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Journal articles on the topic 'Coaching actions'
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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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Gould, Daniel, Scott Pierce, Ian Cowburn, and Andrew Driska. "How Coaching Philosophy Drives Coaching Action: A Case Study of Renowned Wrestling Coach J Robinson." International Sport Coaching Journal 4, no. 1 (January 2017): 13–37. http://dx.doi.org/10.1123/iscj.2016-0052.
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This case study examined the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Research has that shown that his camps foster short and long term psychological development in its youth participants (Driska et al., in press; Pierce, et al., 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson’s coaching. Results revealed that Robinson had a clearly defined philosophy, was very intentional in developing mental skills, and had clearly thought out rationales that guided his coaching actions. The coaching philosophy and approach to developing psychological skills in youth evolved over 35 years of implementing these camps and from Robinson’s own life experiences. Implications for studying coach development and delivering coaching education are provided.
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Henkel, Steven A., and Neal F. Earls. "The Moral Judgment of Physical Education Teachers." Journal of Teaching in Physical Education 4, no. 3 (April 1985): 178–89. http://dx.doi.org/10.1123/jtpe.4.3.178.
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A theoretical framework was developed to frame research on the moral thought and actions of teachers and students. The moral judgment of K-12 physical education teachers (n = 47) was investigated to determine their characteristic types of moral judgment, the amount of variability in moral judgment, and how this variability was distributed with regard to gender, teaching level, formal education, amount of coaching experience, type of coaching involvement, and coaching aspiration. Moral judgment was assessed according to Rest’s (1979b) Defining Issues Test. The largest differences were revealed for the coaching related subgroups. The total sample mean P (principled reasoning) score of 37.8% was lower than the normative mean for comparison groups in other studies employing the DIT.
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Mikityuk, N. V., S. N. Oleshko, T. G. Siroshtanenko, and N. F. Danilov. "UNIVERSAL PSYCHOLOGICAL ACTIONS OF SELF-COACHING AS A MEANS OF DEVELOPING AN ARBITRARY FORM OF STUDENT'S SELF-CONSCIOUSNESS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (October 30, 2020): 160–68. http://dx.doi.org/10.25146/1995-0861-2020-53-3-230.
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Statement of the problem and purpose of the article. In the concept of teaching psychology at school as a discipline, we develop and analyze the previously developed theory of auto-psychological competence in its practical application: as an opportunity to develop competence in relation to oneself at school age. One of the main concepts and psychological means of development is self-coaching as a form of auto-communication. In this regard, we will present a number of theoretical reflections on the topic of internal dialogue. The research methodology is based on the theory of activity by A. N. Leontiev, as well as on the analysis and generalization of research works by international and Russian scientists on the problems of personal development. Research results. The universal psychological actions of self-coaching highlighted in the proposed concept are an attempt to test a set of specific psychological methods, techniques, operations aimed at solving psychological problems of self-understanding, self-evaluation, and self-correction in the course of teaching psychology at school. The means of forming effective reflexive mechanisms (self-awareness) is auto-communication coaching (self-coaching), which is based on the ability to formulate questions to yourself in relation to significant psychological manifestations. Conclusion. Teaching psychology at school (a system of psychological knowledge and skills mastered by a student using psychological self-coaching technologies) is considered as a psychological means of forming a reflexive, arbitrary form of self-consciousness. The developed training program provides a student with a system of psychological concepts that contribute to the generalization and awareness of the subjective experience of his self-feelings, reflections and experiences.
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Whitley, Meredith, Eric Bean, and Daniel Gould. "On the Fields of the Motor City: Underserved Athletes’ Perceptions of Their Coaches." Journal of Coaching Education 4, no. 3 (December 2011): 97–121. http://dx.doi.org/10.1123/jce.4.3.97.
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This study examines young athletes from an urban sport organization, looking at their overall perceptions of their coaches, perceptions of the best and worst coaching actions, behaviors, and attitudes, and how these varied between practice and game environments. Twenty-three athletes (10 males, 13 females) between the ages of 10 and 18 years participated in semi-structured, qualitative interviews. Content analysis of the interviews indicated that these young athletes preferred a positive coaching orientation with a mastery-oriented environment, while the coaches identified as the worst generally fostered an outcome-oriented environment with a negative coaching orientation. These findings suggest that coaching educators should feel confident about using the guidelines provided by Smith, Smoll, and colleagues (Smith, Smoll, & Curtis, 1979; Smith, Smoll, & Barnett, 1995; Smoll, Smith, Barnett, & Everett, 1993) when working in underserved settings with children and youth. The need for future research in this area is discussed, along with future research directions on the link between youth developmental outcomes, perceptions of coaching behaviors, and observed coaching behaviors.
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Zeng, Hong, Yidan Hu, Jin Fan, Haiyang Hu, Zhigang Gao, and Qiming Fang. "Arm Motion Recognition and Exercise Coaching System for Remote Interaction." Mobile Information Systems 2016 (2016): 1–14. http://dx.doi.org/10.1155/2016/9849720.
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Arm motion recognition and its related applications have become a promising human computer interaction modal due to the rapid integration of numerical sensors in modern mobile-phones. We implement a mobile-phone-based arm motion recognition and exercise coaching system that can help people carrying mobile-phones to do body exercising anywhere at any time, especially for the persons that have very limited spare time and are constantly traveling across cities. We first designimproved k-meansalgorithm to cluster the collecting 3-axis acceleration and gyroscope data of person actions into basic motions. A learning method based on Hidden Markov Model is then designed to classify and recognize continuous arm motions of both learners and coaches, which also measures the action similarities between the persons. We implement the system on MIUI 2S mobile-phone and evaluate the system performance and its accuracy of recognition.
