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Relevant bibliographies by topics / Coaching actions

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Academic literature on the topic 'Coaching actions'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Coaching actions"

1

Glover, Todd A., Linda A. Reddy, Alexander Kurz, and Stephen N. Elliott. "Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching." Assessment for Effective Intervention 44, no. 2 (December 19, 2018): 95–103. http://dx.doi.org/10.1177/1534508418811593.

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This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.

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Reichenberg, Jennifer Sharples. "A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 17, 2018): 109–30. http://dx.doi.org/10.1177/2381336918787195.

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This 7-month multiple case study investigated the nature of mediation through literacy coaching, a reflective framework, and video of classroom instruction and its impact on the development of four secondary-level teachers of English language learners. The participants and researcher/coach participated in a cycle of collaborative planning, enacting and videotaping lessons, and video reflection. Individual coaching sessions with video utilized a seven-step reflective framework. Data included coaching transcripts, classroom field notes, video, and interviews. Findings showed that the teachers and researcher/coach engaged in seven different joint actions: revoicing, building, reconceptualizing, disagreeing, suggesting, asking dissonant questions, and asking questions to develop understanding. Each of these actions was classified on one axis as responsive or directive and on another axis as consonant or dissonant. The intersection of the axes created quadrants representing categories of joint action that were present during coaching sessions and classroom visits: responsive/consonant, responsive/dissonant, directive/dissonant, and directive/consonant. Joint actions led to changes in teachers’ thinking and practices, indicating that a theoretical model accounting for responsiveness, directiveness, consonance, and dissonance may be useful to analyze coaching interactions. Coaches and teachers could use the model to analyze their interactions and support their own development.

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Kessler, Dorothy, Mary Y. Egan, Claire-Jehanne Dubouloz, Sara McEwen, and Fiona P. Graham. "Occupational performance coaching for stroke survivors (OPC-Stroke): Understanding of mechanisms of actions." British Journal of Occupational Therapy 81, no. 6 (March 13, 2018): 326–37. http://dx.doi.org/10.1177/0308022618756001.

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Introduction Occupational performance coaching modified for stroke survivors is a promising new intervention to improve occupational performance post stroke. In the intervention, following client-centred occupational goal-setting, clients are led through strengths-based problem-solving and experimentation. Emotional support, individualized education and goal-focused problem-solving are hypothesized as key elements. Examination of clients’ experiences is necessary to better understand how occupational performance coaching modified for stroke survivors works, and improve its potential effectiveness. Method A descriptive qualitative study was embedded in a pilot randomized controlled trial. Semi-structured interviews were completed with seven participants in the treatment arm who received occupational performance coaching modified for stroke survivors. Qualitative content analysis was used for analysis. Findings Three categories were identified related to participants’ experiences of occupational performance coaching modified for stroke survivors: (a) the coaching was helpful; (b) the coaching provided opportunity for insightful reflection and (c) a different approach was preferred. Findings also lend support to the critical role of hypothesized key components and theorized mechanisms of action, and demonstrate the overarching role of the therapeutic relationship and the contribution of personal characteristics. Conclusion The revised theoretical understanding of occupational performance coaching modified for stroke survivors provides a valuable framework for communicating the actions that occupational therapists take in enabling occupation and emphasizes the role of the therapeutic relationship in client-centred approaches to improving occupational performance post stroke.

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Baker, Courtney, Melinda C. Knapp, and Terrie Galanti. "Coaches Engage with Principles to Actions." Teaching Children Mathematics 25, no. 1 (September 2018): 36–45. http://dx.doi.org/10.5951/teacchilmath.25.1.0036.

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King, Valerie. "Special Focus: Coaching: Actions Speak Louder Than Words." Strategies 6, no. 1 (September 1992): 17–19. http://dx.doi.org/10.1080/08924562.1992.10591879.

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Wiatrek, Dawn, Nicole Erb, and Shelby Roberts. "The effect of coaching-based lay patient navigation on patient satisfaction and overcoming barriers to care." Journal of Clinical Oncology 37, no. 31_suppl (November 1, 2019): 36. http://dx.doi.org/10.1200/jco.2019.37.31_suppl.36.

