Academic literature on the topic 'Coaching beliefs'
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Journal articles on the topic "Coaching beliefs"
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Rizzo, Terry L., Paul Bishop, and David Tobar. "Attitudes of Soccer Coaches Toward Youth Players with Mild Mental Retardation: A Pilot Study." Adapted Physical Activity Quarterly 14, no. 3 (July 1997): 238–51. http://dx.doi.org/10.1123/apaq.14.3.238.
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Attitudes and selected attributes of youth soccer coaches (N = 82, 18 women, 63 men, and one person who did not identify his/her gender) toward coaching a player with mild mental retardation (MMR) were assessed by Coaches’ Attitudes Toward Players With Disabilities (CAP-S) survey. Intereorrelations among 11 variables were reported. The highest were r = .72 between belief and attitude, and r = .57 between belief and intention. Results from a stepwise selection multiple regression procedure showed that as perceived soccer coaching competence increased, beliefs about coaching a player with MMR showed greater agreement. Results also indicated that, as perceived soccer coaching competence increased, attitudes and intention toward coaching a player with MMR improved. Perceived soccer coaching competence explained only a small amount of the variance for beliefs, attitudes, and intentions.
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R.L., Light, and Razak M.S. "The Influence of Experiential Pedagogy on Undergraduate Sport Coaching Students’ ‘Real World’ Practice." International Journal of Physical Education, Fitness and Sports 9, no. 2 (June 3, 2020): 37–44. http://dx.doi.org/10.34256/ijpefs2025.
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There is a body of research on the challenges that coaches face when trying to implement athlete-centred coaching, but very little attention has been paid to the influence that the growing number of sport coaching degrees has on coaches’ beliefs and practice in regard to athlete-centred coaching. While studies have been conducted on sport coaches’ use of game-based approaches (GBA) to coaching, undergraduate sport coaching students’ interpretation of this coaching innovation has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athlete-centred coaching on students’ beliefs about coaching and their practice. The scholarship of teaching study adopted a constructivist grounded theory methodology to focus on five undergraduates in a sport coaching program with data generated through a series of three interviews with each participant. This study concludes that the experience-based course design was effective in influencing undergraduate students’ beliefs about coaching and their practice outside university.
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Short, Sandra E., Matthew Smiley, and Lindsay Ross-Stewart. "The Relationship between Efficacy Beliefs and Imagery Use in Coaches." Sport Psychologist 19, no. 4 (December 2005): 380–94. http://dx.doi.org/10.1123/tsp.19.4.380.
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This study examined the relationship between coaching efficacy and imagery use. Eighty-nine coaches completed the Coaching Efficacy Scale and a modified version of the Sport Imagery Questionnaire. Results showed significant positive correlations among the coaching efficacy subscales and imagery functions. Regression analyses showed that the significant predictor for game strategy efficacy was CG imagery. Predictors for motivation efficacy included career record and MG-M imagery. MG-M imagery and total years of coaching were the significant predictors for total efficacy scores and character building efficacy. The only significant predictor for teaching technique efficacy was CS. The results replicate and extend the relationships found between efficacy and imagery for athletes and show that imagery also may be an effective strategy to build and maintain coaching efficacy.
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Van Velzen, Joke H., and Harm H. Tillema. "Students' Use of Self-Reflective Thinking: When Teaching Becomes Coaching." Psychological Reports 95, no. 3_suppl (December 2004): 1229–38. http://dx.doi.org/10.2466/pr0.95.3f.1229-1238.
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This study examined students' use of self-reflection in relation to their teachers' coaching behavior in a cooperative learning situation. Participants were 218 fourth grade secondary vocational students and 12 teachers of different study domains in The Netherlands. Students rated teachers' coaching behavior. Stepwise multiple regression analysis showed that teachers' guidance was related to students' use of self-reflective thinking. Teachers' coaching style was measured as their instructional beliefs, self-efficacy beliefs, and coaching behavior. Visual inspection of means of students' rating of teachers' behavior and by students' self-reflective thinking indicated that teachers, whose intentions and behavior are in line with student-led teaching, provide a coaching style that is high in guidance and encourages students' use of self-reflective thinking. The implications of teachers' coaching behavior in the classroom are discussed.
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Tsukahara, Yuka, Hiroshi Kamada, Suguru Torii, Fumihiro Yamasawa, and Aleksandra Katarzyna Macznik. "Controlling Behavior, Sex Bias and Coaching Success in Japanese Track and Field." Sports 11, no. 2 (January 30, 2023): 32. http://dx.doi.org/10.3390/sports11020032.