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Makhsun, Nur. "PENINGKATAN KINERJA GURU MI DI KECAMATAN JUMO TEMANGGUNG DALAM PENILAIAN BERBASIS KELAS MELALUI SUPERVISI KLINIS." Wahana Akademika: Jurnal Studi Islam dan Sosial 7, no. 1 (September 29, 2020): 53. http://dx.doi.org/10.21580/wa.v7i1.6506.
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<p>The purpose of this supervisory action research (PTKp) was to determine the performance improvement of MI teachers at Madrasah Ibtidaiyah in Jumo District, Temanggung Regency in carrying out class-based assessments through clinical supervision. In this supervisory action research (PTKp) was carried out in 3 cycles, from the results of the actions taken, it was proven to improve teacher performance by achieving ideal standards. to III 86.76%. The results of this action research indicate that coaching through clinical supervision of supervisors can improve teacher performance in carrying out class-based assessments with completeness reaching 100%.</p>
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Purdy, Laura G., and Robyn L. Jones. "Choppy Waters: Elite Rowers’ Perceptions of Coaching." Sociology of Sport Journal 28, no. 3 (September 2011): 329–46. http://dx.doi.org/10.1123/ssj.28.3.329.
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The aim of this study was to examine the relationship between elite rowers and their coaches. We were particularly interested in how the rowers constructed and negotiated the interactions and pedagogical actions of the coaches. Drawing upon participant observation and the principal researcher’s reflexive journal, data were collected over a five-month period while ten rowers participated in a preparatory training camp for subsequent selection to compete at upcoming major events. The data were analyzed inductively (Rubin & Rubin, 1995). The findings demonstrate the importance of social expectations within the coaching context. Such expectations have to be at least partially met if the coaching “contract” is to be honored (Jones, 2009). Not doing so, puts at risk the respect of athletes, without which coaches simply cannot operate (Potrac, Jones & Armour, 2002).
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Solstad, Bård Erlend, Andreas Ivarsson, Ellen Merethe Haug, and Yngvar Ommundsen. "Youth Sport Coaches’ Well-Being Across the Season: The Psychological Costs and Benefits of Giving Empowering and Disempowering Sports Coaching to Athletes." International Sport Coaching Journal 5, no. 2 (May 1, 2018): 124–35. http://dx.doi.org/10.1123/iscj.2017-0026.
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The purpose of this study was to investigate the associations between giving empowering and disempowering sports coaching to young athletes and coaches’ well-being across the season. The sample comprised 169 Norwegian youth football (i.e., European soccer) coaches with a mean age of 41.99 (SD = 6.32). Moreover, we were interested in examining heterogeneous groups of coaches showing variability in their self-reporting of empowering and disempowering behaviors towards their athletes. Thus, a person-centered approach was used. The latent profile analysis revealed three distinct profiles and the association between these profiles and coaches’ well-being was in line with the outlined hypotheses. Specifically, coaches who gave higher levels of empowering and lower levels of disempowering sports coaching to their athletes at the beginning of the season also reported higher levels of well-being at the end of the season. The results indicate that there exists an intrinsic value as to why coaches should give empowering sports coaching, as opposed to disempowering sports coaching, to their athletes; namely, these actions may be advantageous in terms of improving their own well-being. In practical terms, future coach education may take advantage of these findings by providing coaches another reason for coaching in an empowering manner.
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Ritchie, Darren, and Justine Allen. "‘Let Them Get on With It’: Coaches’ Perceptions of Their Roles and Coaching Practices During Olympic and Paralympic Games." International Sport Coaching Journal 2, no. 2 (May 2015): 108–24. http://dx.doi.org/10.1123/iscj.2014-0092.
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How coaches prepare and perform is critical for athletes’ performances (Gould, Guinan, Greenleaf & Chung, 2002), however, little is known about coaches’ roles and coaching practices during major competitions such as the Olympic or Paralympic Games. To assist coaches in their efforts to improve athletes’ performances in competition environments, greater understanding is needed about the coaching process during major competitions and how coaches prepare and perform. Therefore, the purpose of the current study was to examine track and field coaches’ perceptions of their roles and coaching practices during competition at major events. Eight coaches, seven male and one female, who had coached one or more athletes to an Olympic or Paralympic medal were interviewed. Inductive content analysis indicated that creating an athlete focused supportive environment, detailed preparation and planning, use of effective observation and limited intervention, coach and athlete psychological preparation and managing the process were salient during competition at major events. These findings suggest that during major competition the coach’s role is supportive and facilitative. Actions are largely unobtrusive and in response to athletes’ needs, but remain as detailed as other phases of the coaching process. The findings are discussed in relation to the coach as orchestrator.
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Collins, Loel, Howie J. Carson, and Dave Collins. "Metacognition and Professional Judgment and Decision Making in Coaching: Importance, Application and Evaluation." International Sport Coaching Journal 3, no. 3 (September 2016): 355–61. http://dx.doi.org/10.1123/iscj.2016-0037.
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Previous research has emphasised the dynamic nature of coaching practice and the need to consider both individual performer needs and necessary contextual trade-offs in providing optimum solutions. In this regard, a Professional Judgment and Decision Making framework has been suggested to facilitate an optimum blend of actions against these complex and dynamic demands. Accordingly, we extend this work and address recent calls for greater focus on expertise-oriented assessments, by postulating on the aspirant/developing coach’s capacity for and development of metacognition (i.e., active control over cognitive processes) as a ‘tool’ within the reflective process. Specifically, we propose that metacognition enables essential active cognitive processing for deep learning and impactful application, together with construction and refinement of useable knowledge to inform coaching decisions. Metacognition, therefore, helps to contextualise knowledge provided in training, further optimising the experience, particularly before certification. Finally, we exemplify how metacognition can be developed in coaches through the use of cognitive apprenticeships and decision training tools; and evaluated via a series of observed coaching episodes, with reasoning articulated through pre and postsession interview. Despite challenging traditional competency-based approaches to coach education, we believe that a considered mixed approach represents a vital next step in further professionalising sports coaching.