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36 Background: The American Cancer Society is enhancing its lay patient navigator program to include tailored coaching in addition to resource navigation. The goal is to increase the patient’s engagement in overcoming barriers to care. In a pilot of this new model, 6 navigators in 6 different program sites completed a training in coaching, active listening and action planning with patients. Methods: A total of 1,210 patients were navigated through the pilot program over 2 phases. This abstract focuses on phase 2 consisting of 792 patients navigated by 3 navigators at 3 different safety-net hospitals. The navigators met with patients over a 1-year period and engaged in coaching sessions to set action plans to overcome barriers to care. In the first session, navigators developed an action plan with the patient and administered a patient satisfaction survey. Over time, the navigators continued meeting with the patient and documenting progress on the action plan. Navigators administered a second patient satisfaction survey prior to or during the patient's last session. Results: 792 patients had a first coaching session with the navigator and set a combined 2,430 actions to overcome 1,356 barriers. 87% of patients agreed to take the first patient satisfaction survey with 95% reporting that they created a plan with the navigator. Patients reported an average confidence level of 8.6/10 that the plan they set with the navigator would work. Patients also reported a high level of satisfaction with the meeting with an average score of 4.4 on a 5-point scale. 408 patients completed the full coaching program during the project period and 77% of those patients with a final coaching session completed the satisfaction survey. 88% of patients reported completing at least some steps in their action plan and 89% reported solving at least one problem with the navigator that came up during their cancer care. Overall satisfaction with the navigator remained constant at 4.4/5. Conclusions: Patients responded positively to coaching-based lay patient navigation and were able to create action plans with the navigator, achieve those actions, and ultimately overcome non-medical barriers to cancer care.

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Bass, Jordan R., Mark Vermillion, and Paul Putz. "“Going Viral”: The Impact of Forced Crowdsourcing on Coaching Evaluation Procedures." International Sport Coaching Journal 1, no. 2 (May 2014): 103–8. http://dx.doi.org/10.1123/iscj.2014-0058.

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In this paper, we examine the role of forced crowdsourcing in coaching evaluation and assessment systems. In previous conceptualizations, crowdsourcing (Howe, 2006) is an organization-controlled process where the opinion of the general public is used for organizational good. However, in sport, and particularly coaching, this is not always the case. Further, we detail the role of viral content in increasing public pressure during the monitoring, enforcing, and ultimately changing of organizational actions. Examples of American coaching scandals in sport were used to illustrate these concepts. From Woody Hayes to Bob Knight to Mike Rice, coaching scandals have captivated the public at large and forced administrators to weigh the public opinion against their own organizational morals and best practices. Finally, we argue organizations are often driven to act due to forced crowdsourced opinions. In all, increased forced crowdsourcing has fundamentally changed the previous insular dynamics of sporting organizations through increased awareness of coaching practices and the promotion of accountability among administrators for the actions of the coaches in their program.

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Woulfin, Sarah L., and Jessica G. Rigby. "Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era." Educational Researcher 46, no. 6 (August 2017): 323–28. http://dx.doi.org/10.3102/0013189x17725525.

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Instructional coaching has emerged as a prevalent and much-lauded instrument for capacity building. This essay argues that coaching can be aligned with teacher evaluation systems to work toward the effective implementation of instructional reforms, including Common Core State Standards and Next Generation Science Standards. Within the current policy context, coaching can support reform by (a) developing shared understandings, (b) modeling practices, and (c) brokering ideas. We discuss examples of coaches’ leadership actions related to the evaluation process, thus illustrating the potential for coaching to promote coherence in instructional improvement. We conclude by discussing barriers to the enactment of reform-aligned coaching as well as implications for leaders positioned at multiple levels of the education system.

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Baker, Courtney, and Melinda Knapp. "The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection." Mathematics Teacher Educator 7, no. 2 (March 2019): 27–43. http://dx.doi.org/10.5951/mathteaceduc.7.2.0027.

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More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

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Chmielecki, Michał, and Marcela Contreras-Loera. "Leadership Coaching across Cultures." Journal of Intercultural Management 12, no. 1 (March 1, 2020): 78–91. http://dx.doi.org/10.2478/joim-2020-0033.

