To see the other types of publications on this topic, follow the link: Coach identity development.
Journal articles on the topic 'Coach identity development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Coach identity development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Pope, J. Paige, and Craig R. Hall. "Initial Development of the Coach Identity Prominence Scale: A Role Identity Model Perspective." Journal of Sport and Exercise Psychology 36, no. 3 (June 2014): 258–71. http://dx.doi.org/10.1123/jsep.2013-0039.
Full text
2
Verhoeven, Anita, and Hanke Dekker. "Teaching medicine of the person to medical students during the beginning of their clerkships." European Journal for Person Centered Healthcare 2, no. 2 (April 8, 2014): 220. http://dx.doi.org/10.5750/ejpch.v2i2.722.
Full textAbstract:
This article describes how medicine of the person is taught to 4th year medical students in Groningen, The Netherlands, as part of the teaching programme ‘Professional Development’. In that year, the students start with their clerkships. In this transitional phase from medical student to young doctor, issues of professional identity are raised. It is an intense period with feelings of uncertainty and overwhelming experiences. Therefore, parallel to the clerkships we have organised 28 meetings of 2 hours with extra time dedicated to reflection and learning. These groups consist of 10-12 students with a rotating student chair under supervision of an experienced teacher, or, “coach”. We focus on personal and professional development by reflecting on work-based experiences. In the first hour the students discuss in a structured way a critical incident experienced by one of them. Learning experiences include personal learning (as emotions), skills (as empathy development) and professional learning (discovering the profession). In the second hour the students discuss set medical-ethical dilemmas. The coach facilitates the group discussion and oversees the group dynamics. During the year, the students work on their portfolio including writing a personal development plan. In 3 individual interviews with the coach this plan is monitored. In the final interview the students are assessed by their coach on their professional development during the year. In this paper we present the results of the evaluation of this programme ‘Professional Development’ by the students and The Netherlands Association for Medical Education.
3
Cummins, Lori F. "Figure Skating: A Different Kind of Youth Sport." Journal of Clinical Sport Psychology 1, no. 4 (December 2007): 390–401. http://dx.doi.org/10.1123/jcsp.1.4.390.
Full textAbstract:
Figure skating is a distinct youth sport often overlooked in the sport psychology literature. This paper reviews the literature to substantiate how figure skating presents challenges for adaptation and development not shared by other sports. The possible implications of figure skating on identity and self-worth are considered, as is the role of coaches in the figure skating environment and how they can potentially foster or hinder their athletes’ positive psychological development. In this regard, the possible application of parenting style theories is discussed in the context of figure skating coaches. Finally, Smith, Smoll, and Curtis’s (1979) Coach Effectiveness Training program is considered as a potential intervention program to promote healthy psychological development for young figure skaters.
4
BEJAN-MURESAN, Roxana, and Adrian CINPEANU. "Building an Identity Through Sports Career." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1 (April 2, 2018): 37. http://dx.doi.org/10.18662/rrem/15.
Full textAbstract:
Sports career involves an important educational process in the development of the human being. Through sports, each athlete achieves physical, spiritual and psychological skills that can help the social integration. The purpose of this paper aims to identify the mechanisms of internal motivation for sports career at a former basketball player. We are interested in finding out the relationship between internal motivation and building the professional identity and reaching a certain professional status. The date collected during the interview methods helps us to create a case study that reflects the building process of the identity of a professional basketball player. The date was collected in August 2017, when the interview took place. The former athlete nowadays is a 73 years old basketball coach. The interview was structured and investigated different aspects of his career: the psychological aspects of a professional athlete life style, the structure of his motivation for sports career and its implications during competition. We understood the social status of a sportsman as an important part of his identity. Our research led us to a better understanding of characteristics of the emotional support system of the basketball player and his needs identified for a complex training in sports competitive activities. The role of the sports competitive activities can be linked to the building professional identity and to the achievement of the competitive spirit and resilience in any stressful situations that can challenge emotional resources of the human being. We could emphasis the connection between the achievement of the sports educational process and the everyday life events where the resilience can make the important change between gain and loss, success and failure.
5
Camiré, Martin. "Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes." International Sport Coaching Journal 2, no. 2 (May 2015): 125–36. http://dx.doi.org/10.1123/iscj.2014-0098.
Full textAbstract:
Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.
6
Kilger, Magnus. "Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports." Education Sciences 10, no. 5 (May 9, 2020): 132. http://dx.doi.org/10.3390/educsci10050132.
Full textAbstract:
One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
7
Yacuna, Olena, Mariana Marusynets, and Tetiana Palko. "Overcoming the Crisis of Intellectuals: Reconstruction of Educators` Professional Identity and Status." Postmodern Openings 13, no. 2 (June 24, 2022): 23–50. http://dx.doi.org/10.18662/po/13.2/442.
Full textAbstract:
The authors of the article with reference to the discussions about the status of knowledge in the postmodernism discourse and the "crisis of the intellectual" presented in the works by J.F. Lyotard and Z. Bauman, consider these issues in the context of other social challenges. Interpreting the conducted empirical research results, the research also focuses on the multidisciplinary theoretical analysis of philosophical, psychological and pedagogical literature.
The authors note that in the absence of metanarratives, the phenomenon of intellectuals and intellectual work is transformed: postmodern epistemology has changed the opportunities of mass education about how things should stand / what to have / how to act into the multiple / polyphonic / variable / fragmentary / collage dissemination of knowledge. As an argument in the "crisis of intellectuals" discussion, the authors analyze the educators` need and motivation sphere emphasizing constant knowledge enhancement to be a priority for them, which logically affects professional identity reconstruction carried out through self-reference.
The paper presents an opinion that intellectuals lack self-perception as a reference social group. We conclude that in the information society, public interaction with the media affecting the reconsideration of the intellectual`s role and status serves as a basis for their legitimation.
The results of the conducted survey enable us to conclude that raising educators` intellectual level affects their competences in professional practices. The status of the intellectual-educator is legitimized by their activity in training sessions, discussions, meet-ups and other events. The study presents an algorithm for constructing the intellectual-educator in the conditions of social reality challenges.
The research substantiates demand for the intellectual-educator who is IT literate, capable of professional reflection, open to change, motivated for continuous self-development, ready for the reconstruction of professional identity from a knowledge transmitter to an erudite, a creative coach, a supervisor and a moderator.
8
Netolicky, Deborah M. "Coaching for professional growth in one Australian school: “oil in water”." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 66–86. http://dx.doi.org/10.1108/ijmce-09-2015-0025.
Full textAbstract:
Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.
9
Editor, Chief, and Moi Edna. "MENTORSHIP AS LEADERSHIP MODEL: AN EMPIRICAL ANALYSIS OF AUTHENTIC MENTOR-MENTEE." International Journal of Leadership and Governance 2, no. 1 (May 12, 2022): 60–64. http://dx.doi.org/10.47604/ijlg.1532.
Full textAbstract:
Purpose: The purpose of this study conveys the continuity of leadership in the organization. This is by ensuring that the outgoing leaders who are mentors ensure that upcoming leaders who are mentees would continue with the smooth running of the organization. Mentoring is a holistic concept related to corporate development, personal enhancement, and professional improvement.
Methodology: This study utilized a descriptive research design and reviewed available literature by reviewing two major types of mentoring, first the career coach and professional helper mentorship, Secondly, psychological mentoring gives personal and cognitive aspects.
Findings: The study found out that these types of mentorships aim at establishing an understanding of a company's operations such as political and cultural organizational aspects and individual support, improving confidence, seeking professional identity, and role modeling. This leads to a model that would help the mentor who is an all-around individual to instill various skills and knowledge on a mentee to improve their general performance.
Unique Contribution to Theory, Practice and Policy: This study recommends mentorship be used in any organization as a leadership model to keep the organizational momentum and maintain its status quo. The government and policymakers could document the use of mentorship as a policy for smooth running of institutions to avoid waste of resources and misuse of power to those in leadership as they will be responsible to mentor others. Researchers could deep deeper into this area to add knowledge and filled the gap of poor leadership.