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Dana, Heather, Brandy Havens, Cathy Hochanadel, and JoDee Phillips. "An Innovative Approach To Faculty Coaching." Contemporary Issues in Education Research (CIER) 3, no. 11 (November 15, 2010): 29. http://dx.doi.org/10.19030/cier.v3i11.244.
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As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs can record a visual, clear walk- through of an online class while providing constructive, audio feedback to the instructor. This technology in and of itself is simple and straightforward to use, and can be archived for future reference in the event that an academic department chairs and/or administrator would need documentation regarding the performance of a faculty member. In 2009, the School of Business and Management at an online university began using Jing/Screen cast recording to provide faculty feedback. The response from faculty has been overwhelmingly positive. Faculty have expressed that combining the use of visual and audio feedback results in straightforward expectations in meeting teaching requirements and a better understanding of teaching requirements. This has proven to be an efficient and effective way of providing not only positive feedback but also constructive criticism, which has resulted in faculty taking actions to improve their teaching performance. This tool has worked well for this online university but the application could be equally effective in managing fewer faculty members. Faculties have been able to gain an immediate understanding of what they are proficient in and where they can improve. They have provided such feedback as, “I am in awe of the technology! This is so very user friendly, and it is such an efficient and effective way to get your message across to me.” The introduction and use of this technology, audio and visual feedback, has created a community of improved understanding of University requirements and classroom expectations while establishing a better relationship and more open line of communication between academic department chairs and remote adjunct faculty.
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Cash, Robin G. "A Coach’s Way: A Life-Affirming Organic Model Created in Sport." Women in Sport and Physical Activity Journal 15, no. 1 (April 2006): 56–73. http://dx.doi.org/10.1123/wspaj.15.1.56.
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This article explores a women’s way of coaching and being in sport that existed prior to Title IX. It considers a shift from an organic to a mechanistic coaching approach. An alternative model based on the concept of organicism and underlying principles of relational power, life-affirming actions, and inclusiveness of all beings is presented. This model emerged from three sources: (a) personal experience; (b) dissertation research interviews with former athletes of Eleanor Snell, who coached at Ursinus College from 1931 to 1972; and (c) the literatures of systems theory, systemic thinking, and Chinese philosophy. The life-affirming organic model re-visions sport, where sport is an important site for transformation not only of our individual selves but also of our human cultures.
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Sarsur, Amyra Moyzes, and Cristina Parente. "The coaching process seen from the daily (and controversial) perspective of experts and coaches." Revista de Gestão 26, no. 2 (May 7, 2019): 126–42. http://dx.doi.org/10.1108/rege-07-2018-0082.
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Purpose The purpose of this paper is to analyze the coaching process as perceived by experts and coaches, addressing its routine aspects and areas that are object of dissent in the organizational field. Design/methodology/approach Qualitative research conducted through interviews with 20 experts and coaches who work in Portugal. Findings Lack of consensus on conceptual approaches, few demands from organizations for concrete results, and elitism due to its selective use for high-level professionals. There is an expectation of companies that adopt a “coaching culture,” which includes participative actions, dialogue and humanization of relationships. There are benefits for organizations and professionals that result from its application, which raises care in considering it just another management fad. Originality/value Professionals and organizations are increasingly adopting coaching processes, but there are few academic studies, with a scientific view, and more rarely from the perspective of practitioners (coaches). Hence, this topic lacks a more accurate approach, to better understand its application and extend the debate on controversial aspects, in order to make the discussion on its value more consistent.
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Mayberry, Lindsay Satterwhite, Cynthia A. Berg, Kryseana J. Harper, and Chandra Y. Osborn. "The Design, Usability, and Feasibility of a Family-Focused Diabetes Self-Care Support mHealth Intervention for Diverse, Low-Income Adults with Type 2 Diabetes." Journal of Diabetes Research 2016 (2016): 1–13. http://dx.doi.org/10.1155/2016/7586385.
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Family members’ helpful and harmful actions affect adherence to self-care and glycemic control among adults with type 2 diabetes (T2D) and low socioeconomic status. Few family interventions for adults with T2D address harmful actions or use text messages to reach family members. Through user-centered design and iterative usability/feasibility testing, we developed a mHealth intervention for disadvantaged adults with T2D called FAMS. FAMS delivers phone coaching to set self-care goals and improve patient participant’s (PP) ability to identify and address family actions that support/impede self-care. PPs receive text message support and can choose to invite a support person (SP) to receive text messages. We recruited 19 adults with T2D from three Federally Qualified Health Centers to use FAMS for two weeks and complete a feedback interview. Coach-reported data captured coaching success, technical data captured user engagement, and PP/SP interviews captured the FAMS experience. PPs were predominantly African American, 83% had incomes <$35,000, and 26% were married. Most SPs (n=7) were spouses/partners or adult children. PPs reported FAMS increased self-care and both PPs and SPs reported FAMS improved support for and communication about diabetes. FAMS is usable and feasible and appears to help patients manage self-care support, although some PPs may not have a SP.
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Spencer, Eric David, and Ruth Albertyn. "Existential leadership coaching in a medical partnership." Leadership in Health Services 32, no. 1 (January 24, 2019): 69–82. http://dx.doi.org/10.1108/lhs-04-2017-0023.