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AbstractObjective: The discussion presented in this paper focuses on the practical coaching techniques premised on lasting principles of human learning; principles that are crucial to coaching relationships of all kinds. The principles involved tap into years of psychological research and practice (Kanfer & Goldstein, 1991; Mahoney, 1991) that focuses on issues that prompt changes in people, the important factors that fosters relationships and the ways of getting people to give up their regular actions for a new set.Methodology: The article’s research is based on extensive literature analysis.Findings: The research was not able to identify the specifics of what people value in different cultures; however, it captures the major active ingredients in learning endeavor, without taking culture into consideration.Value Added: The article discusses 3 main types of challenges that leadership coaches find across the globe and offers guidelines to handle themRecommendations: Future papers on that topic research should include both qualitative and quantitative research findings.

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Dissertations / Theses on the topic "Coaching actions"

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Turick, Robert Michael. "Coaching Motivations Behind Over-Signing in College Football." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400199034.

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McLaughlin, Mike. "Coaching for brave leadership : an action research study." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/0c6b9480-39ad-43d9-91bc-e2c6c7cf849d/1.

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Even though there is a plethora of leadership training and coaching available worldwide, there appears to be a disparity between articulated best practice and some of the reported negative experiences of individuals within organisations. There appears to be a gap between the behaviours of leaders and the expectations of followers. This gap may be due, at least in part, to an absence of brave leadership, and also perhaps due to a lack of one to one coaching for leaders. In this study a small group of leaders helped develop and explore a coaching model designed to enhance bravery. An action research approach was undertaken with six leaders who undertook to help evolve and also be coached using this particular coaching model. The action research took place over a six month period in various locations within the U.K. The data was analysed using a retroductive and thematic approach. The use of this model appears to indicate that it can assist in decision making and that bravery may be enhanced, at least from a subjective perspective. It would also appear that the idea of brave leadership may complement other leadership theories. However, more work should be done to adapt and refine the model for use in different circumstances. Furthermore, it should also be explored more thoroughly in a purely coaching environment rather than one where research into the model is also being conducted.

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Scott, Ian R. "Coaching for gravitas : an action research inquiry into the development of gravitas in leadership." Thesis, Oxford Brookes University, 2016. https://radar.brookes.ac.uk/radar/items/cbb34c4e-3b89-4d28-a3ac-71283a685312/1/.

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This study aims to develop a theoretical and practical model of coaching for gravitas in a business leadership context. Gravitas is described as a psychological phenomenon and concept used frequently, but not well researched and understood. While leadership practitioners frequently refer to gravitas as a desirable quality, there have been no specific empirical studies into gravitas as either a leadership quality or more general phenomenon. A review of the literature specifically associates gravitas with the leadership concepts of authenticity and charisma, which are often discussed together with the concepts of power and authority. The role of followers is described as important in all leaders’ qualities, but the context of a leader’s organisation is a frequent omission in typical studies. A collaborative action research approach was adopted with six practising leaders and 12 of their followers from one organisation. An initial model of coaching for gravitas was developed and four cycles of action research were conducted over a 12-month period. The first action research cycle used a conceptual encounter method to create a conceptual model of gravitas that was specific for the six leaders coached during the next three cycles of research. The evolved conceptual model described gravitas through four dimensions of confidence, courage, communication, and control. Under each dimension, potentially coachable elements were identified and explored in action with the participants over subsequent research cycles. Specific coaching methods were used to develop these elements. A wide range of data was collected and analysed using thematic analysis. The findings suggested that situational forces on individual gravitas constantly moved and that the model of an individual’s gravitas was therefore always changing. The leaders learned how to recognise these forces and use them for focusing their attention. In spite of individual differences, the embodied reactions of leaders to the reported feelings of gravitas showed significant similarities. A weight and stillness of the body and mind was connected to the ability to see clearly in changing situations involving complex forces in action. Recognition of these feelings enabled an active use of them in practice. Participants described reflective processes within the action research as the most informative part of the coaching process. The journey of the participants and researcher was translated into a mapped process allowing development of a model of gravitas useful for recognition in themselves and others. The study concludes with a number of implications for leadership theory and practice, suggesting that coaching can contribute to the development of leadership gravitas.

