be embedded into existing community resources for community-dwelling caregivers. Limitations: Participants were limited to referrals from two clinics in the same institution.

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Zanjani, Faika, Annie Rhodes, Taylor Wilkerson, Jennifer Inker, and Joann Richardson. "Addressing Alzheimer’s Risk in Racially Diverse, Low-Income Older Adults Through Telephone Health Coaching." Innovation in Aging 4, Supplement_1 (December 1, 2020): 282. http://dx.doi.org/10.1093/geroni/igaa057.902.

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Abstract Preclinical Alzheimer’s disease (AD) behavioral risk reduction needs to be more fully explored at the community-level. Connecting behavior change to AD can reduce individual-level helplessness for the disease. However, behavior change targeting AD prevention factors (e.g., alcohol, depression, physical inactivity, smoking, isolation, medication management) is extremely challenging for multiple reasons, including failures in connecting AD and health behavior risk, and due to individual-level motivational, self-efficacy, and knowledge barriers. Methods: As part of the Virginia Commonwealth University iCubed Health and Wellness in Aging Population Core, 20 diverse older adults (aged 60+) living in Richmond, VA, with incomes below $12,000/year and managing either diabetes/cardiovascular symptoms, were offered weekly telephone-based health coaching for 12-weeks, providing education, motivations, self-efficacy skills, and referral services, for AD behavioral risk factors. A patient preference health coaching behavioral change strategy was implemented, where the person decides which behavioral practices to target. All study subjects completed a behavioral-psychosocial baseline and 3-month follow-up assessment. Findings: The study demonstrated feasibility for implementing health coaching within low-income racially-diverse older adults. The study sample (n=20, mean age 69 years (range: 61-77 years) was 90% African American (n=18), and 55% males (n=11). Improvement in AD knowledge (F=4.19;p=.0565); cognitive functioning (memory (F=4.19;p=.0556); delayed memory (F=2.85;p=.1086); TrailsA (F=5.60;p=.0294)), alcohol-risk (F=3.33;p=.1108) and social isolation (F=4.11;p=.0569) trends were found at 3-month follow-up. Conclusions: The findings from this study exhibit positive trends in reducing AD risk. This study creates the impetus for future large-scale investigations and dissemination of findings to improve the lives of at-risk low-income aging adults.

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Chad-Friedman, Emma, Melanie Pearsall, Kathleen M. Miller, Amy E. Wheeler, John W. Denninger, Darshan H. Mehta, and Michelle L. Dossett. "Total Lifestyle Coaching: A Pilot Study Evaluating the Effectiveness of a Mind–Body and Nutrition Telephone Coaching Program for Obese Adults at a Community Health Center." Global Advances in Health and Medicine 7 (January 2018): 216495611878490. http://dx.doi.org/10.1177/2164956118784902.

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Background Stress and obesity are interrelated and common among low-income adults. Mind–body interventions have been shown to reduce psychological distress and have been incorporated into many weight loss interventions. However, few of these programs have incorporated a telephone coaching component. Objective We designed and piloted a novel weight loss telephone coaching intervention for this population and examined its effectiveness on weight loss and improvements in health behaviors in obese community health center patients. Methods This was a 6-month, single-arm, prospective, pre–post pilot study. The study took place at a community health center near Boston, Massachusetts. Participants were 27 overweight and obese community health center patients. The intervention consisted of one in-person intake with the registered dietitian, trained in mind–body approaches, and approximately 1 phone coaching session every 2 weeks for 6 consecutive months. Anthropometric data consisted of weight, body mass index (BMI), and blood pressure. Questionnaires consisted of the Perceived Stress Scale-10 item, the CIGNA Healthy Eating Survey, Section H: Behavioral Eating, a physical activity questionnaire, and a nutritional habits questionnaire. We used paired samples t tests to assess pre–post changes in weight, BMI, blood pressure, perceived stress, behavioral eating, and physical activity. We also conducted semistructured exit interviews to learn about participants’ experiences in this program. Results There was a trend toward weight reduction ( P < .1, Cohen’s d = 0.33) and significant improvements in systolic blood pressure ( P = .001, Cohen’s d = 0.72), perceived stress ( P = .001, Cohen’s d = 0.75), and behavioral eating ( P = .009, Cohen’s d = 0.54). Improvements in weight were sustained 6 months after completion of the intervention. Conclusion Results suggest that a telephone nutrition health coaching intervention is feasible and may facilitate weight loss in obese community health center patients. Future randomized-controlled studies are warranted to better understand these improvements. Clinicaltrials.gov registration NCT03025217

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Shahidi, Niousha, Vesselina Tossan, and Silvia Cacho-Elizondo. "Assessment of A Mobile Educational Coaching App." International Journal of Technology and Human Interaction 14, no. 1 (January 2018): 22–43. http://dx.doi.org/10.4018/ijthi.2018010102.