10
Lefebvre, Jordan S., M. Blair Evans, Jennifer Turnnidge, Heather L. Gainforth, and Jean Côté. "Describing and classifying coach development programmes: A synthesis of empirical research and applied practice." International Journal of Sports Science & Coaching 11, no. 6 (November 11, 2016): 887–99. http://dx.doi.org/10.1177/1747954116676116.
Full textAbstract:
Coach development, coach development programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coaching literature was conducted to generate classifications of coach development programme types. To identify coach development programmes described within academic research, a supplemental search of an earlier systematic review was conducted. In addition, a broad Internet search was used to identify publically available descriptions of coach development programmes. After extracting information describing the resulting 285 coach development programmes, the research team distinguished 16 coach development programme domains of focus, classified within professional, interpersonal, or intrapersonal domains. Five organizational contexts were also identified in relation to “where” and “why” coach development programmes were conducted, and the coaching context and mode of delivery were also classified. As an effort to bridge applied and empirical realms, the continued use and development of these classifications will facilitate the further progress and synthesis of coach development literature.
11
Erickson, Karl, Jean Côté, and Jessica Fraser-Thomas. "Sport Experiences, Milestones, and Educational Activities Associated with High-Performance Coaches’ Development." Sport Psychologist 21, no. 3 (September 2007): 302–16. http://dx.doi.org/10.1123/tsp.21.3.302.
Full textAbstract:
What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.
12
Silva, Eduardo Jorge Da, M. Blair Evans, Jordan S. Lefebvre, Veronica Allan, Jean Côté, and António Palmeira. "A systematic review of intrapersonal coach development programs: Examining the development and evaluation of programs to elicit coach reflection." International Journal of Sports Science & Coaching 15, no. 5-6 (July 17, 2020): 818–37. http://dx.doi.org/10.1177/1747954120943508.
Full textAbstract:
Background The current approaches used to develop coaches within many sport organisations extend beyond merely the professional knowledge related to sport-specific aspects. Effective coaching notably entails intrapersonal skills related to learning through experience and developing one’s own approach, and these skills are often targeted in coach development. Recognising that researchers have delivered Coach Development Programs (CDPs) that use strategies like reflective practice to foster coaches’ strategies and attitudes toward reflection, reviewing research in this domain could inform the development of our field. We conducted the current review to examine nonformal intrapersonal CDPs within the academic literature with goals of summarising existing CDPs, while also identifying factors related to their implementation. Method: The PRISMA guidelines informed our search strategy, including a database search along with supplemental strategies to identify studies. In addition to describing the CDPs generally, each study was also coded for: (a) potential to be implemented and maintained in sport contexts, (b) behaviour change techniques (BCTs), and (c) risk of bias. Results: After screening the full-texts of studies, we identified 10 unique intrapersonal CDPs. Most CDPs entailed pilot investigations of small samples, involving both qualitative and quantitative methods focused on coaches’ experiences when using reflective strategies. The majority of CDPs were conducted in-person and in one-on-one contexts. The most frequently used BCT was self-monitoring of behaviour, and low-to-moderate information was reported regarding internal and external validity. Conclusions: Whereas reflective practice may enable coach development, researchers must seek opportunities to design higher-quality intervention studies that are designed to enhance both internal and external validity.
13
Fetisova, Yulia, James Zois, Michael Spittle, and Andrew Dawson. "Coaches’ internal model of the tennis serve technique: Knowing or understanding?" International Journal of Sports Science & Coaching 16, no. 3 (January 10, 2021): 568–84. http://dx.doi.org/10.1177/1747954120984879.
Full textAbstract:
The understanding of coaches’ knowledge plays a critical role in coach development. This study aimed to examine the internal models of expert and novice tennis coaches and to identify the key distinguishing characteristics between levels. Data was captured by in-depth interviews and analysed using a combination of qualitative and quantitative methodologies. The results revealed that the internal model consisted of seven components including the “functionality” component that has not been reported previously. A significant difference was detected only in three components of the internal model: “reasoning chains”, “concepts” and “key flexion points”. The findings led to the conclusion that the main attribute of tennis coaching expertise is not pure technical knowledge but rather the perception of technique as a whole movement and the ability to understand the connection between technical elements. The findings provide a valuable contribution to tennis coach development as it can be applied in coach education to facilitate novice coach development processes.
14
Üzüm, Hanifi, Ünal Karlı, and Nuh Osman Yıldız. "Perceived Coach Attitudes and Behaviors Scale: Development and Validation Study." Journal of Education and Training Studies 6, no. 3 (February 24, 2018): 160. http://dx.doi.org/10.11114/jets.v6i3.3018.
Full textAbstract:
The purpose of the study was to develop a scale, which will serve to determine how attitudes and behaviors of the coaches are perceived by the athletes. The scale, named as “Perceived Coach Attitudes and Behaviors Scale” (PCABS) was developed through various processes including exploratory and confirmatory factor analysis. Following the literature review process in the beginning stage, focus group interviews were conducted. As a result of literature review process and focus group interviews an item pool of 61 items was formed, and after gathering the opinions and critics of experts in the area of language and sports science, the final form of the scale was constructed. The exploratory factor analysis (EFA) on 200 athletes revealed a construct comprised of 25 items and 3 sub-dimensions. Subsequently, confirmatory factor analysis (CFA) conducted on 266 athletes confirmed the structural validity of the scale composed of 24 items and 3 sub-dimensions. The first sub-dimension named "Characteristic Features ", with an internal consistency value of 0.88, consisted of items 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 18, 20, and 23. The second sub-dimension named "Knowledge and Skills Accumulation" consisted of items 13, 14, 15, 16, 17, 19, 21, 22, and 24 had an internal consistency value of 0.86. The final sub-dimension named "Being Fair" consisted of 5th and 12th items with an internal consistency value of 0.56. Items 1, 2, 3, 4, 6, 7, 8, 9, 10, 18, 20 and 23 were reverse coded items of the scale.As a conclusion, the analysis revealed that “Perceived Coach Attitudes and Behaviors Scale”, with its three sub-dimensions and 24 items, is a structurally valid and reliable scale, can be used to identify the athletes' perceptions about their coaches.
15
Han, Liang, and Cai Lan Lin. "The Profit and Loss Accounting Method to Propel the Management of the Key Customer in the Coach Industry." Advanced Materials Research 291-294 (July 2011): 3221–24. http://dx.doi.org/10.4028/www.scientific.net/amr.291-294.3221.
Full textAbstract:
With the main problems which exist on the key customer management and the characteristics of high costs and high returns on the domestic coach industry, then it is necessary to further grade the key customers who are confirmed based on the ABC classification through the profit and loss accounting method. To identify the real key customers, which is in order to realize the benefit development of the customers and optimize configuration of the enterprise resources, and finally the enterprise realizes the benefit development. The analysis results of this paper show that: it is necessary for the coach enterprises to grade the key customers, so that it can better control the enterprise cost and realize the goal of enterprise profit by identifying and managing the real key customers from the perspective of cost control.
16
Kochergina, Inna S., Natalia E. Serebrovskaya, Sergey I. Timin, and Tamara T. Shelina. "PSYCHOLOGICAL CULTURE OF A TEACHER-COACH AS THE BASIS FOR SUCCESSFUL COACHING YOUNG ATHLETES." Russian Journal of Education and Psychology 13, no. 1 (February 28, 2022): 177–91. http://dx.doi.org/10.12731/2658-4034-2022-13-1-177-191.
Full textAbstract:
Purpose. The article is concerned with the theoretical and empirical study of such a complex and at the same time pivotal phenomenon of personality as the psychological culture of a teacher-coach. This phenomenon is considered as the basis of successful coaching training activities of a teacher-coach with young athletes. This article presents an analysis and review of the leading approaches to the understanding of the content of psychological culture within the framework of academic psychology studies, as a result a lack of consistency in the interpretation of the definition of ‘psychological culture’ and its role in the professional development of a teacher-coach are revealed.