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Cook, Janice. "The effect of coaching on the transfer and sustainability of learning : coaching for leaders, a collaborative action research study." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/ac8c8aca-b0a7-dce6-fca6-4e84cbe3e73e/1/.

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Coaching generally remains under-researched and in particular the transfer and sustainability of learning from coaching is extremely sparse in the field of empirical research and theoretical development. This qualitative research was conducted with four leaders from UK voluntary sector organisations, namely Advance, Mencap and Rethink. Within a social constructivist and interpretivist paradigm, this longitudinal study explored the findings of three action research cycles for a period of just over one year. An original approach to collaborative action research methodology was developed and utilised, combining the dual role of coach/researcher, the role of the leaders being coached as collaborative action researchers, research diaries data, and data from feedback provider sessions. The data emerging from the research diaries and the feedback provider sessions was analysed using a thematic analysis approach, with categories and themes identified which either help or hinder the transfer and sustainability of learning from the coaching sessions to outside that experience. The ethical challenges of this newly developed approach to collaborative action research were also identified and analysed. The emergent Collaborative Action Coaching for Leaders model comprises six categories made up of thirty-three themes: Client Centred Process (eight themes), Enabling/Facilitating Learning (six), Session Content (two), Active Learning (five), Coaching Relationship (eight), and Reflective Learning (four). The study found that the transfer and sustainability of learning outside the coaching experience is encouraged by the coach and the client having both individual and shared responsibilities. The coach has responsibility for tailoring the coaching to each individual client and for enabling and facilitating learning; the client has responsibility for the content of the coaching sessions and for active learning; and both the coach and the client have shared responsibility for the coaching relationship and reflective learning. Within the approach there are factors which both help and hinder the transfer and sustainability of learning, although the data is heavily weighted towards the factors which help. It is clear from the emerging data across the three action research cycles, that it is the combination of all six categories (and the thirty-three themes) which over time enable the transfer and sustainability of learning; there does not appear to be any weighting of a specific category or theme. There are two main findings from the study: coaching can help the transfer and sustainability of learning; and both the coach and the client have individual and shared responsibilities in the transfer and sustainability of learning from the coaching sessions to outside that experience. The Collaborative Action Coaching for Leaders model contributes to the coaching profession, providing an evidence-based coaching model for coaches to explore through use in their professional work with leaders in organisations. The study findings add to the theoretical knowledge of coaching and inform future coaching research into the transfer and sustainability of learning from the coaching experience.

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Hodge, Alison Anne. "An action research inquiry into what goes on in coaching supervision to the end of enhancing the coaching profession." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13707/.

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This Project Report is an exploration of coaching supervision. Coaching supervision is now being advocated by most coaching associations in the UK as a vital means to support executive coaches in their continuing professional development. There is still considerable scepticism, caution, even ignorance about the nature and purpose of coaching supervision and many coaches still do not engage in this process or practice. The aim of this research project is to explore what actually goes on in the coaching supervision process and sessions over a period of time. Taking a Participatory Action Research approach, the researcher aimed to engage with two groups of fellow practitioners, one group of coaches and one group of coaching supervisors, to explore the respective supervision experiences of the participants. The duration of the project was 18 months. Over the period of the programme, the researcher conducted several Action Research cycles of inquiry that included the following activities (1) participants engaged in their regular coaching supervision (2) in turn they kept reflective logs of their learning and sense-making (3) each group came together to share their experiences in meetings based on Action Learning Set format (Revans 1971). The final report in the form of this Project Report provides a record of the Project, the researcher’s deepening of her own practice, the experience and learning of the participants and the themes that emerged. It offers a fresh perspective with the Three Pillars that inform coaching supervision and its efficacy to support executive coaches to keep them fit for purpose.

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Botma, Francois Johannes. "Development of a coaching framework for the business manager acting in an informal coaching role in the workplace." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/21382.