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Purpose This paper aims to report on a case study conducted in a private medical partnership of more than 50 specialist physicians where the researcher applied a leadership coaching model grounded in existential philosophy. The paper asserts that existential leadership coaching can be a novel and effective means to address leadership development needs in the unique context of a professional partnership. Design/methodology/approach The qualitative phenomenological study used a bounded case study design using four purposively selected specialist physicians who were involved in four individual structured coaching sessions over an eight-week period. Data came in writing from participants in the form of reflective questions before and after the coaching, and note-taking on index cards during the coaching process. Data also came from the coach/researcher as a participant observer in the form of note-taking and a reflective journal. Findings Findings indicate that working with perceptions of leadership in existential coaching conversations can provide a mechanism for members of a partnership to find greater purpose, and choose how they can contribute better to leadership development in their collective. Findings indicate that the process of imaging the perceptions of fellow partners can unlock the identification of and choice for developmental actions and contributions to the collective. Research limitations/implications For the selected qualitative design, the researcher as the participant observer provided advantages such as insider access and depth of engagement. The study was limited to a small sample in a particular time and context. Findings are thus viewed in the light of this unique case. Practical implications Such a qualitative phenomenological case study provides glimpses into the lives of real-life leaders and offers the coaching, academic and medical fraternities an insider understanding of leadership development in the case of professional partnerships. Originality/value The paper points to a mechanism which may be a means to unlock potential and facilitate leadership development in the context of professional partnerships.
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Keijzer, Helma De, Gaby Jacobs, Jacqueline Van Swet, and Wiel Veugelers. "Identifying coaching approaches that enable teachers' moral learning in professional learning communities." International Journal of Mentoring and Coaching in Education 9, no. 4 (July 27, 2020): 375–92. http://dx.doi.org/10.1108/ijmce-11-2019-0104.
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PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.FindingsIn total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.Practical implicationsWith coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.Social implicationsMaking explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.Originality/valueThe research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.
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Callary, Bettina, Penny Werthner, and Pierre Trudel. "Exploring coaching actions based on developed values: a case study of a female hockey coach." International Journal of Lifelong Education 32, no. 2 (April 2013): 209–29. http://dx.doi.org/10.1080/02601370.2012.733974.
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Llapa-Rodríguez, Eliana Ofelia, Júlian Katrin Albuquerque de Oliveira, Fernanda Carneiro Melo, Gilvan Gomes da Silva, Maria Cláudia Tavares de Mattos, and Vinicius Paraíso Macieira Jr. "Insertion of central vascular catheter: adherence to infection prevention bundle." Revista Brasileira de Enfermagem 72, no. 3 (June 2019): 774–79. http://dx.doi.org/10.1590/0034-7167-2018-0124.
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ABSTRACT Objective: To evaluate the compliance of the care process involving insertion of central vascular catheter (CVC) in hemodialysis. Method: Cross-sectional quantitative approach developed at the hemodialysis service of a reference hospital in Sergipe, Brazil. Sample consisting of 1,342 actions evaluated, corresponding to 122 forms for monitoring and control of CVC insertion. Data collection was held from July to December 2016. Results: The adherence rate to the use of the insertion form was 54.9%. The procedure evaluated achieved 93% overall compliance. Of the 11 specific actions observed, seven (64%) presented 100% compliance. The density of the overall incidence of primary bloodstream infections reduced from 10.6 to 3.1 infections per 1,000 patients/day. Conclusion: Although the observed actions reached specific desired conformities, the use of the checklist was lower than expected. Strategies for monitoring, coaching and educational and organizational actions can contribute to safe care.
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Lin-Stephens, Serene. "An image-based narrative intervention to manage interview anxiety and performance." Australian Journal of Rehabilitation Counselling 26, no. 1 (March 20, 2020): 3–6. http://dx.doi.org/10.1017/jrc.2020.1.
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AbstractA visual narrative intervention – Serious Storytelling with Images – was proposed to manage interview anxiety and performance. Its ability to evocate significant incidents and enhance narratives construction was evaluated ideographically in two case studies. The findings suggest varying levels of sophistication in interviewee actions, challenges encountered, and perceived roles of images. Counselors can refer to the hierarchical concepts when tailoring interview training and coaching. Further investigation is highly recommended to confirm and measure intervention effects.
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Readdy, Tucker, Rebecca Zakrajsek, and Johannes Raabe. "Real-World Experiences of the Coaching Pathos: Orchestration of NCAA Division I Sport." Sport Psychologist 30, no. 2 (June 2016): 167–78. http://dx.doi.org/10.1123/tsp.2015-0054.
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Sport coaching is marked by a pathos created by limited control and limited awareness, contradictory beliefs, and novelty. Still, coaches can enhance the likelihood of optimal outcomes through orchestration, a process marked by unobtrusive, flexible actions that enhance athletes’ ability to work toward competitive goals (Jones & Wallace, 2005). This research sought to create a detailed understanding of pathos and orchestration in collegiate coaching. Participants were 10 head coaches from National Collegiate Athletic Association universities. Analysis of semistructured interviews produced four themes: (a) true control is limited but attempted control is extensive, (b) orchestration strategies are varied in context and method, (c) relationships enhance the effectiveness of the orchestration process, and (d) planning the next step allows for relative stability in the pathos. These results expand our understanding of pathos and orchestration, suggesting the concepts have promise in educating coaches about sources of adversity and the means to mitigate them.
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Hosaini, Hosaini, and Saeful Kurniawan. "Manajemen Pesantren dalam Pembinaan Umat." Edukais : Jurnal Pemikiran Keislaman 3, no. 2 (December 9, 2019): 82–98. http://dx.doi.org/10.36835/edukais.2019.3.2.82-98.
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According to Big Indonesian Dictionary (KBBI) management is the management of the business, the use of management resources. Luther Galick define management as a field of science that systematically seeks to understand why and how people work together to achievegoals. According Zamakhsayari Dhofier is cottage, mosques, students, recitals of classical Islamic books and clerics. Guidance comes from the word "coaching" with the prefix "pe" and the suffix "an", which means to build, establish or business. Actions and activities carried out in an efficient and effective way to obtain better results. (KBBI v1.1) While human beings are social life (the set of people) who live together in a place with certain bonds. From divinisi above in the writing of this thesis is the science and art of cottage use of resources in fostering and process improvement in building positive activity by the people. Research Context: Management boarding schools in an effort to coaching people need to hold businesses operational and strategic conceptual globalization is full of competence..