Methodology. The goal of the study – to determine the content of the psychological culture of teacher-coaches and identify the predominant components of their psychological culture – is achieved through the methodology of subjectivity. The results of the study were gathered in one of the major sports schools of Nizhny Novgorod (Russia). In the empirical part of the study, a specially selected diagnostic complex of psychological techniques was used to determine the structural components of the phenomenon under study and to identify the role of each of them. The results of the diagnostics were processed using Spearman’s correlation analysis, which showed the significant interdependencies between the main characteristics of the phenomenon of the psychological culture of the teacher-coach and the importance of the structural trinity in the formation of the phenomenon under study.
Results. The result of the study presented in the article states a direct connection between the distinct manifestation of the components of the psychological culture of a teacher-coach and the success of their coaching activities, i.e. the achievements of young athletes and also defines the psychological culture as a phenomenon of personality that affects the professional success in coaching activities.
17
McCarthy, Liam, Ashley Allanson, and John Stoszkowski. "Moving Toward Authentic, Learning-Oriented Assessment in Coach Education." International Sport Coaching Journal 8, no. 3 (September 1, 2021): 400–404. http://dx.doi.org/10.1123/iscj.2020-0050.
Full textAbstract:
As sports coaching continues to professionalize, the demand for and importance placed upon high-quality education and development programs for sports coaches is increasing. As a result, the landscape of provision is changing, and there is now a recognition of the key role that higher education institutes play in the education, development, and assessment of sports coaches. In this insights article, the authors argue that as there is a scarcity of research focused solely on assessment as a feature of coach education programs, there is something to be gained from examining how higher education institutes assess sports coaches. This represents an important contribution to the research literature, given that assessment is a feature of nearly all coach education programs and that the attainment of a specific award communicates to stakeholders (e.g., employers, athletes, parents) that a precise standard of practice has been met. As such, the authors identify how some higher education institutes are addressing the issue of assessment with sports coaches and highlight a series of assessment principles, alongside practical examples from the literature, which are intended to stimulate conversation in what the authors argue is an important area of study.
18
Stoszkowski, John, and Dave Collins. "Nirvana or Never-Never Land: Does Heutagogy Have a Place in Coach Development?" International Sport Coaching Journal 4, no. 3 (September 2017): 353–58. http://dx.doi.org/10.1123/iscj.2017-0001.
Full textAbstract:
Heutagogic learning is characterized by the notion of human agency. Power and autonomy are placed firmly in the hands of the learner, who takes responsibility for, and control of, what they will learn, when it will be learnt and how it will be learnt. As a result, if sufficiently reflexive, heutagogic learners are said to acquire both competencies (knowledge and skills) and capabilities (the capacity to appropriately and effectively apply one’s competence in novel and unanticipated situations). The complex and dynamic environment of sports coaching, coupled with coaches’ apparent preference for informal self-directed learning methods (as opposed to more formalised educational settings), would therefore seem perfect for its application. In this insights paper, we aim to stimulate debate by providing a critical overview of the heutagogic method and consider it against the nature of coaching skill. In tandem, we identify some essential preconditions that coaches might need to develop before heutagogic approaches might be deployed effectively in coach education.
19
Hodgson, Laura, Joanne Butt, and Ian Maynard. "Exploring the psychological attributes underpinning elite sports coaching." International Journal of Sports Science & Coaching 12, no. 4 (August 2017): 439–51. http://dx.doi.org/10.1177/1747954117718017.
Full textAbstract:
The influential role of the coach in athlete performance and development has long been acknowledged, and coaches are now considered ‘performers’, just like their athletes. The purpose of the present study was to explore the psychological attributes elite coaches perceived to underpin their ability to coach most effectively and factors perceived to influence attribute development. Qualitative research methods were implemented where 12 elite coaches (eight male, four female) participated in semi-structured interviews. Inductive thematic analysis generated nine higher order themes related to psychological attributes: (a) attitude, (b) confidence, (c) resilience, (d) focus, (e) drive for personal development, (f) being athlete-centred, (g) emotional awareness, (h) emotional understanding, and (i) emotional management. In addition, three higher order themes were generated related to factors perceived to influence attribute development: (a) education, (b) experience, and (c) conscious self-improvement. Findings indicated that several attributes perceived to be essential to coaching effectiveness related to the emotional nature of coaching, where coaches’ abilities to identify, understand, and manage emotions in both themselves and others had many positive effects.
20
Sha, Yongzhong, Junyan Hu, Qingxia Zhang, and Chao Wang. "Systematic Analysis of the Contributory Factors Related to Major Coach and Bus Accidents in China." Sustainability 14, no. 22 (November 18, 2022): 15354. http://dx.doi.org/10.3390/su142215354.
Full textAbstract:
The purpose of this study was: (1) to propose a classification system for the contributory factors behind major coach and bus accidents with mass casualties based on the human factor analysis and classification system (HFACS); and (2) to identify the main contributory factors behind accidents and the main indicators of the causal factors. Based on 56 official investigation reports of major coach and bus accidents with more than 10 fatalities, a qualitative content analysis was conducted to develop a modified classification system for the contributory factors behind these accidents, and a gray correlation analysis was conducted to identify the main causative factors and indicators by calculating the correlation degrees. The results showed that the modified classification system for the contributory factors behind major coach and bus accidents can be divided into seven levels: government regulations, the organizational influence of passenger transportation enterprises, unsafe internal operational supervision, preconditions for drivers’ unsafe acts, drivers’ unsafe acts, proximate causes other than the driver’s act, and moderating factors affecting accident severity and probability. The organizational influence of passenger transportation enterprises is the most significant factor affecting the accidents. Thus, passenger transport enterprises must systematically strengthen their responsibility and safety management to prevent accidents. Accident investigations should begin with the accident process to determine the proximate cause as well as the factors that influence the likelihood and severity of the accident.
21
Rutland, Emily A., Sakinah C. Suttiratana, Patrick Huang, Kimberly E. Ona Ayala, Kevin T. McGinniss, and Yetsa A. Tuakli-Wosornu. "Identifying Coach and Institutional Characteristics That Facilitate the Development of NCAA Wheelchair Basketball Programs." Sports Innovation Journal 3 (November 9, 2022): 30–44. http://dx.doi.org/10.18060/26284.
Full textAbstract:
Background: Despite national and institutional policies, American colleges do not currently provide student-athletes with disabilities equal access to sports opportunities. Disabled youth who wish to pursue their academic and athletic dreams in college thus have prohibitively limited options, even with popular American sports such as basketball.
Purpose: The purpose of this study was to identify characteristics and factors that may facilitate the development and perpetuation of collegiate wheelchair basketball programs in the United States.
Methods: Five qualitative interviews were conducted with coaches and/or program administrators of established college wheelchair basketball programs. Interviews were coded and analyzed to explore common themes.
Results: Thematic data analysis uncovered five common themes important to the development and maintenance of these programs: a) coach characteristics, b) actions to recognize and address equity, c) boosters, d) institutional barriers, and e) network effects.
Conclusion: These common factors are important in the development, sustainability, and longevity of college wheelchair basketball programs and should be considered by those interested in starting similar programs.
22
Géczi, Gábor, Csaba Bartha, Lili Kassay, Nikoletta Sipos-Onyestyák, and Erika Gulyás. "Coach education approach in 16 Hungarian sport federations results of the first sport organizational audit." Applied Studies in Agribusiness and Commerce 9, no. 1-2 (September 1, 2015): 87–91. http://dx.doi.org/10.19041/apstract/2015/1-2/16.