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Thesis (MBA)--Stellenbosch University, 2012.
The new world of business requires the growth and development of all staff to ensure a competitive advantage for the organisation by maximising the effective and productive impact of the human resources of the company. It is in this context that the informal coach within the company can make the greatest impact by facilitating the development and growth of aspiring leaders and managers to reach their full potential. In this context, the informal coach will be an employee of the company and have a regular designation within the organisation. Apart from his or her daily duties, the coach will aspire to provide guidance and facilitate change with fellow employees on an informal and relaxed basis. The coaching will not take place during formal sessions, as is the case for a traditional coaching process, but will be guided by daily interaction between the coach and client within the work environment. When fulfilling this role the coach needs to be aware of the core principles, skills and values to form the basis of the coaching process. The coach should further have a clear understanding of the independent position that is required within the interaction with the client, where the focus is on the goals, hopes and curiosities of the client as a centre to growth and development. The coach should consider the perspectives of the client that was formed by the client’s life experiences and that could have a profound impact on the effectiveness of the coaching interaction and the possible hindrances to optimal personal development. During this process the particular life stage of the client will play a prominent role in the interaction, with the coach to consider the specific needs and desires of the client in context of his or her development stage or managerial level. The personal and organisational leadership style of the client and the company should be considered when initiating a coaching process, with the client required to be capable of utilising a variety of leadership styles effectively to assure the optimal use of teams. The coach should assist the client to develop the capacity to identify which leadership styles are required under certain conditions and how to use it effectively. The leadership pipeline and succession planning within the company will play an important role in the way the client will be guided to fulfil a specific management or leadership role. In this case the coach will need to be aware and collaborate with human resource planning within the company to ensure that the identification and development of the client is aligned with company strategies and planning. Throughout the interaction the coach should provide feedback to the client on the progress made during the coaching process. This feedback should be managed appropriately to act as motivation to the client for further development. Typically a 360° peer review can be used as a source for feedback as long as it is properly managed to yield accurate and appropriate results. The role of the informal coach should thus not be underestimated in the workplace to facilitate personal growth for individuals and managers to ensure the continued strategic strengthening of the company and the future survival of businesses.

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Wong, Hoi-shan. "Peer coaching in action research as a lived practice for teacher professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35684938.

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Wong, Hoi-shan, and 黃愷珊. "Peer coaching in action research as a lived practice for teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35684938.

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Taylor, Laura. "Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8514/.

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Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils they work with, and can often experience low self-efficacy with regards to their role in supporting pupil learning. A collaborative action research (CAR) model was used to explore the influence of training three primary school TAs to use a mediation intervention entitled ‘Medi8’ to support pupils’ cognitive functions. The TAs worked with target pupils and their class teachers to mediate specific cognitive functions with which the pupil was experiencing difficulties. TAs undertook weekly solution-focused coaching sessions concentrating on embedding mediational practices in their work with the pupil. A realistic evaluation (RE) was conducted to elicit mechanisms through which the intervention had influenced TA practice and self-efficacy, as well as pupil outcomes in relation to the targeted cognitive functions. Findings suggested that TAs experienced an increase in their self-efficacy regarding supporting pupil cognitive functioning and changes to their practice to incorporate mediational strategies. The RE also suggested that pupils experienced small steps of progress in their independence in targeted cognitive skills. The research concluded with an action plan for further embedding mediational practices within the school.

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Smith, Yusuf. "Diversified mentoring relationships in the South African context: an exploratory framework." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3166_1255352226.

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The role that mentor and proté
gé
play in transforming South African society in general and the business environment in particular, is important and lends new meaning to leveling of the playing fields. Fundamental to success of any mentorship programme is the relationship between the mentor and the proté
gé
. Since mentors play a key role in shaping the proté
gé
they have to employ strategies that offer practical and emotional support to the proté
gé
while understanding the implication of mentoring in a particular social and political context. The mentor is also an intermediary between the proté
gé
and the organization. This research report developed an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organization factors that impact mentoring relationships, and the effect on affirmative action in South African organizations.

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Books on the topic "Coaching actions"

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Mooney, Tim. Courageous training: Bold actions for business results. San Francisco, Calif: Berrett-Koehler, 2008.

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Cairns, Ann. Action research in coaching effectiveness. [s.l: The Author], 1997.

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Le grand jeu: Pour une pédagogie de la transformation des actions corporelles dans les sports collectifs. Sillery, Québec: Presses de l'Université du Québec, 1985.