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Mendrofa, Eriyani, and Sumiyati Sumiyati. "Hukuman Bagi Pelaku Seks Komersial." Integritas: Jurnal Teologi 2, no. 1 (July 26, 2020): 49–60. http://dx.doi.org/10.47628/ijt.v2i1.19.
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The issue of punishment for commercial sex offenders continues to be debated both in social, psychological, and legal aspects. Through this paper, the author presents a conceptual analysis related to the issue. For the writer, the punishment for commercial sex workers is not right. The author proposes a more human approach to refer to Jesus' actions. This coaching is expected to be more inclined to positive personal recovery from a woman or man who is a former commercial sex offender.
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Collura, Thomas F., Nancy L. Wigton, Carlos Zalaquett, SeriaShia Chatters-Smith, and Ronald J. Bonnstetter. "The Value of EEG-Based Electromagnetic Tomographic Analysis in Human Performance and Mental Health." Biofeedback 44, no. 2 (June 1, 2016): 58–65. http://dx.doi.org/10.5298/1081-5937-44.2.03.
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Most work done in areas such as counseling, therapy, leadership, and coaching involves some aspect of decision making. New electroencephalographic (EEG) electromagnetic tomographic analysis (ETA) imaging techniques provide a mechanism for exploring decisions, while the individual is directly engaged in everyday choice making, by exposing our precognitive emotional responses to identified thoughts, feelings, and actions. This article discusses gamma wave activity research, at the precognitive level, and its use for describing approach-avoidance decision making. Armed with these new insights, an individual can better understand the emotional triggers that affect our daily decisions.
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Vucic, Marija, and Lucy E. Bolton. "Turning ideas into actions! How research on identity, psychological resources, and leadership support can Inform career coaching." Coaching: An International Journal of Theory, Research and Practice 12, no. 2 (March 15, 2019): 162–78. http://dx.doi.org/10.1080/17521882.2019.1594327.
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Movsumova, Ekaterina, Vasiliy Alexandrov, Larisa Rudenko, Valeria Aizen, Svetlana Sidelnikova, and Mikhail Voytko. "Consciousness: effect of coaching process and specifics through AI usage." e-mentor 86, no. 4 (2020): 79–86. http://dx.doi.org/10.15219/em86.1485.
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The main purpose of the article is to investigate how coaching itself affects a person and evaluate it as an effective tool. The second goal is to find out what the features of coaching with use of an AI based assistant are. The problem of studying the effectiveness of coaching is indicated by the purpose of finding out, based on the results of the work in the session, to what extent the result obtained will lead the respondent to specific actions. To this end, the main measurable metrics were stress level, willingness to act, and clarity regarding the request. The study confirmed that the majority of sessions had a “positive” dynamic in at least one of the consciousness components (increase of clarity or willingness to act and decrease of stress). The key implication is that it is important to keep a coachee away from stress to create space for clarity and willingness to act. The research results show that an AI-based tool is more effective in new requests with high importance for a client regarding willingness to act and clarity, confidential requests in terms of privacy and sensitivity regarding clarity. A coach is perceived as overall stronger in usefulness, effectiveness and stress reduction. Analyzing the results of the coach-AI-assistant interaction, the study shows that AI broadens the vision of coaches. From the point of view of the threat of the coach-bot interaction, there is a bottleneck that emerged during the feedback process during the study. In several sessions, coaches were not able to develop an emotional connection well enough through written dialogue – due to the absence of face-to-face contact. One of the key outcomes regarding the “client-coach” interaction is the high importance of emotional contact.
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Mateus, Nuno, Bruno Gonçalves, Jose Luis Felipe, Javier Sánchez-Sánchez, Jorge Garcia-Unanue, Anthony Weldon, and Jaime Sampaio. "In-season training responses and perceived wellbeing and recovery status in professional soccer players." PLOS ONE 16, no. 7 (July 14, 2021): e0254655. http://dx.doi.org/10.1371/journal.pone.0254655.
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This study aimed to describe professional soccer players’ training responses during a competitive season and to investigate the relationship between these responses with wellbeing and recovery indices. Thirteen professional soccer players from the same Spanish Second Division team were monitored during a sixteen-week in-season period. Players’ external loads were analyzed using global positioning measurement units (GPS). Additionally, subjective reporting of sleep quality, sleep duration, fatigue, muscle soreness, and stress were assessed with a customized wellness questionnaire at the beginning of each training session. A two-step cluster analysis identified profiles of different training responses generally described as lower-demand sessions, intermediate-demand sessions, running-based sessions, and sprint-based sessions; which were discriminated by different total distance covered and high-intensity actions. Interestingly, no probabilistic interactions were found between these training responses with wellbeing and recovery markers (i.e., Bayes factor < 1 suggesting no evidence, for all the variables). These findings may raise concerns about using self-reporting tools, as they show that players’ wellness data is probably not accounted for when coaching staff plan and optimize the training process. However, results should be interpreted with caution, due to representing a single team and coaching staff.
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Corsby, Charles L. T., and Robyn L. Jones. "Complicity, performance, and the ‘doing’ of sports coaching: An ethnomethodological study of work." Sociological Review 68, no. 3 (December 20, 2019): 590–605. http://dx.doi.org/10.1177/0038026119897551.