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Coaching athletes is a complex and lengthy process. Recently, attention has been given to coaches over-controlling behavior toward the athletes’ personal lives and possible sex bias, but the impact of these behaviors on coaching success is unclear. An anonymous survey was answered by 412 track and field coaches (male: 369; female: 43), comprising questions regarding controlling behaviors, sex bias, and personal background. A Chi-square test and logistic regression were performed to determine the factors related to the coach’s characteristics and their success in coaching athletes (to national vs. non-national level). The results showed that controlling behaviors and sex-bias-related beliefs were present. The coaches who coached national-level athletes were more likely to be older, more experienced, and were national level athletes themselves. More national-level coaches reported controlling behaviors but fewer held sex bias beliefs than the non-national level coaches. However, the strength of these beliefs (scores for controlling behavior and sex bias) was not related to the coaching success.
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Balogh, Judit, and Gabriella Trzaskoma-Bicsérdy. "Does Age Matter? Examination of Hungarian Basketball Coaches’ Pedagogical Beliefs and Professional Attitudes." Journal of Education and Training Studies 8, no. 7 (June 11, 2020): 10. http://dx.doi.org/10.11114/jets.v8i7.4786.
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Sports coaching in Hungary is an established profession. The coaching workforce, which is diverse in terms of age and coaching experience, is trained and paid. This study aimed to illustrate the impact of age on coaches’ values, beliefs and attitudes towards various aspects of their jobs. A total of 152 basketball coaches (105 male and 47 female) working in Hungary, with an average of 12.9 years (±11.5) coaching experience participated in an online survey. They were categorized into five age-groups i.e. < 23 years, 23-35 years, 36-45 years, 46-55 years and > 55 years; one-way analysis of variance and Tukey’s post hoc tests were used to identify the differences between groups. Regardless of their ages, coaches shared similar viewpoints on a range of aspects concerning coaching. Significant distinctions were mainly seen between coaches aged over 55 years and other age-groups suggesting that age has some effect on coaches’ beliefs and attitudes. Because respondents’ age and coaching experience were closely related, these differences could be attributed to age and commensurate experience.
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Merrow, Nancy. "Coaching competencies for physicians: goals, values, and beliefs." Canadian Journal of Physician Leadership 7, no. 1 (September 17, 2020): 14–17. http://dx.doi.org/10.37964/cr24722.
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Vargas-Tonsing, Tiffanye M., Margaret Flores, and Robbi Beyer. "Volunteer Youth Sport Coaches’ Efficacy Beliefs for Working with Athletes with ADHD." Journal of Coaching Education 1, no. 2 (October 2008): 64–79. http://dx.doi.org/10.1123/jce.1.2.64.
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The prevalence of Attention Deficit Hyperactivity Disorder (ADHD) is between 2%-10% of children (Center for Disease Control, 2003). Participation in organized sports is beneficial to children with ADHD by increasing self-esteem, self-efficacy, peer acceptance, and social skills (Armstrong & Drabman, 2004; Bagwell, Brooke, Pelham, and Hoza, 2001). Little research exists as to preparation for youth sport coaches with regard to coaching athletes with ADHD. The study’s purpose was to investigate coaches’ efficacy beliefs for coaching athletes with ADHD. Two hundred nineteen volunteer coaches completed a questionnaire designed to measure their beliefs. The results showed that overall coaches reported fairly high feelings of efficacy for working with athletes with ADHD. However, results also indicated that coaches reporting experience with athletes with ADHD reported higher efficacy for coaching athletes with ADHD than their less experienced peers. Implications for coaching education include the incorporation of behavior management techniques into course content and the creation of ADHD resources such as weblinks and pamphlets.
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Tomczuk, Liza, Rebecca E. Stewart, Rinad S. Beidas, David S. Mandell, and Melanie Pellecchia. "Who gets coached? A qualitative inquiry into community clinicians’ decisions to use caregiver coaching." Autism 26, no. 3 (December 5, 2021): 575–85. http://dx.doi.org/10.1177/13623613211059499.