Full textAbstract:
Nowadays the Hungarian government finances the sports in many ways; one of these grant forms is the group of 16 prioritized sports (biking, boxing, fencing, gymnastic, judo, track and field, kayak-canoeing, modern pentathlon, rowing, shooting, skating, swimming, tennis, table tennis, volleyball and wrestling) which are supported notably by the Hungarian Olympic Committee (HOC) till 2020. The purpose of the 1st sport vocational audit was to identify the current status of these sports, and also to create a database in many fields as a benchmark of the development. The sport management department of the Semmelweis University, Faculty of Physical Education and Sport Sciences (TF) contracted with the Hungarian Olympic Committee (HOC) in order to carry the sport vocational audit out. A sport develops if the numbers of the athletes grow or the results of the national teams are better. The coaches are the key persons in this development, if they could gather more children into the sport or they work better with the elite athletes the development has already done. It was examined the existence of the coach education programs; all the federations were running coaching programs for adults (OKJ) in both levels (coach assistant, coach). By 14 associations existed the first level of the higher education coaching program (BSc) and in 13 federations operated the MSc coaching program as well. All these coaching courses were common programs with schools, or universities. It was no evidence found that the federations run own coaching program but coaching license system existed in two sports at the time of the investigation.
23
Norman, Leanne, Alexandra J. Rankin-Wright, and Wayne Allison. "“It’s a Concrete Ceiling; It’s Not Even Glass”: Understanding Tenets of Organizational Culture That Supports the Progression of Women as Coaches and Coach Developers." Journal of Sport and Social Issues 42, no. 5 (July 26, 2018): 393–414. http://dx.doi.org/10.1177/0193723518790086.
Full textAbstract:
The purpose of this study was to explore what particular areas of organizational cultures facilitate the development and progression of women as football coaches and coach developers. The English Football Association provided the context for the research. Previous statistics demonstrate that recruitment, retention, and progression of women in English football coaching and tutoring are lower and slower than their male counterparts. In-depth interviews were completed with 26 women coaches and coach developers during November 2015 and February 2016 to understand their personal experiences as linked to the structure and culture of their sporting governing body, and analyzed using Schein’s theory of organizational culture. Three key tenets of organizational culture were found to be most influential on the career development of the participants: journeys and crossroads (the establishment of a learning culture), inclusive leadership, and vertical and horizontal relationships. The research demonstrates the need to identify disparities between espoused values and assumptions to enact cultural change toward supporting more women to be valued, included, and progressed in the sporting workplace.
24
Carlson, Erika R. "Fundamental Components of Personalized Coaching Models for Faculty: Addressing Inequities in Learning Outcomes Data." Journal of Assessment in Higher Education 3, no. 1 (October 4, 2022): 1–20. http://dx.doi.org/10.32473/jahe.v3i1.129170.
Full textAbstract:
To advance the progress of creating a more socially-just higher education landscape, student learning needs to be an institutional priority. The lack of disaggregating student learning outcomes assessment data to identify and eradicate existing equity gaps in learning continues to be problematic. However, providing faculty with data alone is not enough. It is essential that faculty also learn how to use the data. Implementing a personalized coaching model of professional development where faculty and specialized professional staff work in partnership is imperative to address this problem of practice. The findings suggest that a successful coaching model should utilize a coach internal to the academic institution, establish a collaborative partnership between faculty and coach built on trust, coaching sessions should be frequent and held in a comfortable, safe, and inclusive environment, and should obtain consistent support of senior administration communicated to the college-wide community.
25
Millar, Sarah-Kate, Anthony R. H. Oldham, and Mick Donovan. "Coaches' Self-Awareness of Timing, Nature and Intent of Verbal Instructions to Athletes." International Journal of Sports Science & Coaching 6, no. 4 (December 2011): 503–13. http://dx.doi.org/10.1260/1747-9541.6.4.503.
Full textAbstract:
Coach development literature identifies the need for coaches to be self-aware regarding their impact on athletes. Here, four English rowing coaches were observed and their ability to accurately identify the type, nature and timing of verbal instructions used while coaching was examined. For one training session, every verbal instruction delivered by the coaches was coded, using an adapted version of the Feedback Analysis Profile (FAP). At the end of the session, coaches completed an in-depth questionnaire about their perceived verbal behaviour. Results showed that the coaches were inaccurate when recalling what was said to athletes. Coaches were observed giving predominantly concurrent (while athletes were rowing) and prescriptive (what to do) instructions. Results also showed minimal use of evaluative (was it any good?) or affective (how did it feel?) feedback. Coaches' perceptions did not match recorded data, highlighting the need to develop methods which increase coach self-awareness.
26
Denison, Jim. "“Messy Texts”, or the Unexplainable Performance." International Review of Qualitative Research 3, no. 1 (May 2010): 149–60. http://dx.doi.org/10.1525/irqr.2010.3.1.149.
Full textAbstract:
Following global efforts to impose an orthodoxy on knowledge generation that is above all, evidence-based, a number of social science scholars have begun to question the very ground on which evidence has been given its cultural and canonical purchase (e.g., Denzin & Giardina, 2008). For coach educators, this debate raises a number of relevant questions. For example, how should evidence be represented when researching coaches' effectiveness? Or, how should evidence be used to help coaches identify and solve problems? Further, what implications does the evidence-based movement have for the development of ethical coaching practices? In this paper, I present two narratives that show how these questions played out in two coaching contexts—one in the field and one in the classroom. I conclude by problematising various apparatuses of knowledge and evidence present in sport that define the conditions of acceptable coach education scholarship (Foucault, 1980).
27
Pires, Pedro, Marco Batista, Daniel A. Marinho, Antonio Antúnez, Helena Mesquita, and Sergio J. Ibáñez. "Training and Profile of Special Olympics Portugal Coaches: Influence of Formal and Non-Formal Learning." International Journal of Environmental Research and Public Health 18, no. 12 (June 16, 2021): 6491. http://dx.doi.org/10.3390/ijerph18126491.
Full textAbstract:
Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics Portugal to develop coaches’ skills are worthy of research. In this context, the study aims to identify the training paths and profiles of the Special Olympics Portugal coach. It also aims to analyze the relationship between formal and non-formal learning in the profile and training of this type of coach. The research is descriptive and transversal regarding Special Olympics Portugal coaches, with the participation of 50 subjects. Two questionnaires were used, the Coaches’ Training Profile Questionnaire to determine the training routes, and the Coaches’ Orientation Questionnaire. The results show that the Special Olympics Portugal coaches have an academic background and a somewhat critical profile. It is imperative to build formal and non-formal learning contexts that focus on the theme of adapted sports, in order to allow the training of more qualified coaches, who are consequently more effective in their interventions with this type of athlete.
28
Prophet, Trevor, Jefferson Singer, Ira Martin, and Tristan J. Coulter. "Getting to Know Your Athletes: Strengthening the Coach-Athlete Dyad Using an Integrative Personality Framework." International Sport Coaching Journal 4, no. 3 (September 2017): 291–304. http://dx.doi.org/10.1123/iscj.2017-0009.
Full textAbstract:
The quality of the coach-athlete relationship is important to athlete development and overall performance in sport. To better enable coaches to foster this relationship, this study was designed to use an integrative personality framework (McAdams, 2013) to gain a deeper, more contextualized understanding of the athlete. Using a case study approach, two Division III collegiate soccer players completed a three-part survey that profiled these individuals as a social actor (layer one), motivated agent (layer two), and autobiographical author (layer three). Results are presented for each athlete, yielding rich, yet different, personality profiles. These profiles identify particular traits, motives, and personal stories that uniquely shape the personalities of these individuals. We discuss the efficacy of using McAdams’ framework as a guiding structure for helping elite coaches better understand their athletes and, subsequently, further develop the coach-athlete relationship. We also discuss the use of McAdams’ framework in the sport context and how it might provide useful insights for advancing the psychological profiling of athletes.
29
Eriksen, Matthew, Sarah Collins, Bailey Finocchio, and Julian Oakley. "Developing Students’ Coaching Ability Through Peer Coaching." Journal of Management Education 44, no. 1 (June 28, 2019): 9–38. http://dx.doi.org/10.1177/1052562919858645.
Full textAbstract:
Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.