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Recent attempts to ‘decode’ the everyday actions of coaches have furthered the case for sports coaching as a detailed site of ‘work’. Adhering to Harold Garfinkel’s ethnomethodological project, the aim of this article is to deconstruct contextual actors’ interactions, paying specific attention to the conditions under which such behaviours occur. The article thus explores the dominant taken-for-granted social rules evident at Bayside Rovers Football F.C. (pseudonym), a semi-professional football club. A 10-month ethnomethodologically informed ethnography was used to observe, participate in and describe the Club’s everyday practices. The findings comprise two principal ‘codes’ through which the work of the Club was manifest: ‘to play well’ and ‘fitting-in’. In turn, Garfinkel’s writings are used as a ‘respecification’ of some fundamental aspects of coaches’ ‘unnoticed’ work and the social rules that guide them. The broader value of this article not only lies in its detailed presentation of a relatively underappreciated work context, but that the fine-grain analysis offered allows insightful abstraction to other more conventional forms of work, thus contributing to the broader interpretive project.
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Nur, Rafika, and Handar Subhandi Bakhtiar. "The Imposition of Sanctions for Children." Hasanuddin Law Review 6, no. 2 (August 11, 2020): 165. http://dx.doi.org/10.20956/halrev.v6i2.2493.
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In the children criminal justice system in Indonesia, there are two systems of sanctions namely criminal sanctions and sanctions actions. A child who commits a criminal offense may be subject to criminal sanctions or sanctions. Imposing sanctions for children becomes something oriented towards coaching and protecting children. However, the imposition of sanctions for children can not be effective because of conflicting legal rules, law enforcement officials who have different paradigms in guarding the legal process against children, facilities and infrastructure that are incomplete and inadequate, making it difficult to enforce sanctions on children as well as the poor stigmatization of society against children in conflict with the law.
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Mokrzan, Michał. "Dziesięć wyznań albo krępujący chiazm: od etnografii neoliberalizmu do neoliberalnej etnografii." Kultura i Społeczeństwo 61, no. 3 (July 10, 2017): 67–86. http://dx.doi.org/10.35757/kis.2017.61.3.5.
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The subject of this essay is the constituting of subjectivity as reflected in neoliberal technologies of management manifesting themselves in the coaching relationship. This question is addressed on the basis of ethnographic research conducted among coaches and persons being coached in Poland. However, the form of the essay goes beyond the qualitative framework of traditional ethnographic research. In regard to autoethnographic experience, the initial goal of making an ethnography of neoliberalism was achieved though actions and strategies that in themselves could be described as neoliberal (that is, conducted in terms of the imperative of self-concern and thinking in categories of potential gains and losses).
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Noviandi, Deni Dwi, and Aryani Witasari. "Sabhara Kudus Police Unit Effort In Combating Adulterated Liquor In Kudus District." Jurnal Daulat Hukum 1, no. 4 (December 23, 2018): 989. http://dx.doi.org/10.30659/jdh.v1i4.4143.
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The issues of law enforcement in combating adulterated liquor in the Kudus Police Region, There are two (2) ways circulation of liquor law enforcement carried out by the Sabhara Kudus Police unit, namely preventive and repressive. As for preventive measures carried out where possible and still their awareness to obey the law. While repressive action is action taken if preventive measures are not effective, so that the people carrying out the law though involuntarily. While the police in law enforcement there are (two) action that is persuasive and repressive action which has its own purpose.Constraints faced by the Sabhara Kudus Police Unit in combating adulterated liquois related to the limited number of Members of the unit Sabhara Police at the sanctuary that is generally still not satisfactory, not maximum, and uneven steps socialization PERDA (Regional Regulation) conducted at the societal level, so far not uncommon understanding less precise with regard to the procedures or systems at the time of preparation until the determination of regulation efforts Sabhara Police Unit in combating Kudus adulterated liquor in the Kudus Police Region. Effort or attempt Sabhara Police Unit of the Kudus in minimizing the violation is by way of non-judicial and pro justicia. Non-judicial action is accomplished by providing guidance, exhort or guide in order not to repeat the mistakes that have been made that violates local laws. If this action is less provide a deterrent effect and the parties related to underestimate, then the action pro justicia, the actions of pro justicia is taken when actions coaching or non judicial considered insufficient because only given guidance only, then Sabhara Kudus Police Unit may soon crack down and will be brought to trial and be subjected to probation.Keywords: Sabhara Kudus Police Unit ; �Adulterated liquor.
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Nicholls, Scott B., and Paul R. Worsfold. "The observational analysis of elite coaches within youth soccer: The importance of performance analysis." International Journal of Sports Science & Coaching 11, no. 6 (November 15, 2016): 825–31. http://dx.doi.org/10.1177/1747954116676109.
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The study investigated the observational capabilities of experienced elite coaches whilst focusing upon soccer specific actions and playing positions within elite youth soccer. Six soccer coaches assessed the performances of 10 youth soccer players (across 8 matches) on their short/long passing, tackling, shooting, heading and dribbling. Analysis was undertaken on an overall, quality and positional grouping basis. Mean observational accuracy was 38.8%, with successful shooting (78.6%) and passing (29.9%) illustrating the range. The limited effective observation of dribbling (37.2%), often considered a separating factor within talent identification, highlights the need for objective measures to aid such processes. Positional grouping analysis elicited ∼20% more effective observation for unsuccessful compared with successful actions. The poor level of observational accuracy identified herein has significant implications on talent identification assessments devoid of post-performance analyses. The findings reinforce the importance of performance analysis in the provision of highly accurate and comprehensive augmented feedback within the coaching process.
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Rekalde, Izaskun, Jon Landeta, Eneka Albizu, and Pilar Fernandez-Ferrin. "Is executive coaching more effective than other management training and development methods?" Management Decision 55, no. 10 (November 20, 2017): 2149–62. http://dx.doi.org/10.1108/md-10-2016-0688.