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Clinicians’ beliefs about an intervention’s fit with an individual family influence whether they use it with that family. The factors that influence clinicians’ decisions to implement evidence-based practices for young autistic children have yet to be evaluated systematically. These factors may partially account for the significant disparities in quality of and access to early intervention. We examined disparities in clinicians’ reported use of caregiver coaching, an evidence-based practice, with families from minoritized or structurally marginalized groups, and the perceived reasons for those disparities, to assess the factors that influence clinicians’ use of caregiver coaching. We conducted semi-structured interviews with 36 early intervention clinicians from publicly funded early intervention agencies in two distinct geographic regions in the United States. Clinicians identified social and structural factors, including perceived family characteristics and stigma, that influenced their beliefs about the fit of coaching with families from minoritized or structurally marginalized groups. These findings point to the presence of beliefs that likely exacerbate disparities in access to evidence-based practices and reduce the quality of care for minoritized families of young autistic children. These findings highlight the need to develop and deploy equity-focused implementation strategies to improve both access to and quality of evidence-based practices for young autistic children from minoritized groups. Lay abstract Providers’ beliefs about an intervention’s fit with a family can affect whether or not they use that intervention with a family. The factors that affect providers’ decisions to use evidence-based practices for young autistic children have not been studied. These factors may play a role in the major differences we see in the quality of and access to early intervention services in the community. We looked at differences in providers’ use of caregiver coaching, an evidence-based practice, with families from minority or vulnerable backgrounds, and the possible reasons for those differences. We did this to figure out what factors affect providers’ use of caregiver coaching. We interviewed 36 early intervention providers from early intervention agencies in two different parts of the United States. Providers pointed out things like what they thought about a family’s circumstances that affected their beliefs about how well coaching fits with minority and vulnerable families. Our findings bring attention to these beliefs that likely make accessing evidence-based practices for minority and vulnerable families harder and lessen the quality of care for these families of young autistic children. These findings highlight the need to come up with and use strategies to improve both access to and the quality of evidence-based practices for young autistic children from minority and vulnerable groups.
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Shamlaye, Julie, Luboš Tomšovský, and Mark L. Fulcher. "Attitudes, beliefs and factors influencing football coaches’ adherence to the 11+ injury prevention programme." BMJ Open Sport & Exercise Medicine 6, no. 1 (September 2020): e000830. http://dx.doi.org/10.1136/bmjsem-2020-000830.
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ObjectiveTo explore football coaches’ beliefs and attitudes about injury prevention and the 11+ injury prevention programme, and to investigate factors that may influence adherence to the 11+ injury prevention programme.MethodsA total of 538 football coaches who had completed an injury prevention education workshop were invited to participate in a web-based nationwide survey. The survey questions explored beliefs and attitudes about injury prevention and the 11+ injury prevention programme, self-reported adherence to the 11+ programme, as well as perceived barriers and facilitators to the use of the 11+ programme.ResultsThere were 158 respondents. The majority believe that injury prevention is part of their coaching role (94%) that a structured warm-up is an important part of their team’s preparation for training and games (96%), and that the 11+ is effective (92%). While most respondents (95%) use the 11+, modifications are common. Participants with greater coaching experience are more likely to use the programme. Time constraints are the main barriers to adherence, while knowing that the programme enhances performance is seen as a major facilitator.ConclusionsCoaches who attended an injury prevention workshop have positive attitudes towards injury prevention and the 11+ programme. However, coaches with less coaching experience may be less likely to use the 11+ and could therefore be the target population for future education workshops. Promoting the performance enhancing effects of the 11+ and encouraging modifications could improve acceptability and adherence.
Dissertations / Theses on the topic "Coaching beliefs"
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Collins, Malcolm D. "Beliefs and attitudes in judo coaching : toward a new model of coaching." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88537.
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The purpose of this research programme was to propose a new structure for judo coaching. Judo coaching predominantly uses traditional methods emphasising progression through belts rather than success in competition as the measure of achievement. The research programme examined this issue in four stages involving seven studies. Stage 1 involved a qualitative examination of five elite coaches on what constitutes an effective coach, leading to the initial development of a 39-item judo coaching scale. Given the importance of demonstrating measures are valid, stage 2 investigated the validity of the scale among judo players and coaches. Factor analytic studies on data from 260 (130 coaches and 130 players) yielded a 7-factor solution; 1) Coaching is about winning, 2) Attitudes to coaching at different levels, 3) Attitudes to judo structure, 4) Relationships with players, 5) Presentational issues, 6) Technical knowledge link to coach level, and 7) Coach-player interactions. Multisample confirmatory factor analysis found support for the invariance of the model between coaches and players, thereby showing that relationships are consistent between different groups. Stage 3 used a multi-method approach, combining quantitative and qualitative methods. Responses to the judo coaching scale indicated perceptions of coach effectiveness vary as a function of being a player or a coach, and by level of participation (elite-v-non-elite). Qualitative results emphasise the importance of emotional control, an aspect not focused on in the interviews completed in stage 1. Stage 4 of the research investigated relationships between judo coaching scale scores and emotional intelligence. The study also investigated levels of emotional intelligence between elite and club coaches. High emotional intelligence is associated is proposed to be indicative of being able to manage the emotional states of other people and so should be a desirable quality in coaches. Results show significant relationship between judo coaching scale score and emotional intelligence factors, with further analysis showing that elite coaches reported higher emotional intelligence scores than club coaches. Based on the findings from the studies completed above, a revised judo coaching structure is presented. An elite structure should be based on players having specific performance targets including technical and tactical skills, psychological, and physiological, aligning judo more closely with the structure used in other Olympic sports. Coaches should also be given targets related to developing emotional control among players and instilling players with a self-belief to attain performance targets related to the above. Effective integration and usage of such personnel is required including developing and inculcating sport science knowledge into the practice of elite coaches, and then modifying this knowledge for use in the club system. It is hoped that findings from this research stimulates discussion, and action in the British Judo Association to revise the current system, which could lead to better judo coaching, better players, and ultimately enhanced Olympic success at London 2012.