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Chuck, Mottley, ed. Leadership in action: Insights and observations on being a coach. Monterey, CA: Coaches Choice, 2003.

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Jackie, Clifford, ed. The coaching handbook: An action kit for trainers & managers. London: Kogan Page, 2003.

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Supervision in action: A relational approach to coaching and consulting supervision. Maidenhead: Open University Press, 2012.

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Haan, Erik de. Coaching with colleagues: An action guide to one-to-one learning. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2005.

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Robbins, Pamela. How to plan and implement a peer coaching program. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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Hughes, Marcia. Emotional intelligence in action: Training and coaching activities for leaders and managers. 2nd ed. San Francisco, CA: Pfeiffer, 2012.

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Marks, Ron. Managing for sales results: A fast-action guide for finding, coaching, and leading salespeople. Hoboken, N.J: Wiley, 2008.

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Book chapters on the topic "Coaching actions"

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Hambly, Liane, and Ciara Bomford. "Goals and actions." In Creative Career Coaching, 97–109. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351006422-8.

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Hülsmann, Felix, Cornelia Frank, Thomas Schack, Stefan Kopp, and Mario Botsch. "Multi-Level Analysis of Motor Actions as a Basis for Effective Coaching in Virtual Reality." In Proceedings of the 10th International Symposium on Computer Science in Sports (ISCSS), 211–14. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24560-7_27.

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Neenan, Michael. "Action plans." In Cognitive Behavioural Coaching, 57–62. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Coaching distinctive features: Routledge, 2018. http://dx.doi.org/10.4324/9781351188555-18.

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Hill, Jon, and Joe Oliver. "Committed action." In Acceptance and Commitment Coaching, 40–42. Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9781315122724-11.

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Beumer-Peeters, Caroline. "Taking action." In Solution Focused Coaching for Adolescents, 144–67. 1 Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003159261-6.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Executive Coaching in Action: ‘Life’s a Project, Isn’t It?’." In Executive Coaching, 143–50. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_6.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Executive Coaching in Action: Legal Eagle to People Leader." In Executive Coaching, 151–64. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_7.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Executive Coaching in Action: The MD as Team Coach." In Executive Coaching, 183–90. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_9.

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Hill, Jon, and Joe Oliver. "Helping coachees take committed action." In Acceptance and Commitment Coaching, 94–98. Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9781315122724-23.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Executive Coaching in Action: Out of Favour or Out of her League?" In Executive Coaching, 165–82. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_8.

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Conference papers on the topic "Coaching actions"

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Banos, Oresti. "Measuring Human Behaviour to Inform e-Coaching Actions." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425309.

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Cristea, Dumitru Niculae. "Reflecting the Coaching Process in Junior Handball Players’ Actional Attitude." In 5th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.06.60.

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Su, Ming-Hsiang, Kun-Yi Huang, Tsung-Hsien Yang, Kuan-Jung Lai, and Chung-Hsien Wu. "Dialog State Tracking and action selection using deep learning mechanism for interview coaching." In 2016 International Conference on Asian Language Processing (IALP). IEEE, 2016. http://dx.doi.org/10.1109/ialp.2016.7875922.

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Welton, Rachel, Angela Vickerstaff, and Robert Compton. "PARTNERSHIP IN ACTION: KEY LEARNING FROM A COACHING AND MENTORING COLLABORATION WITH CASS AND NOTTINGHAM BUSINESS SCHOOL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0744.

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Roberts, Shelby S., Dawn Wiatrek, Nicole Erb, and Katherine Sharpe. "Abstract B038: The effects of coaching and action planning on patient activation and quality of life in vulnerable cancer patients." In Abstracts: Eleventh AACR Conference on The Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; November 2-5, 2018; New Orleans, LA. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp18-b038.

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Laumka, Runglawan, Sasilak Khayankij, and Siripaarn Suwanmonkha. "DEVELOPMENT OF PRESCHOOLERS’ PHYSICAL WELL-BEING ENHANCEMENT PROCESS FOR PARENTS IN RURAL NORTHEASTERN REGION USING PARTICIPATORY ACTION RESEARCH AND COACHING APPROACH." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2201.

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