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Purpose The purpose of this paper is to present an analysis of the results of applying executive coaching (EC) as a management competency training and development strategy, setting up a comparison with other known training and development methods. Design/methodology/approach A dual sample is used. On the one hand, information is collected from a sample of 100 managers who participated as coachees in an EC process. On the other hand, the study provides the opinions of 236 HR managers as prescribers and promoters of company executive training and development actions. Findings The results suggest that EC is an effective management training and development method (MTDM). Furthermore, it is confirmed to be more effective than the rest of the techniques analysed in relation with sustained and observable management behaviour changes, whilst also providing advantages and drawbacks in its use. Practical implications Coaching seems to provide the most effective method for altering a selected number of concrete managerial behaviours, although its cost, length, and specificity limit its capacity to be used exclusively as a tool for continuous and generalised management training. Originality/value In addition to incorporating two different samples and points of view within the analysis, this work contributes evidence regarding behaviours addressed in EC processes – a feature that has received little analysis in the academic literature – and breaks new ground by comparing the results of this method with other MTDMs in terms of their degree of effectiveness in attaining observable and lasting behaviour changes.
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Ellyana, Yetti. "THE IN SERVICE TRAINING IN IMPROVING TEACHERS PERFORMANCE IN LEARNING PROCESS." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 25, 2020): 957. http://dx.doi.org/10.33578/pjr.v4i5.8071.
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The in-service training program is a training or coaching effort that gives an opportunity for someone who gets a certain job assignment, in that case, is a teacher, to get performance development. This research is a school action research (PTS). This research was conducted SDN 006 Kelawat District of Sei Lala in the academic year 2017/2018. Research data collection is done by obtaining an assessment of teacher performance in the learning process seen from indicators (a) Preparation of Actions, (b) Implementation of Actions, (c) Monitoring and Evaluation, (d) Reflection. Indicators of success achieved by researchers in this study are if the percentage of average success of all class teachers > 85. Based on the results of the study found that there was a significant increase from cycle I to cycle II. This can be seen from the overall average rating in cycle I 69.75 increasing to cycle II to 86.62. Then the learning planning indicators increased from 65.71 to 85.7. On the value of the implementation of learning the teacher's value from 70 increased to 88.57. The value in assessing student achievement increased from 74.29 to 82.14. Likewise in the aspect of carrying out the follow-up of research results from 67.86 to 90. Based on these improvements it is known that the in-service training method can improve teacher performance in SDN 006 Kelawat District of Sei Lala.
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Palao, José Manuel, Policarpo Manzanares López, and Enrique Ortega. "Design and validation of an observational instrument for technical and tactical actions in beach volleyball." Motriz: Revista de Educação Física 21, no. 2 (June 2015): 137–47. http://dx.doi.org/10.1590/s1980-65742015000200004.
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Technical and tactical actions determine performance in beach volleyball. This research develops and tests an instrument to monitor and evaluate the manner of execution and efficacy of the actions in beach volleyball. The purpose of this paper was to design and validate an observational instrument to analyze technical and tactical actions in beach volleyball. The instrument collects information regarding: a) information about the match (context), b) information about game situations, c) information about technical situations (serve, reception, set, attack, block, and court defense) in relation to player execution, role, manner of execution, execution zone, and efficacy, and d) information about the result of the play (win-lose and way point is obtained). Instrument design and validation was done in seven stages: a) review of literature and consultation of experts; b) pilot observation and data analysis; c) expert review of instrument (qualitative and quantitative evaluation); d) observer training test; e) expert review of instrument (content validity); f) measurement of the ability of the instrument to discriminate the result of the set; and g) measurement of the ability of the instrument to differentiate between competition age groups. The results show that the instrument allows for obtaining objective and valid information about the players and team from offensive and defensive technical and tactical actions, as well as indirectly from physical actions. The instrument can be used, in its entirety or partially, for researching and coaching purposes.
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Ali, Kisha Jezel, Donna O. Farley, Kathleen Speck, Mary Catanzaro, Karol G. Wicker, and Sean M. Berenholtz. "Measurement of Implementation Components and Contextual Factors in a Two-State Healthcare Quality Initiative to Reduce Ventilator-Associated Pneumonia." Infection Control & Hospital Epidemiology 35, S3 (October 2014): S116—S123. http://dx.doi.org/10.1086/677832.
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Objective.To develop and field test an implementation assessment tool for assessing progress of hospital units in implementing improvements for the prevention of ventilator-associated pneumonia (VAP) in a two-state collaborative, including data on actions implemented by participating teams and contextual factors that may influence their efforts. Using the data collected, learn how implementation actions can be improved and analyze effects of implementation progress on outcome measures.Design.We developed the tool as an interview protocol that included quantitative and qualitative items addressing actions on the Comprehensive Unit-based Safety Program (CUSP) and clinical interventions for use in guiding data collection via telephone interviews.Setting.We conducted interviews with leaders of improvement teams from units participating in the two-state VAP prevention initiative.Methods.We collected data from 43 hospital units as they implemented actions for the VAP initiative and performed descriptive analyzes of the data with comparisons across the 2 states.Results.Early in the VAP prevention initiative, most units had made only moderate progress overall in using many of the CUSP actions known to support their improvement processes. For contextual factors, a relatively small number of barriers were found to have important negative effects on implementation progress (in particular, barriers related to workload and time issues). We modified coaching provided to the unit teams to reinforce training in weak spots that the interviews identified.Conclusion.These assessments provided important new knowledge regarding the implementation science of quality improvement projects, including feedback during implementation, and give a better understanding of which factors most affect implementation.
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Ageev, P., and D. Zapolsky. "Features of athletes 'adaptation to specific motor actions in boxing." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 5(136) (May 22, 2021): 15–18. http://dx.doi.org/10.31392/npu-nc.series15.2021.5(135).03.