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Runge, Michael J. "Coaching Efficacy Beliefs and Transformational Leadership Behaviors: Their Ability to Predict Motivational Climate." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862726/.
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This study investigated the relationship between belief in coaching abilities (coaching efficacy beliefs, CEB), transformational leadership behaviors (TLB), and motivational climate development of current strength and conditioning coaches working with high school level athletes. The measures used were the coaching efficacy scale for high school teams (CES II-HST, Myers et al.,2000), the differentiated transformational leadership inventory (DTLI, Callow et al., 2009), and the patterns of adaptive learning scales (PALS, Midgley et al., 2000). It was hypothesized that CEB and TLB would influence motivational climate development, while coaches' background characteristics would correlate with CEB, TLB, and motivational climate development. The 60 coaches who participated reported an average of thirteen (SD=8) years of experience and 51 were Certified Strength and Conditioning Specialists. Coaches reported high efficacy, frequent use of TLB, and development of a moderately high task- and somewhat ego-involving motivational climate. Correlations between demographic variables and CEB, TLB, and motivational climate development revealed three significant relationships: years of experience with CEB, and professional development activities and athlete to coach ratio with ego-involving climate development. CEB and TLB had a strong positive correlation. Two regression analyses were conducted to determine if the outcomes of the CEB and TLB measures predicted motivational climate development. The only significant predictor was TLB positively predicting development of a task-involving motivational climate. Strength coaches can utilize the findings of this study help shape their leadership behaviors and develop a task-involving motivational climate that emphasizes effort, improvement, and cooperative learning and is optimal for athlete development and performance.
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Cooper, Teo O. H. "Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1779.
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The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB.
This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities.
STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum.
The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.
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Munteanu, Andreea. "Development and investigation of a Self-Help Coaching exercise for improving body image beliefs in European young women." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/458626.
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Antecedentes: La satisfacción con la imagen corporal está conocida como el factor de riesgo más importante para la patología alimentaria. La creciente insatisfacción con los programas tradicionales en la prevención de los trastornos alimentarios dio lugar a la necesidad de enfoques más colaborativos. Uno de estos enfoques es el coaching de salud, y en el presente estudio se realizan exploraciones con respecto a su eficiencia en el campo de la imagen corporal. Objetivo: El objetivo de este estudio es desarrollar e investigar el efecto de un ejercicio de Coaching de Autoayuda para cambiar las creencias disfuncionales sobre la apariencia en mujeres jóvenes europeas. Un objetivo secundario es investigar los efectos del método propuesto sobre la mejora de la satisfacción con la imagen corporal. El presente estudio proporciona información sobre el desarrollo y la evaluación de un ejercicio de coaching con un enfoque de autoayuda, basado en modelos teóricos de la teoría cognitiva. Diseño: El estudio incluye un estudio piloto y un ensayo controlado aleatorio. El estudio piloto se realizó en una muestra internacional (n = 18) y el ensayo aleatorio en una muestra nacional (n = 50) para probar la efectividad del ejercicio de autoayuda. Métodos: Tanto en el estudio piloto como en el ensayo con grupo de compración aleatorizado, los participantes fueron asignados a dos condiciones, ya sea experimental o grupo de compración. En el estudio piloto la muestra se hizo con mujeres jóvenes internacionales de 9 países diferentes, mientras que en el ensayo aleatorio, la muestra era un grupo de mujeres universitarias rumanas. Los grupos eran similares en edad (18-26 años). Resultados: Los resultados del estudio piloto indicaron una reducción significativa de las creencias disfuncionales de la imagen corporal en mujeres jóvenes internacionales. Los mismos resultados se han confirmado en el grupo experimental con una muestra nacional más grande, en el ensayo con grupo de comparación aleatorio. Referido a la variable de satisfacción con la imagen corporal, se han registrado cambios positivos, pero sin diferencias significativas entre el grupo intervención y el grupo de comparación. Sin embargo, el feedback y las reacciones positivas registradas para el formato del ejercicio, indica una buena utilidad percibida del ejercicio entre los participantes de diferentes países. Conclusiones: El ejercicio de coaching de autoayuda ejerce un efecto significativo en mejorar las creencias disfuncionales de la imagen corporal en las mujeres jóvenes europeas.Background: Body image satisfaction is known as the most important risk factor for eating pathology. Growing dissatisfaction with traditional programs in preventing eating disorders resulted in calls for more collaborative approaches. One of this approach is health coaching, and explorations regarding its efficiency in the body image health field are made in the present study. Aim: The aim of this study is to develop and investigate the effect of a Self-Help Coaching exercise on changing dysfunctional