30
He, Liang, Yawen Lei, Xin Li, Qincheng Peng, Wei Liu, Keyuan Jiao, Shihao Su, Zhubing Hu, Zhenguo Shen, and Da Luo. "SYMMETRIC PETALS 1 Encodes an ALOG Domain Protein that Controls Floral Organ Internal Asymmetry in Pea (Pisum sativum L.)." International Journal of Molecular Sciences 21, no. 11 (June 5, 2020): 4060. http://dx.doi.org/10.3390/ijms21114060.
Full textAbstract:
In contrast to typical radially symmetrical flowers, zygomorphic flowers, such as those produced by pea (Pisum sativum L.), have bilateral symmetry, manifesting dorsoventral (DV) and organ internal (IN) asymmetry. However, the molecular mechanism controlling IN asymmetry remains largely unclear. Here, we used a comparative mapping approach to clone SYMMETRIC PETALS 1 (SYP1), which encodes a key regulator of floral organ internal asymmetry. Phylogenetic analysis showed that SYP1 is an ortholog of Arabidopsis thaliana LIGHT-DEPENDENT SHORT HYPOCOTYL 3 (LSH3), an ALOG (Arabidopsis LSH1 and Oryza G1) family transcription factor. Genetic analysis and physical interaction assays showed that COCHLEATA (COCH, Arabidopsis BLADE-ON-PETIOLE ortholog), a known regulator of compound leaf and nodule identity in pea, is involved in organ internal asymmetry and interacts with SYP1. COCH and SYP1 had similar expression patterns and COCH and SYP1 target to the nucleus. Furthermore, our results suggested that COCH represses the 26S proteasome-mediated degradation of SYP1 and regulates its abundance. Our study suggested that the COCH-SYP1 module plays a pivotal role in floral organ internal asymmetry development in legumes.
31
Happe, Lisa, Marie Sgraja, Andreas Hein, and Rebecca Diekmann. "Iterative Development and Applicability of a Tablet-Based e-Coach for Older Adults in Rehabilitation Units to Improve Nutrition and Physical Activity: Usability Study." JMIR Human Factors 9, no. 1 (March 16, 2022): e31823. http://dx.doi.org/10.2196/31823.
Full textAbstract:
Background Maintaining nutrition and exercise strategies after rehabilitation can be difficult for older people with malnutrition or limited mobility. A technical assistance system such as an e-coach could help to positively influence changes in dietary and exercise behavior and contribute to a sustainable improvement in one’s nutrition and mobility status. Most apps do not provide a combination of nutrition and exercise content. In most cases, these apps were evaluated with healthy individuals aged <70 years, making transferability to vulnerable patients, with functional limitations and an assumed lower affinity for technology, in geriatric rehabilitation unlikely. Objective This study aims to identify the potential for optimization and enhance usability through iterative test phases to develop a nutrition and mobility e-coach suitable for older adults (≥65 years) based on individual health behavior change stages in a rehabilitation setting. Methods Iterative testing was performed with patients aged ≥65 years in a rehabilitation center. During testing, participants used an e-coach prototype with educational elements and active input options on nutrition and mobility as a 1-time application test. The participants performed navigation and comprehension tasks and subsequently provided feedback on the design aspects. Hints were provided by the study team when required, documented, and used for improvements. After testing, the participants were asked to rate the usability of the prototype using the System Usability Scale (SUS). Results In all, 3 iterative test phases (T1-T3) were conducted with 49 participants (24/49, 49% female; mean 77.8, SD 6.2 years). Improvements were made after each test phase, such as adding explanatory notes on overview screens or using consistent chart types. The use of the user-centered design in this specific target group facilitated an increase in the average SUS score from 69.3 (SD 16.3; median 65) at T1 to 78.1 (SD 11.8; median 82.5) at T3. Fewer hints were required for navigation tasks (T1: 14.1%; T2: 26.5%; T3: 17.2%) than for comprehension questions (T1: 30.5%; T2: 21.6%; T3: 20%). However, the proportion of unsolved tasks, calculated across all participants in all tasks, was higher for navigation tasks (T1: 0%, T2: 15.2%, T3: 4.3%) than for comprehension tasks (T1: 1.9%, T2: 0%, T3: 2.5%). Conclusions The extensive addition of explanatory sentences and terms, instead of shorter keywords, to make it easier for users to navigate and comprehend the content was a major adjustment. Thus, good usability (SUS: 80th-84th percentile) was achieved using iterative optimizations within the user-centered design. Long-term usability and any possible effects on nutritional and physical activity behavior need to be evaluated in an additional study in which patients should be able to use the e-coach with increasing independence, thereby helping them to gain access to content that could support their long-term behavior change.
32
Pawitra, Teddy, and K. C. Chan. "FROM ACTION LEARNING TOTHETEACHING ORGANIZATION: An Experiential Approach." Gadjah Mada International Journal of Business 5, no. 2 (May 12, 2003): 131. http://dx.doi.org/10.22146/gamaijb.5406.
Full textAbstract:
This paper expounds action learning for effective change leadership development using the learning-teaching helix as a paradigm for individual’s introspection. Which consists of five phases—Awareness phase (as certain your strengths and weaknesses). Alignment phase (identify your core competence). Action phase (synthesize your work, business and management skills), Adoption phase (becoming a leader) and Assurance phase (excel as an educator cum coach). In addition, to succeed, the individual has to plan, strategize, prioritize and integrate. As a holistic manager the individual needs to think, feel and do to evolve from continuous action learning to the cycle of teaching for continuous innovation in organizational performance capabilities.
33
Lassek, Bartłomiej. "Pedagogical dimension of swim training as perceived by swimmers and their coach." Journal of Education, Health and Sport 12, no. 11 (November 8, 2022): 311–18. http://dx.doi.org/10.12775/jehs.2022.12.11.041.
Full textAbstract:
This article presents the educational benefits and drawbacks of competitive swimming training as assessed by the surveyed swimmers and their coach. The paper addresses issues concerning the formation of moral, aesthetic, intellectual and health attitudes in competitive swimmers through sports training. The purpose of this study is to identify their opinions regarding the impact of competitive swimming on the development of selected character traits. The study included 33 competitive swimmers (14 - women, 19 - men) and the coach of the competitive swimming section of the AZS Politechnika Lodzka sports club. The training seniority of the subjects is: 16 athletes - 6 - 10 years and 17 athletes 11 -17 years. The competitive section of the surveyed swimmers carried out training at the swimming pool of the ACSD sports complex "Zatoka Sportu" in Lodz. The study was conducted using a quantitative diagnostic survey method and qualitative focus interview technique. . The tools that were used in the study for the survey questionnaire and interview questionnaire. The article presents the results of our own research along with the results of other authors' research for discussion. The results of the study indicate that the practice of swimming by competitive athletes affects their educational process, where one of the important factors is the specificity of the sport. The article presents only a part of the pilot study, the results of which form the basis for the study proper.
34
Sellathurai, Jeganenthiran, and Nick Draper. "An insight into Short-sprint coaches’ knowledge and use of periodisation models and training methods - Sri Lankan context." Pedagogy of Physical Culture and Sports 26, no. 1 (February 28, 2022): 38–46. http://dx.doi.org/10.15561/26649837.2022.0105.
Full textAbstract:
Background and Study Aim. Periodised training strategies, due to their demonstrated success in improving athletic performance, have become increasingly utilised by coaches, athletes, and strength and conditioning practitioners as a key training methodology. As a consequence, a coach’s knowledge of periodisation and training methods have become increasingly important for improvement of sport-sprint performance. Despite their importance of performance at the elite level, it was suspected that little is known about the Sri Lankan context. As a result, the purpose of this formative exploratory study was to examine knowledge about, and application of, periodisation and training methods by Sri Lankan elite-level coaches working with short-sprint athletes.
Material and Methods. With institutional ethics approval, ten (n=10) expert short-sprint coaches volunteered to participate in the study, with data collected via semi-structured interviews. Data were analysed inductively, to identify ‘patterns’, ‘themes’ and ‘categories’ using the NVivo 12 qualitative software.