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The article reveals the features of adaptation of athletes to specific motor actions in boxing. It is determined that boxing is one of the most popular sports among student youth. It is substantiated that the management of the processes of adaptation of the body of boxers to specific motor actions on the basis of extensive use of experienced training and measuring systems and technical means of training, coaching and control will be relevant both in terms of theory and sports practice. The circumstances that determine the interest in boxing as a model that allows us to study the processes of adaptation of the organism to extreme influences of the external and internal environment.
Methodical recommendations for improving the processes of adaptation of student-athletes in higher education institutions to specific motor actions in boxing have been developed.
In the system of various relationships between man and the environment and man with man, the motor actions of boxers can be seen as a complex model of antagonistic relations between participants, strictly regulated by the rules of competition and the actions of the judiciary. The nature of these relationships allows us to study the adaptive responses of the body in extreme conditions of real danger, requiring full mobilization of the functional capabilities of the student-athlete.
In this regard, of particular interest, in our opinion, are studies aimed at studying the adaptive reactions of the athlete's body in situational, contact and shock types of martial arts, such as, for example, boxing.
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Petreniuk, D. "THE INNER GAME CONCEPT AS A METHOD OF MUSIC COACHING." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 189–200. http://dx.doi.org/10.33989/2226-4051.2020.22.222023.
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Maximizing musician’s potential and creating effective performing skills in the process of their musical education and during the further professional development, as well as overcoming their own fears, doubts and limiting beliefs, particularly during performing in public, are still actual tasks both for musicians and their teachers.One effective approach to developing musician's creative potential is coaching. Coaching is based on a dialogue between the coach and the student (coachee); the coach proposes a series of questions aimed on assisting the student in finding their own solution of the problem. It has been known for a long time that the inner state of a person significantly impacts effectiveness of their actions. The Inner Game concept proposed by Timothy Gallwey is a coaching methodology designed to overcome inner obstacles in reaching person’s goals. Those obstacles are of mental nature and include loss of concentration, nervousness and self-doubt. What distinguishes the Inner Game from other coaching methods is that it utilizes statements and tasks that often do not require the student’s verbal answer (moreover, such verbal answer often cannot be given at all), but rather stimulate them to pay attention to their senses and to experiment (for example, in finding optimal position during playing an instrument or choosing proper dynamics for a certain music piece).The first principle of the Inner Game points out the fact that the quality of person’s performance depends not only on their potential (talent, skills, knowledge, etc.), but also on the level of self-interference (mental digression, untimely self-criticism, lack of confidence, fear, etc.).Traditional approach to improving performance suggests working on increasing the potential; the idea of the Inner Game is to decrease self-interference in order to bring the quality of the performance as close to the potential as possible.To describe the inner dialogue taking place inside person’s mind, notions of Self 1 and Self 2 are used. Self 1 is the source of self-interference, it contains person’s ideas about how the thins should be, their judgements and associations. Self 2 is our inner potential, it includes our natural talents, abilities and skills. The methods of the Inner Game are used to decrease self-interference (impact of the Self 1) and help the performer to enter the ideal state during performance, the state of relaxed concentration.
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Fridberg, Marie, and Andreas Redfors. "Preschool Teachers’ Role in Establishing Joint Action During Children’s Free Inquiry in STEM." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 151–69. http://dx.doi.org/10.51355/jstem.2019.48.
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With science and digitalization emphasized further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. In the present study, the Joint Action Theory of Didactics has been used to analyze the didactic game taking place between teachers and children in two preschools during inquiry-based STEM activities, with and without the use of robots during programming. The results highlight different coaching strategies used by the teachers and how these strategies promote the joint actions during children’s STEM inquiry integrating programming and science. Interestingly, the joint action-strategies used by the teachers are similar and independent of whether the programming involves digital tools or not. Such strategies involve establishing a common ground of knowledge in the group and hands-on teaching. Both teachers start with teacher-scaffolded activities that develop into free inquiry and exploration through the children’s own ideas, coached by the teachers on both individual and collaborative levels. The findings add to the discussion about how teachers can coach preschool children’s learning and inquiry of programming and STEM – implications for preschool practice are discussed.
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Gearity, Brian T., Bettina Callary, and Phillip Fulmer. "Learning to Coach: A Qualitative Case Study of Phillip Fulmer." Journal of Coaching Education 6, no. 2 (August 2013): 65–86. http://dx.doi.org/10.1123/jce.6.2.65.
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The purpose of this study was to explore former NCAA FBS National Champion football coach Phillip Fulmer’s biography to understand how his knowledge and practices were learned from various sociocultural experiences. The participant, Phillip Fulmer, former head football coach of the University of Tennessee (UT; 1992–2008), participated in multiple sports as a youth, played football at UT, and coached for over 30 years. A qualitative case study design with in-depth interviews was used to understand his experiences and developmental path as he learned to coach. The findings reveal four key developmental stages: athlete, graduate assistant, assistant coach, and head coach. Fulmer’s earliest learning experiences would later guide his coaching beliefs, values, and actions.
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Kumarapathirana, K. P. S. D. "Using Data Mining for Improving Education of University Students – A Survey." International Journal for Innovation Education and Research 6, no. 9 (September 30, 2018): 78–83. http://dx.doi.org/10.31686/ijier.vol6.iss9.1155.
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Data mining combines machine learning, statistical and visualization techniques to discover and extract knowledge. Student retention is an indicator of academic performance and enrolment management of the university. Poor student retention could reflect badly on the university. Universities are facing the immense and quick growth of the volume of educational data stored in different types of databases and system logs. Moreover, the academic success of students is another major issue for the management in all professional institutes. So the early prediction to improve the student performance through counseling and extra coaching will help the management to take timely action for decrease the percentage of poor performance by the students. Data mining can be used to find relationships and patterns that exist but are hidden among the vast amount of educational data. This survey conducts a literature survey to identify data mining technologies to monitor student, analyze student academic behavior and provide a basis for efficient intervention strategies. The results can be used to develop a decision support system and help the authorities to timely actions on weak students.