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This article explores which antecedents explain intentions to adopt a mobile coaching app. To that end, this study describes a coaching service designed to guide/encourage students throughout their studies in order to validate a new model of planned behavior based on the Technology Acceptance Model and the Goal-Directed Behavioral theory. The methodology included a short qualitative study and an online survey to examine the theoretical model which is based on scales tested in previous studies. The convenience sample is composed of students (Bachelor and Master/MBA) with the results analyzed using structural equation modelling to test the proposed model's causal structure. The results show different adoption patterns by gender and type of school.

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Franks, Ian M., Robert B. Johnson, and Gary D. Sinclair. "The Development of a Computerized Coaching Analysis System for Recording Behavior in Sporting Environments." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 23–32. http://dx.doi.org/10.1123/jtpe.8.1.23.

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A computerized coaching analysis system (CCAS) is described, consisting of a series of systematic observation instruments that allow the collection of behavioral data on both the coach and the athlete. This system is composed of three interactive computer programs that structure the acquisition, immediate analysis, and storage of pertinent observable behaviors displayed by coaches and athletes during a typical coaching practice. Three separate observation instruments are outlined in detail and the discussion of their use centers on the general application of this technology in the sporting milieu.

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Puspa, Lyra, Nurhadi Ibrahim, and Paul T. Brown. "‘Wanting’ and ‘Liking’ Brain Mechanisms in Coaching: A qEEG Study using the CARE Coaching Model." Biomolecular and Health Science Journal 2, no. 2 (October 31, 2019): 89. http://dx.doi.org/10.20473/bhsj.v2i2.14900.

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Introduction: Coaching has become increasingly popular for leadership development and behavioral change in organizations. Recent studies suggest that motivation is essential in enhancing the effectiveness of workplace coaching. A number of studies revealed that delta and beta-gamma oscillations are associated with the human motivational process through ‘wanting’ and ‘liking’ mechanisms. However, the brain mechanisms of motivation in coaching have not been studied. This preliminary study is the first attempt to explore the ‘wanting’ and ‘liking’ mechanism of coaching, by investigating the activity of the delta and beta oscillations during a face-to-face coaching session through quantitative electroencephalogram (qEEG).Methods: Six male, right-handed, middle managers of an organization (mean age = 31.6) were recruited voluntarily as participants. A multichannel EEG (19 electrodes, 10/20 System) was used to record brain activity in both the resting state and the continuous 45-minute coaching session whilst using the CARE Model. The artifact-free EEG data were then quantified using wavelet analysis to obtain induced band power. Results: Significant increase was shown in delta and beta-gamma activities throughout the coaching session. Increased delta absolute power was found in the frontal, parietal, and occipital regions, whilst increased beta-gamma activity was significantly detected in the frontal, posterior temporal, and occipital regions. Conclusion: This preliminary result suggests that coaching, with regard to the CARE Model, induces both ‘wanting’ and ‘liking’ mechanisms simultaneously. Thus, the present findings provide the first preliminary neuroscientific underpinnings of the role of motivation in enhancing the effectiveness of workplace coaching through induced ‘wanting’ and ‘liking’ mental processes.

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Grant, Anthony M., and Michael J. Cavanagh. "THE GOAL-FOCUSED COACHING SKILLS QUESTIONNAIRE: PRELIMINARY FINDINGS." Social Behavior and Personality: an international journal 35, no. 6 (January 1, 2007): 751–60. http://dx.doi.org/10.2224/sbp.2007.35.6.751.