beliefs about appearance in European young women. A secondary aim is to investigate the effects of the proposed method on improving body image satisfaction. The present study provides information regarding the development and test of a coaching exercise with a self-help approach, based on theoretical models of the cognitive theory. Design: The study includes a pilot study and a randomized trial. The pilot study was performed on an international sample (n=18) and a randomized trial on a national sample (n=50) to test the effectiveness of the Self-help Coaching exercise. Methods: In both pilot study and randomized trial, the participants were assigned to two conditions, either experimental or comparison group. In the pilot study the sample was made of international young women from 9 different countries while in the randomized trial the sample was a group of Romanian college women. The groups were similar in age (18- 26 years old). Results: The pilot study results indicated a significant reduction in body image dysfunctional beliefs in international young women. The same results have been confirmed in the experimental group with a larger national sample, in the randomized trial. Referred to body image satisfaction variables, positive changes have been recorded, but with no significant difference between intervention and comparison group. However, positive feedback and reactions have been recorded for the exercise format indicating a good perceived utility among the participants of different countries. Conclusions: Self-Help Coaching exercise brings significant effect in reducing body image dysfunctional beliefs in European Young Women.
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Wilcox, Stephane A. "Mapping the game related coaching principles and beliefs of a youth ice hockey coach using stimulated recall interviews." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/21448.
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McGlashan, Angela. "Enhancing integration of specialised exercise training into coach practice to prevent lower-limb injury : Using theory and exploring coaches' salient beliefs." Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/159072.
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Lower limb injuries (LLIs) are common in community-Australian football (CAF) and specialised exercise training (SET) programs can reduce their incidence. Despite the protection SET programs afford, the use of SET by coaches in CAF contexts, who play a key role in the preparation of players, is largely unknown. The overall purpose of this thesis research was to explore and describe: (1) the contextual and specific nature of CAF coaching practices, and, (2) the factors central to understanding whether or not coaches will make changes in their training practices in the future. Thereby, assisting to devise effective behaviour change and implementation strategies that maximise future integration (adoption and maintainence) of SET programs in CAF contexts to reduce the risk of LLIs for players. This mixed methods research was underpinned by a combination of behavioural and social science theories and models (BSSTM). Coaches’ were sampled from CAF clubs in Victoria and Western Australia. Eligible coaches completed cross-sectional questionnaires pre (n=31) and post (n=28) season in 2007/08. Three coaches engaged in semi-structured, in-depth interviews, 12-18 months later. At preseason, 58% of coaches used injury prevention strategies with their team. Only 69% of them had a formal training plan for the entire season, and most did not explicitly incorporate SET programs, despite their views being favourable towards the latter. Coaches believed their players had a high chance of sustaining a LLI and that LLI could have serious consequences. They believed it was important to have current knowledge of SET programs, but many lacked the behavioural capability and self-efficacy to implement SET programs. They also reported that player attendance at training could also impact on SET program outcomes. Postseason findings were similar with generally positive SET outcome expectancies; many coaches reported they intended to modify SET program implementation in future seasons. Suggested improvements related to collaboration, feedback/reinforcement approaches, education and other sociocultural themes. Coaches reported divergent views about their self-efficacy in relation to SET program implementation but were motivated by what their players thought. Qualitative analysis of the in-depth interviews identified four main themes (and associated coach salient beliefs) that supported and extended quantitative findings. These included: (1) the development of coach behavioural capability/self-efficacy (including informal and formal learning sources), (2) biopsychosocial risk perceptions regarding players’ injury susceptibility, (3) facilitators and hindrances to adopting/maintaining SET, and (4) cues to action/planning. The promotion of SET programs to reduce the susceptibility of LLIs and ensure safe and sustainable participation in AF is important. This thesis has captured a complexity of factors that can be used to enhance and facilitate CAF coaches’ adoption and maintenance of SET, alongside wider-prevention efforts. Future research should continue to use a range of BSSTM and methodological approaches, and devise and evaluate the efficacy of a comprehensive taxonomy of cognitive-behavioural strategies, to provide more insight into effective translation of SET programs into practice. Coaches and their players will be safer if such work continues.Doctor of Philosophy
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Gibson, Sharan A. "The Theory of Practice of Literacy Coaches: Describing the Relationship Between Coaching Sessions and Kindergarten and First Grade Teachers' Beliefs and Instructional Behaviors." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220386723.