Results. Four primary themes emerged from the interview data. These included “Periodisation models”, “Monitoring training”, “Strength development”, and “Speed development”. Findings revealed that coaches reported minimal or inadequate knowledge of periodised training and consequently, there did appear to be a gap between coach knowledge of periodised training, but additionally in regard to general training methodology; including aspect such as prescribing strength and speed training loads and, monitoring of training loads. The coaches believed that their knowledge was inadequate to support athletes with Olympic level potential.
Conclusions. The findings identified a potential knowledge gap in coach education and development for elite sprint coaches in Sri Lanka.
35
Hallenbeck, Haijing Wu, Beth K. Jaworski, Joseph Wielgosz, Eric Kuhn, Kelly M. Ramsey, Katherine Taylor, Katherine Juhasz, Pearl McGee-Vincent, Margaret-Anne Mackintosh, and Jason E. Owen. "PTSD Coach Version 3.1: A Closer Look at the Reach, Use, and Potential Impact of This Updated Mobile Health App in the General Public." JMIR Mental Health 9, no. 3 (March 29, 2022): e34744. http://dx.doi.org/10.2196/34744.
Full textAbstract:
Background With widespread smartphone ownership, mobile health apps (mHealth) can expand access to evidence-based interventions for mental health conditions, including posttraumatic stress disorder (PTSD). Research to evaluate new features and capabilities in these apps is critical but lags behind app development. The initial release of PTSD Coach, a free self-management app developed by the US Departments of Veterans Affairs and Defense, was found to have a positive public health impact. However, major stakeholder-driven updates to the app have yet to be evaluated. Objective We aimed to characterize the reach, use, and potential impact of PTSD Coach Version 3.1 in the general public. As part of characterizing use, we investigated the use of specific app features, which extended previous work on PTSD Coach. Methods We examined the naturalistic use of PTSD Coach during a 1-year observation period between April 20, 2020, and April 19, 2021, using anonymous in-app event data to generate summary metrics for users. Results During the observation period, PTSD Coach was broadly disseminated to the public, reaching approximately 150,000 total users and 20,000 users per month. On average, users used the app 3 times across 3 separate days for 18 minutes in total, with steep drop-offs in use over time; a subset of users, however, demonstrated high or sustained engagement. More than half of users (79,099/128,691, 61.46%) accessed one or more main content areas of the app (ie, Manage Symptoms, Track Progress, Learn, or Get Support). Among content areas, features under Manage Symptoms (including coping tools) were accessed most frequently, by over 40% of users (53,314/128,691, 41.43% to 56,971/128,691, 44.27%, depending on the feature). Users who provided initial distress ratings (56,971/128,691, 44.27%) reported relatively high momentary distress (mean 6.03, SD 2.52, on a scale of 0-10), and the use of a coping tool modestly improved momentary distress (mean −1.38, SD 1.70). Among users who completed at least one PTSD Checklist for DSM-5 (PCL-5) assessment (17,589/128,691, 13.67%), PTSD symptoms were largely above the clinical threshold (mean 49.80, SD 16.36). Among users who completed at least two PCL-5 assessments (4989/128,691, 3.88%), PTSD symptoms decreased from the first to last assessment (mean −4.35, SD 15.29), with approximately one-third (1585/4989, 31.77%) of these users experiencing clinically significant improvements. Conclusions PTSD Coach continues to fulfill its mission as a public health resource. Version 3.1 compares favorably with version 1 on most metrics related to reach, use, and potential impact. Although benefits appear modest on an individual basis, the app provides these benefits to a large population. For mHealth apps to reach their full potential in supporting trauma recovery, future research should aim to understand the utility of individual app features and identify strategies to maximize overall effectiveness and engagement.
36
Jukic, Ivan, Katarina Prnjak, Anja Zoellner, James J. Tufano, Damir Sekulic, and Sanja Salaj. "The Importance of Fundamental Motor Skills in Identifying Differences in Performance Levels of U10 Soccer Players." Sports 7, no. 7 (July 22, 2019): 178. http://dx.doi.org/10.3390/sports7070178.
Full textAbstract:
This study examined the differences in fundamental motor skills (FMSs) and specific conditioning capacities (SCCs) between a coach’s classification of first team (FT) and second team (ST) U10 soccer players and examined the most important qualities based on how the coach differentiates them. The FT (n = 12; Mage = 9.72 ± 0.41) and ST (n = 11; Mage = 9.57 ± 0.41) soccer players were assessed using the Test of Gross Motor Development-2, standing long jump, sit and reach, diverse sprints, and the 20 m multistage fitness test (MSFT). The coach’s subjective evaluation of players was obtained using a questionnaire. No significant differences existed between the FT and ST in any variables (p > 0.05). However, large and moderate effect sizes were present in favour of the FT group in locomotor skills (d = 0.82 (0.08, 1.51)), gross motor quotient (d = 0.73 (0.00, 1.41)), height (d = 0.61 (−0.12, 1.29)), MSFT (d = 0.58 (−0.14, 1.25)), and maximum oxygen uptake (VO2max) (d = 0.55 (−0.17, 1.22)). Furthermore, the coach perceived the FT group as having greater technical and tactical qualities relative to ST players. This suggests that it might be more relevant for players of this age to develop good FMS connected to technical skills, before focusing on SCC. Therefore, it might be beneficial for soccer coaches to emphasize the development of FMSs due to their potential to identify talented young soccer players and because they underpin the technical soccer skills that are required for future soccer success.
37
Febriandika, Nur Rizqi, and Chori Miftahul Kosidatul Natus. "ISLAMIC CHARACTER DEVELOPMENT THROUGH BOARDING-BASED PUBLIC SCHOOLS: INTERNALIZATION ISLAMIC METHODS." TA'DIBUNA: Jurnal Pendidikan Agama Islam 4, no. 1 (November 25, 2021): 12. http://dx.doi.org/10.30659/jpai.4.1.12-28.
Full textAbstract:
This study aims to explain and identify the methods used in internalizing Islamic characters in boarding-based public schools. Public schools that implement a boarding system have a unique and special character. It is different from Islamic education which has been firmly embedded in schools that have been based on pesantren since the beginning. This research is descriptive qualitative, with data collection methods through observation, interviews, and documentation. The results of this study show that internalization of Islamic characters through subjects in the dormitory, such as the study of classical Islamic books (Fiqhu Sunnah, Aqidatul Awwan, Bidayatul Mujtahid, etc) and self-development activities in the form of extracurricular and organizational activities. The used methods are the wisdom method, exemplary method, habitual method, mauidzah method, and the reward and punishment method. Unlike pesantren culture which is closely tied to the figure of the kyai, the dormitory-based State Islamic schools tend to be weak in terms of the initiative and charisma of the kyai who the leaders are. Individually, kyai figures in boarding-based public boarding schools do not have as strong a role as those in pesantren. However, the ustad and coach figures play a collective and joint role in building students' Islamic character.Keywords: Islamic Character, Madrasah Aliyah, Boarding System, Public Schools
38
Rangeon, Sandrine, Wade Gilbert, and Mark Bruner. "Mapping the World of Coaching Science: A Citation Network Analysis." Journal of Coaching Education 5, no. 1 (May 2012): 83–108. http://dx.doi.org/10.1123/jce.5.1.83.
Full textAbstract:
The purpose of the present study was to use citation network analysis to identify key publications and influential researchers in coaching science. A citation network analysis was conducted on references of English-language peer-reviewed coaching research articles published in 2007 and 2008 (n=141 articles; 3,891 references). Publications were coded for type (e.g., conceptual, empirical) and topic (e.g., efficacy, coach development). The structure of the field was revealed through the creation of a co-authorship network. Results show that coaching science is highly influenced by a small set of key publications and researchers. The results provide a unique overview of the field and influential authors, and complement recent overviews of coaching science (Gilbert & Trudel, 2004; Lyle & Cushion, 2010; McCullick et al., 2009).