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Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest reliability were found to be good, and scores on the GCSQ distinguished between professional and nonprofessional coaches. Scores on the GCSQ were also related to measures of emotional intelligence and personal insight. Behavioral observations following a coaching session indicated a significant correlation between coachees' ratings of the coaches' skills and the self-reported skill ratings of the coaches themselves. Limitations of the study are discussed and future research suggestions presented.

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Mallin, Michael L. "When performance improvement coaching for your salesperson goes badly: a conceptual approach to dealing with negative reactions." Development and Learning in Organizations: An International Journal 31, no. 4 (July 3, 2017): 5–8. http://dx.doi.org/10.1108/dlo-11-2016-0103.

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Purpose The purpose of this paper is to provide a framework and conceptualization of approaches to salespersons’ negative reactions to performance-improvement coaching. This is done by first depicting “negative reaction to coaching” (such as defensiveness, reluctance, fear, confusion, or apathy) as the manifestation of an underlying psychological “basic issue” held by the salesperson. Next, from the sales coaching and psychology literature, the theoretical underpinnings of the following coaching approaches are introduced: humanistic, behavioral, cognitive, and psychodynamic. Finally, applications of coaching conversations are presented for each “basic issue” and “coaching approach” pairing. Design/methodology/approach This study is conceptual and is depicted using a framework illustration (table) of how each negative reaction to coaching (i.e. basic issue) maps to a theoretical approach rooted in the psychology and coaching literature. Findings Dealing with a rep’s negative reaction to performance-improvement coaching should be treated like the process of handling any sales objection, issue, or concern. This process consists of, first, recognizing, clarifying, or attempting to better understand the rep’s negative reaction; and second, responding to the negative reaction using the appropriate psychology-rooted coaching approach to clarify or explain the purpose or rationale for coaching. Examples and sample coaching conversations are presented for each negative reaction–coaching approach pairing. Research limitations/implications The conceptual research presented in this paper provides scholars one way to view and understand such negative reactions to performance-improvement coaching from salespeople, as it maps to the underlying psychological basic issues (behind negative reactions) and theoretical basis (to coaching approaches). Using the framework of Argyris and Schon, this paper conceptualizes these negative reactions to coaching as “action strategies” as a rep’s means to protect him/herself psychologically. Practical implications For practicing sales managers (coaches), a better understanding of negative reactions to performance-improvement coaching and underlying theoretical approaches to responding to them could better help shape the most constructive coaching conversations with reps. These conversations should follow the same format as responding to a customer objection (e.g. better understand the reaction and then respond to it). Originality/value This conceptual paper blends the theory and practice of sales coaching by providing a framework to aid sales managers in overcoming and minimizing the obstacles posed by salespeople when they are not open to coaching conversations.

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Bastable, Eoin, Michelle M. Massar, and Kent McIntosh. "A Survey of Team Members’ Perceptions of Coaching Activities Related to Tier 1 SWPBIS Implementation." Journal of Positive Behavior Interventions 22, no. 1 (July 10, 2019): 51–61. http://dx.doi.org/10.1177/1098300719861566.

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Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members ( n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools ( n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.

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Vealey, Robin S., Eileen M. Udry, Vicki Zimmerman, and Jill Soliday. "Intrapersonal and Situational Predictors of Coaching Burnout." Journal of Sport and Exercise Psychology 14, no. 1 (March 1992): 40–58. http://dx.doi.org/10.1123/jsep.14.1.40.

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The purpose of this study “was to examine dispositional, cognitive, and situational predictors of coaching burnout within Smith's cognitive-affective model of spoil burnout. High school and college coaches (N=848) completed the Maslach Burnout Inventory, the Trait Anxiety Inventory, and a demographic/cognitive appraisal questionnaire via a mail survey. Descriptive results indicated that a substantial percentage of coaches fell into the moderate and high burnout ranges and that female coaches were higher in emotional exhaustion than male coaches were. Trait anxiety emerged as the strongest predictor of burnout, and several cognitive perceptions of the coaching role were also predictive of burnout. Actual time spent in coaching and leisure activities, type of sport, competition level, and personal status were not related to burnout. These findings provide some support for Smith's model and indicate that burnout may be predicted by dispositional and cognitive factors more so than actual situational or behavioral factors.