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Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.
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The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves.
This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs.
This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.
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Tanner, Brandi L. "Teachers' sense of efficacy and use of behavioral interventions : consultation effects and sustainability." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002805.
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Keys, Philip Mark. "Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.
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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
Books on the topic "Coaching beliefs"
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Lombardi, Vince. Seeing the win: Why I believe vision coaching is vital to winning business teams in the 21st century. Chicago, IL: Dartnell Corp., 1998.
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Sheehan, Kevin, and Charles Sullivan. Winning the Game of Belief: Cultivating the Cultural Grit That Defines America's Greatest Coaches. Rowman & Littlefield Publishers, Incorporated, 2019.
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Sheehan, Kevin, and Charles Sullivan. Winning the Game of Belief: Cultivating the Cultural Grit That Defines America's Greatest Coaches. Rowman & Littlefield Publishers, Incorporated, 2019.
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Lombardi, Vince. Seeing the Win: Why I Believe Vision-Coaching Is Vital to Winning Business Teams in the 21st Century. Dartnell Corp., 1997.
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Believe It and It Will Happen: Coaching Graph Paper, Graphing Paper, Computation Pads, Drafting Paper, Blueprint Paper, Quad Ruled 5x5, Grid Paper for Math and Science Students. Independently Published, 2020.
Find full textBook chapters on the topic "Coaching beliefs"
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Hart, Catherine Pendleton, and Fredrica M. Nash. "Coaching Beliefs." In Coaching to Empower Teachers, 112–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003186045-9.
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Neenan, Michael. "Dealing with deeper beliefs." In Cognitive Behavioural Coaching, 85–90. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Coaching distinctive features: Routledge, 2018. http://dx.doi.org/10.4324/9781351188555-24.
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Abdulla, Adam. "Challenging and replacing unhelpful beliefs." In Coaching Students in Secondary Schools, 149–59. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315113494-16.
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Neenan, Michael. "Beliefs which interfere with carrying out extra-session tasks." In Cognitive Behavioural Coaching, 63–65. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Coaching distinctive features: Routledge, 2018. http://dx.doi.org/10.4324/9781351188555-19.
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Neenan, Michael. "Our thoughts and beliefs are both knowable and accessible." In Cognitive Behavioural Coaching, 18–19. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Coaching distinctive features: Routledge, 2018. http://dx.doi.org/10.4324/9781351188555-8.
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Ylimaki, Rose M., and Lynnette A. Brunderman. "Values, Culture and Context." In Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.
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AbstractThis chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.
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Claridge, Maria-Teresa, and Tony Lewis. "Beliefs and values." In Coaching for Effective Learning, 85–102. CRC Press, 2021. http://dx.doi.org/10.1201/9781315376974-8.
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"Saboteurs and Limiting Beliefs." In A Life-coaching Approach to Screen Acting, 16–24. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350039452.ch-004.
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Ladyshewsky, Richard, and John Ryan. "Peer Coaching and Reflective Practice in Authentic Business Contexts." In Authentic Learning Environments in Higher Education, 61–75. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch005.
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The development of managerial expertise is a combination of acquiring further knowledge and integrating it with past experience and beliefs. To do so in isolation limits the potential for positive outcomes in one’s management development. Peer coaching is one experiential learning method that can be used to enhance the depth of learning in managerial education. In this chapter, the experiences of 43 students who participated in a peer-coaching program as part of their post-graduate management education are revealed. Powerful learning effects are reported as well as characteristics of successful peer-coaching relationships.
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"The Motivation Elements, Components, and Characteristics of an Outstanding Coach." In Coaching for Student Retention and Success at the Postsecondary Level, 63–80. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5948-1.ch003.