39
Bassi, Giulia, Ivan Donadello, Silvia Gabrielli, Silvia Salcuni, Claudio Giuliano, and Stefano Forti. "Early Development of a Virtual Coach for Healthy Coping Interventions in Type 2 Diabetes Mellitus: Validation Study." JMIR Formative Research 6, no. 2 (February 11, 2022): e27500. http://dx.doi.org/10.2196/27500.
Full textAbstract:
Background Mobile health solutions aimed at monitoring tasks among people with diabetes mellitus (DM) have been broadly applied. However, virtual coaches (VCs), embedded or not in mobile health, are considered valuable means of improving patients’ health-related quality of life and ensuring adherence to self-care recommendations in diabetes management. Despite the growing need for effective, healthy coping digital interventions to support patients’ self-care and self-management, the design of psychological digital interventions that are acceptable, usable, and engaging for the target users still represents the main challenge, especially from a psychosocial perspective. Objective This study primarily aims to test VC interventions based on psychoeducational and counseling approaches to support and promote healthy coping behaviors in adults with DM. As a preliminary study, university students have participated in it and have played the standardized patients’ (SPs) role with the aim of improving the quality of the intervention protocol in terms of user acceptability, experience, and engagement. The accuracy of users’ role-playing is further analyzed. Methods This preliminary study is based on the Obesity-Related Behavioral Intervention Trial model, with a specific focus on its early phases. The healthy coping intervention protocol was initially designed together with a team of psychologists following the main guidelines and recommendations for psychoeducational interventions for healthy coping in the context of DM. The protocol was refined with the support of 3 experts in the design of behavioral intervention technologies for mental health and well-being, who role-played 3 SPs’ profiles receiving the virtual coaching intervention in a Wizard of Oz setting via WhatsApp. A refined version of the healthy coping protocol was then iteratively tested with a sample of 18 university students (mean age 23.61, SD 1.975 years) in a slightly different Wizard of Oz evaluation setting. Participants provided quantitative and qualitative postintervention feedback by reporting their experiences with the VC. Clustering techniques on the logged interactions and dialogs between the VC and users were collected and analyzed to identify additional refinements for future VC development. Results Both quantitative and qualitative analyses showed that the digital healthy coping intervention was perceived as supportive, motivating, and able to trigger self-reflection on coping strategies. Analyses of the logged dialogs showed that most of the participants accurately played the SPs’ profile assigned, confirming the validity and usefulness of this testing approach in preliminary assessments of behavioral digital interventions and protocols. Conclusions This study outlined an original approach to the early development and iterative testing of digital healthy coping interventions for type 2 DM. Indeed, the intervention was well-accepted and proved its effectiveness in the definition and refinement of the initial protocol and of the user experience with a VC before directly involving real patients in its subsequent use and testing.
40
Lee, Seung-Jae, Jung-Taek Shin, and Sang-Hyun Kwon. "The Development and Application of a Team Building Program for a Middle School Soccer Team." Korean Journal of Sport Science 33, no. 4 (December 31, 2022): 578–87. http://dx.doi.org/10.24985/kjss.2022.33.4.578.
Full textAbstract:
PURPOSE This study aimed to develop a team building program for a middle school soccer team in order to verify its effects. METHODS A total of 50 middle school soccer players participated in the needs analysis, and 10 middle school soccer players participated the preliminary program. In addition, a total of 37 ‘S’ middle school soccer players and 2 coaches participated the final team building program to identify its effects. The team building program was developed through the following sequence: program goal setting, organization of program activities, and the pretest. Three types of questionnaires and a self-report were utilized to verify the effects of the team building program. RESULTS The team building program was developed based on interpersonal relationships, goal setting, and communication. The level of team cohesion, team communication, and coach-athletes interaction significantly increased through this program. Furthermore, the effects of stress relief and self-improvement were revealed through the self-report. CONCLUSIONS The team building program was determined to be effective and has various benefits. It is expected to contribute to the growth of middle school soccer players if coaches actively participate in the program with their athletes.
41
Szedlak, Christoph, Matthew J. Smith, Bettina Callary, and Melissa C. Day. "Examining How Elite S&C Coaches Develop Coaching Practice Using Reflection Stimulated by Video Vignettes." International Sport Coaching Journal 7, no. 3 (September 1, 2020): 295–305. http://dx.doi.org/10.1123/iscj.2019-0059.
Full textAbstract:
The purpose of this study was to identify narrative types that illuminate how strength and conditioning (S&C) coaches used video vignettes in a guided reflection process to support the development of effective coaching practices. At the beginning of each week, over a 4-week period, 11 elite S&C coaches were sent a short video vignette clip of an S&C coach’s practice. They subsequently engaged in daily reflections in which they were guided to explore how the topic of the vignette aligned (or not) with their coaching practice. After the intervention, each S&C coach was interviewed regarding their process of learning from the vignette and from their reflections. Using a holistic narrative analysis of form and structure, the results exemplified three narrative types: performance, achievement, and helper. The S&C coaches whose reflections fitted the performance narrative type focused on their own practice, with limited consideration of the athletes’ perspective or the vignette. The S&C coaches whose reflections fitted the achievement narrative type strove to accomplish goals with their athletes and were selective in considering the vignette. The S&C coaches whose reflections fit the helper narrative type found that the vignette helped them consider an athlete-centered coaching approach focusing on the athletes’ well-being, as well as athletic abilities. Thus, S&C coach developers should utilize a guided reflection process that focuses on encouraging a coaching approach based on the helper narrative type.
42
Mallin, Michael L. "Developing proactive salespeople – a study and recommendations for sales management." Development and Learning in Organizations: An International Journal 30, no. 4 (July 4, 2016): 9–12. http://dx.doi.org/10.1108/dlo-10-2015-0084.
Full textAbstract:
Purpose The purpose of this paper is twofold. First, it provides the results of a study of key characteristics of proactive salespeople and the impact of salesperson proactive behavior on selling performance. Second, it provides recommendations for sales management to implement organizational strategies designed to develop, train and coach salespeople to be more proactive. Design/methodology/approach In all, 278 business-to-business salespeople were surveyed to identify key traits and outcomes of proactive salespeople. The average subject was 28 years of age with 5 years of selling experience. Scales from the management, organizational behavior and sales performance literature were used to identify the degree that subjects engaged in proactive behavior in their selling role, a self-assessment of their sales performance and individual traits thought to predict higher levels of proactive behavior. Findings The findings revealed that proactive salespeople exhibited high levels of selling behavior performance – an important contributor to measurable selling results. In addition, proactive salespeople were intrinsically motivated, confident in the tasks of selling and willing to take calculated risks. Practical implications Practical implications suggest that sales managers can play a key role in fostering proactive behavior among salespeople through development, training and coaching. First, sales managers can play a role in the development of salesperson intrinsic motivation by stressing the importance of asking good questions to understand their customer’s problems to the extent that they can be proactive and recommend solutions for change. Second, training programs to make salespeople more confident should center on fully understanding product/service functionality and applications to typical customer problems. Finally, coaching tools such as win–loss reviews, post-call analysis/feedback and role-playing are useful mechanisms to reinforce the right type of risk-taking selling behavior decisions. Originality/value The value of this research is to shed light on the importance of salesperson proactive behavior as a means to drive selling organizational performance and fostering long-term customer relationships. Understanding the drivers of proactivity among salespeople is the first step for sales management to be able to operationalize organizational strategies to develop, train and coach salespeople to be more proactive in their selling approach.
43
Oršolić, Mario, Petar Barbaros, and Dario Novak. "Talent in sports is never enough." Collegium antropologicum 45, no. 1 (2021): 45–53. http://dx.doi.org/10.5671/ca.45.1.6.