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Karel, Michele J., Karen M. Benson, Youliana Piscopo, Susan Maataoui, and Kimberly Curyto. "CHALLENGES AND STRATEGIES FOR SUSTAINING A NEW DEMENTIA BEHAVIORAL CARE APPROACH IN NURSING HOMES." Innovation in Aging 3, Supplement_1 (November 2019): S380. http://dx.doi.org/10.1093/geroni/igz038.1393.

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Abstract The STAR-VA training program in Veterans Health Administration Community Living Centers (CLCs) has been helping interdisciplinary care teams understand and manage dementia-related behaviors in the nursing home setting, with promising clinical outcomes. However, sustaining a new care approach in a health care system poses multiple challenges. This presentation will discuss facilitators and barriers to STAR-VA sustainability based on CLC team and nurse leader feedback. Findings are informing development of a new site coaching program and a sustainability toolkit. Feedback to date suggests that critical STAR-VA implementation and sustainability strategies include: regularly scheduled team meetings to discuss behavioral assessment and care plans; ongoing staff training (e.g., new staff orientation); communicating care plans across shifts and in the health record; multiple nurse/shift champions; impromptu huddles; acknowledging staff successes; leadership engagement. The coaching program engages teams in setting and tracking site sustainability goals. Lessons learned will be discussed.

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Gentry, Tony. "Mobile Technologies as Cognitive-Behavioral Aids." Perspectives on Augmentative and Alternative Communication 23, no. 3 (June 2014): 148–56. http://dx.doi.org/10.1044/aac23.3.148.

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The advent of personal digital assistants (PDAs) at the turn of this century opened new doors to functional independence for people with cognitive impairment. Pocket-sized electronic reminders helped people keep appointments, take medications on time, and move from task to task across a busy day, often without the need for human supervision. As these tools have evolved into smartphones and tablets sporting multiple applications (apps), their uses as assistive technology have expanded to behavioral coaching, augmentative communication, and telehealth purposes, among many others. With so many choices, selecting an appropriate device and app suite for a particular user can seem daunting, but a stepwise, theoretically-based assessment process, a focus on essential intervention strategies, and a willingness to adapt to new devices and changing user needs, can provide important supports for people with cognitive-behavioral challenges.

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Crisp, Philippe. "Leadership, Bridging, and Group-Game Engineering: Guidelines for Community Sport Coaches." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 229–38. http://dx.doi.org/10.1123/iscj.2020-0005.

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Purposeful engagement with community matters continues to underpin the U.K. government’s approach to sport and sports coaching. However, although there is an emerging body of work related to the domain of community sport coaching, the development of skills, knowledge, and competencies for sports coaches is often focused in the field of sports performance. This leaves questions regarding the nature, function, supportive coaching strategies, and contextual effectiveness for coaches working within community sport settings/initiatives. The purpose of this study is to share suggestions for how community sports programs can be best managed and facilitated by sports leaders and coaches. Results of an action research project with 13 community sport coaches in the United Kingdom are used to inform the discussion. Four approaches to community sports coaching are shown contribute to building coach–participant relationships, satisfaction, and project/practice success: (a) establish common ground, (b) develop relationships, (c) prioritize inclusivity (through establishing behavioral boundaries and through game/activity management), and (d) highlight meaningful activity and contribution to games for all participants.

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Kim, Inwoo, Keunchul Lee, and Sangwook Kang. "The relationship between passion for coaching and the coaches’ interpersonal behaviors: The mediating role of coaches’ perception of the relationship quality with athletes." International Journal of Sports Science & Coaching 14, no. 4 (June 13, 2019): 463–70. http://dx.doi.org/10.1177/1747954119853104.

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According to Self-Determination Theory, sports coaches’ autonomy-supportive behaviors positively influence athletes’ different aspects, such as motivation, well-being, and performance, while controlling behaviors of coaches tend to diminish such variables. Although many researchers agree that autonomy-supportive coaching style should be promoted rather than a controlling style, there is scarce research investigating the antecedents of such behavioral styles. The aim of this study was to examine a model of potential determinants of coaches’ interpersonal behaviors by investigating the relationship between passion for coaching and their behavioral styles and verifying the mediating role of coaches’ perceived relationship quality with their athletes. A total of 172 coaches participated in the survey, and data sets were analyzed using structural model analysis. Results revealed that coaches’ harmonious passion positively predicted autonomy-supportive behaviors but negatively predicted controlling behaviors, and these pathways were mediated by coaches’ perception of the relationship with their athletes. The implications for coaches and researchers from those results are discussed.