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The research discussed throughout this chapter was designed to examine, understand, and explain the key motivational characteristics, elements, and components of outstanding retention and success coaching. The motivational elements of the study are organized using the choice, persistence, and mental effort framework from Clark and Estes (2008) and Eccles and Wigfield (2002). Through interviews and focus groups of elite coaches, the study assessed the motivation of the most successful coaches as well as the core values, beliefs, and sensitivities to background and cultural norms that suggest that an individual can be developed into an excellent coach. The chapter further explains how institutions and organizations can select for these values and beliefs through a careful hiring process that results in the recruitment of the right talent pool for entry-level coaching positions.
Conference papers on the topic "Coaching beliefs"
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Förtsch, Silvia. "Yes you can, follow your goals! Individual Coaching for female Computer scientists on career development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8031.
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Abstract Earlier results show that female computer scientists show a lower self-efficacy compared to male colleagues. Similarly, gender-typical attributions, in the sense of gender stereotypes, are considered a disorder. As a result, a coaching program that supports computer scientists after a re-entry into professional life also, in a new orientation or with regard to management ambitions has been developed at the University of <blinded>. The measure strengthens computer scientists in their motivational resources and enables them to take advantage of professional opportunities. A scientifically founded analysis of their potential helps the coachees to become aware of their abilities and competences. The coaching program based on the potential analysis, takes important life goals of the coachees into account. Individual career plans are developed in coaching sessions, including a clear definition of the objective and implementation strategy. An open and modern corporate culture offers new opportunities of career paths for female computer scientists. If the company philosophy is based on appreciation of good performance, women in computer science are more motivated strengthen their career ambitions. Keywords: Women in computer science; self-efficacy beliefs; potential analysis; individual coaching;career development
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Dashynska, Anastasiia. "Prospects of detection and transformation of limiting beliefs with the help of self-coaching techniques." In 2nd International Academic Conference on Humanities and Social Science. Acavent, 2019. http://dx.doi.org/10.33422/2iachss.2019.02.40.
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Prilop, Christopher. "How Digital Coaching Environments Contribute to Preservice Teachers' Self-Efficacy and Beliefs About Teaching and Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438554.
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Zakrizevska-Belogrudova, Maija, and Sanita Leimane. "Gamification and Using It in Organisational Consulting." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.054.
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Gamification has been a topical item in education, marketing, human resources management, business, and organisational consulting in the past decade. Nowadays, companies have a wider range of available organisational consultations: organisational supervision is developing, coaching is popular, and there is a wide offer of business training sessions. This study aims to research gamification in organisational consulting, analyse the differences in the opinions regarding the use and availability of gamification in the professional activities of coaches, supervisors and business trainers. The survey developed by the authors of the study consisted of four sets of items (Information about Gamification, Application and Availability of Gamification, Believing Gamification Methods, Team/Group Responsiveness to Gamification) and two additional statements for the purpose of confirming the responses given by the respondents regarding their beliefs in gamification as an effective method and their readiness to use it. The associations related to the game and gamification were also researched. The questionnaire about gamification in the professional activities of supervisors, coaches and business trainers was sent electronically to professionals practising in Latvia. Questionnaires from 85 respondents were received and processed. The results demonstrated no statistically significant differences in the opinions of coaches, supervisors and business trainers regarding the use of gamification in organisational consulting. It was found out that the concept of gamification has not been sufficiently explained and there is still no common understanding regarding it in Latvia. More than half or 55 % of the 85 respondents in the survey do not know where to acquire gamification. At the same time, 91 % of the respondents in the survey specify that they are willing to acquire the methods of gamification. The authors of the study believe that it is important to proceed with the research in organisations to find out the experience of the organisations in gamification and to develop gamification training programmes for the organisations.
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Mufarokhah, Hanim, and Apriyani Puji Hastuti. "EFFECT OF HEALTH COACHING BASED ON HEALTH BELIEF MODEL THEORY TO PHYSICAL ACTIVITY IN ELDERLY WITH HYPERTENSION." In THE 4th INTERNATIONAL NURSING CONFERENCE “LIFE CYCLE APPROACH FOR SUCCESSFUL AGING”. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/inc.v0i0.2702.
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Pervak, V. E. "ТРАНСФОРМАЦИОННЫЙ ПУТЬ ОТ УДАЧИ К УСПЕХУ ЧЕРЕЗ ПСИХОЛОГИЧЕСКИЙ ИГРОТРЕНИНГ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.46.22.001.