Full textAbstract:
Sports development of young and talented athletes is a very dynamic process which includes an ample range of challenges and obstacles. The aim of this research is a qualitative analysis of experiences of tennis players’ with a lower-range of efficiency as senior players. The attempt was to identify those factors that prevented efficiency in senior competitions for tennis players who achieved excellent results in junior competitions. A particular emphasis was directed towards three domains which were presented as key factors for a successful athletic career in previous research (specialisation in the chosen sport, environmental impact on sports development and negative life events/circumstances). A series of polystructural interviews with tennis players in senior competitions were conducted (N = 10). The obtained data indicate several factors with a negative impact on the successful development of young and talented tennis players, as follows: premature specialisation, insufficient commitment to the training process, lack of adequate support by the parents and coach, failure to make proper and timely decisions regarding one’s own sports development, injuries and insufficient financial means. The identification of key factors in the sports development of young athletes can be of crucial relevance for quality guidance and direction in sports careers of talented athletes.
44
Nelson, Abigail, Kelly Patterson, Andrew Groff, Tonya S. King, Jodi Brady, and Robert P. Olympia. "Themes Depicted in Running-Related Films: An Opportunity for Co-Viewing and Active Mediation." Clinical Pediatrics 58, no. 7 (March 17, 2019): 778–88. http://dx.doi.org/10.1177/0009922819837369.
Full textAbstract:
Sport participation is an important part of the development of children and adolescents. The objective of this study was to identify and quantify themes depicted in a select number of running-related films. Thirty-one running-related films were independently viewed and analyzed by 4 reviewers. The number of positive and negative themes was 29.5 (95% confidence interval = 26.1-33.4) and 9.0 (95% confidence interval = 7.9-10.2) mean events per hour for all included films, respectively. The most common positive themes were “overcoming physical limitations,” “overcoming mental obstacles,” and “encouragement from family/friends/fans” (2.6, 2.4, and 2.3 mean events per hour, respectively). The most common negative themes were “giving up/losing confidence,” “ignoring injuries,” and “discouragement/ridicule from coach/athletic trainer” (1.2, 1.1, and 0.66 mean events per hour, respectively). In conclusion, the co-viewing of running-related films with pediatric athletes in order to focus on “teachable moments” may encourage the acquisition and development of positive themes and the avoidance and de-emphasis of negative themes.
45
Passmore, Jonathan, and Susan McGoldrick. "Super-vision, extra-vision or blind faith? A grounded theory study of the efficacy of coaching supervision." International Coaching Psychology Review 4, no. 2 (September 2009): 145–61. http://dx.doi.org/10.53841/bpsicpr.2009.4.2.145.
Full textAbstract:
Objectives:Coaching supervision has become the dominant model of reflective practice in the UK. This study sought to explore coach and supervisor perceptions of supervision, and critically observe supervision practice.Design:The study utilised an observational design and semi-structured interviews.Methods:The study involved an observation of a coaching session, which was filmed, followed by interviews with the participants. This data was transcribed. In the second part of the study a series of semi-structured interviews were undertaken with coaches and supervisors. The data was transcribed and analysed using Grounded Theory methodology until saturation was achieved. The transcribed data was combined in the development of a theoretical framework for coaching supervision.Results:The study outlines a number of perceived benefits of the coaching supervision process. These outcomes include: raised awareness, coaching confidence, perseverance, sense of belonging, increased professionalism and the development of an ‘internal supervisor’. The research also highlighted the need for a greater understanding of what coaching supervision involves for coaches.Conclusions:The paper questions the dominant mindset that supervision is the only intervention for reflective practice and argues for multiple models of continuous professional development, alongside calling for further research to identify the benefits from alternative model of CPD within coaching.
46
Jenkins, Jayne M., Alex Garn, and Patience Jenkins. "Preservice Teacher Observations in Peer Coaching." Journal of Teaching in Physical Education 24, no. 1 (January 2005): 2–23. http://dx.doi.org/10.1123/jtpe.24.1.2.
Full textAbstract:
The purpose of this study was to identify what and how preservice teachers observe when peer coaching during an early field experience. Twenty-three male and 14 female preservice teachers trained in peer coaching participated in the study. Coaches observed a peer partner teach five 40-min lessons to small groups of elementary or junior high school students in a semester-long second practicum experience. During observation, coaches completed a Peer Coaching Form that included a praise statement and observation notes. A total of 169 Peer Coaching Forms containing 946 statements were collected and analyzed using traditional, naturalistic methods of inductive analysis. Three themes emerged: (a) systematic observation, (b) theory to practice, and (c) students as individuals. Observation changes occurring across the semester suggest peer coaching needs to occur over an extended period of time emphasizing the role of coach as observer for optimal teacher knowledge development.
47
Lai, Yi-Ling, and Stephen Palmer. "Psychology in executive coaching: an integrated literature review." Journal of Work-Applied Management 11, no. 2 (September 2, 2019): 143–64. http://dx.doi.org/10.1108/jwam-06-2019-0017.
Full textAbstract:
Purpose The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches. Design/methodology/approach An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study. Findings First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire. Research limitations/implications It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support. Practical implications This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome. Originality/value This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.
48
McKenzie, Thomas L. "Unexpected Careers: My Environment Made Me Do Them." Kinesiology Review 10, no. 2 (May 1, 2021): 147–54. http://dx.doi.org/10.1123/kr.2021-0008.
Full textAbstract:
This essay describes how environmental conditions affected my unexpected evolution from farm life in a rural Canadian community to becoming a physical education specialist and multisport coach and eventually a U.S. kinesiology scholar with a public health focus. I first recount my life on the farm and initial education and then identify the importance of full- and part-time jobs relative to how they helped prepare me for a life in academia. Later, I summarize two main areas of academic work that extended beyond university campuses—the design and implementation of evidence-based physical activity programs and the development of systematic observation tools to assess physical activity and its associated contexts in diverse settings, including schools, parks, and playgrounds. I conclude with a section on people and locations to illustrate the importance of collaborations—essential components for doing field-based work. Without those connections, I would not have had such an extensive and diverse career.
49
Brickner, Daniel R., Lois S. Mahoney, and Stephen J. Moore. "Providing an Applied-Learning Exercise in Teaching Fraud Detection: A Case of Academic Partnering with IRS Criminal Investigation." Issues in Accounting Education 25, no. 4 (November 1, 2010): 695–708. http://dx.doi.org/10.2308/iace.2010.25.4.695.
Full textAbstract:
ABSTRACT: This paper describes the Internal Revenue Service Criminal Investigation’s (IRS CI’s) “Adrian Project.” Through a partnership with a college or university and IRS CI, the Adrian Project provides an applied-learning exercise that enables accounting majors to apply their classroom learning by solving hypothetical financial tax fraud crimes. This interactive exercise organizes students into small working teams with oversight and teaching points provided by an assigned “coach,” who is an IRS CI special agent. Using pre- and post- questionnaires, we find that students report significant improvement in the development of fraud detection skills and abilities related to: (1) gathering, organizing, and evaluating evidence; (2) employing various investigative tools to identify evidence of fraud; (3) conducting interviews for evidence-gathering purposes; and (4) communication. These skills and abilities are not only essential in fraud detection, but many of them are also invaluable to all accounting students regardless of their chosen career path.
50
Gállová, Tereza, and Vladimír Jůva. "Rozvoj neformálního vzdělávání sportovních trenérů." Studia sportiva 12, no. 2 (January 3, 2019): 122–35. http://dx.doi.org/10.5817/sts2018-2-12.
Full textAbstract:
The development of a sports coach is a complex and long-term process in which his education plays theessential role. In addition to formal education, the modern concept of lifelong learning also emphasizesnon-formal and informal learning. However, this area of log life education of sports coaches is not yetsufficiently empirically explored.We conducted two questionnaire surveys in 2011 (n = 142) and 2016 (n = 142). They aimed to describenon-formal education and informal learning among selected coaches and to find out whatfuture educational opportunities these coaches have and what limits they identify in their furthereducation. The comparison of the investigations was aimed at determining whether, after five years,the non-formal and informal education of selected sports trainers developed.The data we find compared to 2011 and 2016 show some improvement in the access of selectedcoaches to non-formal and informal learning. The results also indicate institutions that participatedirectly or indirectly in coaching, where there are reserves in non-formal education and informal learningof sports coaches.