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Haine-Schlagel, Rachel, Marilee Burgeson, Karyn Searcy, Kelsey Dickson, Aubyn Stahmer, and Sarah Rieth. "Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (March 20, 2018): 114–24. http://dx.doi.org/10.1055/s-0038-1627483.

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AbstractNaturalistic developmental behavioral interventions include an explicit focus on coaching parents to use therapy techniques in daily routines and are considered best practice for young children with autism. Unfortunately, these approaches are not widely used in community settings, possibly due to the clinical expertise and training required. This article presents the work of the Bond, Regulate, Interact, Develop, Guide, Engage (BRIDGE Collaborative), a multidisciplinary group of service providers (including speech-language pathologists), parents, funding agency representatives, and researchers dedicated to improving the lives of young children with autism spectrum disorder and their families. The group selected and adapted a parent coaching naturalistic developmental behavioral intervention specifically for use with toddlers and their families for community implementation. Lessons learned from the implementation process include the importance of therapist background knowledge, the complexity of working with parents of young children, and needed supports for those working closely with parents, including specific engagement strategies and the incorporation of reflective practice.

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Kibe, James Kahugu, and Stephen Muathe. "Executive Coaching and Organisational Performance." International Journal for Innovation Education and Research 6, no. 1 (January 31, 2018): 11–26. http://dx.doi.org/10.31686/ijier.vol6.iss1.890.

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Executive coaching is now becoming paramount in any organization that values performance. However, there is scanty research on the relationship between executive coaching and organizational performance. The purpose of this study is to identify the contextual, theoretical, conceptual and methodological gaps that exist between executive coaching and organizational performance. The study has found out that relatively few theories link the two major variables in the study. Experiential leaning theory talks about learning experiences and outcomes of executives but fails to give a clear link of how the various outcomes lead to organizational performance. More so, cognitive behavior theory is more inclined to behavioral changes and self-driven scrutiny on finding fault in oneself with aid of Socratic questioning, but does not clearly explain how the changes lead to organizational performance. The systems approach sheds light on how the various systems in the organization can be amalgamated to give an effective leader but fails to indicate how effective leadership translates to organizational performance. The goal theory on the other hand explains how the various environment and personal aspects lead to goal attainment in the organization. However, learning and behavior change have not been used categorically to explain the goal attainment process. The empirical studies conducted tend to relate executive coaching to other variables such as job satisfaction, individual commitment, self-efficacy and self awareness in the western context but fails to associate the coaching exercise to organizational performance. Finally, few studies have employed inferential statistics to show the association between executive coaching and organizational performance. The fundamental conclusion therefore, is that the gaps mentioned and explained in this study need to be addressed in order to show if indeed there is any association. The study would help organizations in realizing that, the association between executive coaching and organizational performance has an impact in the firm.

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Bus, Kathryn, Karissa L. Peyer, Yang Bai, Laura D. Ellingson, and Gregory J. Welk. "Comparison of In-Person and Online Motivational Interviewing–Based Health Coaching." Health Promotion Practice 19, no. 4 (December 6, 2017): 513–21. http://dx.doi.org/10.1177/1524839917746634.

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Health coaching is a common approach for promoting lifestyle changes, but little is known about the effectiveness of different delivery methods. The purpose of this study was to evaluate the effectiveness of in-person versus online health coaching when used as part of a facilitated behavior change program. To increase translatability, the study used a naturalistic design that enabled participants to self-select the coaching delivery method (Group) as well as the target behavior (diet, physical activity, or weight management). Regardless of group, participants were provided with a behavior-based monitoring device and guided to use it by the health coach. A sample of 92 adults participated and 86 completed pre–post evaluations to assess behavior change strategies and posttest outcome measurements for their specific goal. Two-way (Group × Time) analyses of variance were used to evaluate changes in behavioral strategies. Intent-to-treat regression analyses were used to compare postintervention outcomes for groups. The in-person group had significantly higher Healthy Eating Index scores than the online group ( p < .05), but nonsignificant group differences were observed for those targeting physical activity or weight change ( p > .05). The results support the use of health coaching for promoting behavior change and suggest that online coaching may be equally effective as in-person methods.

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L Carmouche, Millicent, Jelisa L Thompson, and LaTiegra S Carter. "Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders." Journal of Information Technology Education: Research 17 (2018): 127–57. http://dx.doi.org/10.28945/4060.

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Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

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Nessen, Thomas, Christina H. Opava, Cathrin Martin, and Ingrid Demmelmaier. "From Clinical Expert to Guide: Experiences From Coaching People With Rheumatoid Arthritis to Increased Physical Activity." Physical Therapy 94, no. 5 (May 1, 2014): 644–53. http://dx.doi.org/10.2522/ptj.20130393.

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Background Physical activity levels in people with rheumatoid arthritis are lower than what are recommended for a healthful lifestyle. To support physical activity, health care professionals may use behavioral change techniques based on a biopsychosocial perspective. Investigating the implementation process may be relevant for understanding how these techniques translate to practice. Objectives The study objective was to explore the experiences of physical therapists using behavioral change techniques to coach people with rheumatoid arthritis to health-enhancing physical activity in a 2-year trial, the Physical Activity in Rheumatoid Arthritis 2010 study. Design This was an exploratory study with qualitative content analysis. Methods Semistructured interviews were conducted with all 12 physical therapists in the study. They were asked about their experiences with an educational program and with their delivery of a health-enhancing physical activity intervention. Codes, subcategories, categories, and an overarching theme were derived from the transcribed interviews by use of qualitative content analysis. Results The overarching theme (from clinical expert to guide) was based on 3 main categories: challenges in the coaching role, growing into the coaching role, and coach education and support. Early in the process, the physical therapists encountered challenges that needed to be addressed for a smoother transition into their coaching role. Assisted by education and support, they gradually adopted practices that facilitated their use of behavioral change techniques and promoted growth into the role of coach. Conclusions Adapting to a new role is a challenging process for health care professionals; it requires relevant education and support. The experiences identified in the present study may inform future educational programs targeting the skills of health care professionals in promoting various health-related behaviors.

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Pousa, Claudio, Anne Mathieu, and Carole Trépanier. "Managing frontline employee performance through coaching: does selling experience matter?" International Journal of Bank Marketing 35, no. 2 (April 3, 2017): 220–40. http://dx.doi.org/10.1108/ijbm-01-2016-0005.

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Purpose The impact of managerial coaching on frontline employee performance has received initial support in literature in recent years. However, no studies have explored if this impact should vary according to the career stage that the employee is in. If an interaction effect exists, then managers should expect different results when coaching people in different stages of their careers. Otherwise, all employees (independently of their career stage) can benefit from the positive impact of coaching and, thus, the manager can expect a continuous positive outcome on employee performance throughout their careers. Accordingly, the purpose of this paper is to evaluate the moderation effect of an employee’s career stage on the relationship between managerial coaching and performance. Design/methodology/approach A sample of 318 financial advisors from two Canadian banks was used to collect data on the amount, and quality, of managerial coaching received by the employees, as well as their performance. multigroup confirmatory factor analysis ran in AMOS was used to test the moderation effect of experience. Findings Results confirmed the positive effect of managerial coaching on frontline employee behavioral and sales performance, but no moderation effect was found. The measuring and causal models showed invariance for employees in their early (one to seven years of selling experience), middle (8-15 years), and late (more than 15 years) career stages, suggesting that managerial coaching will make a consistent contribution to performance throughout all the stages of the employee’s career. Research limitations/implications The study makes two main contributions to the scientific literature. First, it offers an original study examining the effect of managerial coaching on frontline employee performance in the banking sector. Second, it examines the role of selling experience as a moderator in coaching processes, thus contributing to the limited literature on career stages. Practical implications The study suggests that managers should equally devote their coaching efforts to all employees, independently of their selling experience. Contrary to the belief that rookies will benefit more from coaching, and that “you cannot teach an old dog new tricks,” results suggest that managerial coaching makes a continuous contribution to performance throughout all the stages of an employee’s career. Originality/value To the authors’ knowledge, this is the first study to examine the moderation effect of selling experience on coaching consequences, and one of the few to present evidence of the positive effect of managerial coaching on frontline employee performance in the banking sector.

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Journal articles on the topic 'Behavioral coaching'

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