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Today the practice of play therapy is used increasingly in psychological activities. In addition, the specialist includes a transformational game (t-game) in the training form of work or individual counseling more often. The game practice involves the use of a t-game to immerse its participants in a streaming state easily, which allows them to comprehend quickly their internal experiences in a difficult or desirable situation. Game activity allows the participant of the process to actualize and understand his/her condition in the specific life circumstances quickly and to work out his problems at a deep unconscious level with the help of psychological tools and the host of the t-game. In the context of the game а person can more easily comprehend his/her limiting beliefs, resources of inner strength and go through necessary transformation. Psychological game training "From Luck to Success" created in 2019 is a t-game and author's methodology that helps the client to deal with the request and to get closer to the goal achieving. The scientific basis of the methodology was the stages of effective communications of M. Forverg; R. Dilts' pyramid of logical levels; positive psychology; exercises and practice from coaching, gestalt approach, mindfulness meditation, autogenic training. In three years, more than 150 transformational games of this training were held where more than 600 people took part. As a result of this work the following areas were identified to develop the request: Through the provided psychological technique you can consider a difficult life situation (relationships, marriage, health, work, money, etc.) and understand the way to solve it; reconsider your attitude to the problem and take responsibility for actions to change your life for the better; find new and non-standard ways to achieve your goals; see a difficult situation from the other side and change attitudes towards it; determine your internal resources and strength to achieve the desired thing; make a wish, a dream; see what blocks prevent to manifest it in the life and make an action plan to implement it. Gaming activity allows a person to achieve a state of mind harmony and go through their transformational path from luck to success. Сегодня практика игровой терапии все чаще применяется в психологической деятельности. И все чаще в тренинговую форму работы или индивидуальное консультирование специалист включает трансформационную игру (т-игру). Игропрактика предусматривает использование т-игры для легкого погружения ее участников в потоковое состояние, которое позволяет быстрее осмыслить свои внутренние переживания в сложной или желаемой ситуации. Игровая деятельность дает возможность участнику процесса актуализировать и понять свое состояние в конкретных жизненных обстоятельствах и, с помощью психологических инструментов и ведущего т-игры, проработать свои проблемы на глубинном бессознательном уровне. В условиях игры человек может легче осмыслить свои ограничивающие убеждения, ресурсы внутренней силы и пройти необходимую трансформацию. Психологический игротренинг «От Удачи к Успеху», созданный в 2019 году, является т-игрой и авторской методикой, помогающей клиенту разобраться с запросом, и приблизится к достижению цели. Научную основу методики составили известные и авторские концепции и техники: этапы эффективных коммуникаций М. Форверга; пирамида логических уровней Р. Дилтса; позитивная психология; упражнения и практика из коучинга, гештатльт-подхода, осознанных медитаций, аутогенной тренировки. За три года было проведено больше 150 трансформационных игр данного игротренинга, в которых приняли участие более 600 человек. Благодаря проделанной работе были выявлены следующие направления для проработки запроса. Через предоставленную психологическую методику можно: рассмотреть сложную жизненную ситуацию (отношения, замужество, здоровье, работу, деньги и т.д.) и понять путь для ее решения; пересмотреть своё отношение к проблеме и взять ответственность на себя за действия для изменения своей жизни к лучшему; найти новые и нестандартные пути достижения своих целей; увидеть сложную ситуацию с другой стороны и изменить отношения к ней; определить свои внутренние ресурсы и силы для достижения желаемого; загадать желание, мечту; посмотреть, какие блоки мешают проявиться этому в жизнь и составить план действий для реализации задуманного. Игровая деятельность позволяет человеку достичь душевное состояние гармонии и пройти свой трансформационный путь от удачи к успеху.
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Sosiawan, Agung, Merina Dwi Pangastuti, Adi Hapsoro, Lydia Martina Santosa, R. Darmawan Setijanto, Taufan Bramantoro, Retno Palupi, Titiek Berniyanti, and Gilang Rasuna Sabdho Wening. "Description of Coaching Family Welfare Susceptibility, Seriousness, Benefits, and Barriers Perceived about Oral Disease Under the Health Belief Model Aproach in Pacar Keling." In The 7th International Meeting and The 4th Joint Scientific Meeting in Dentistry. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007291100130016.
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Fraser, Cath, Heather Hamerton, Dawn Picken, and Marguerite Marsh. "Converting Research to Outputs in One Week: The Efficacy of Writing Retreats." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205006.
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Academic teaching staff are beset by a host of demands and responsibilities in these challenging times – for many, the onus of demonstrating that they are ‘research active’ and producing scholarly publications threatens to become the final straw. This presentation will outline one possible solution that some Te Pūkenga subsidiaries, including our own, have found highly effective. Since the 2016 inauguration of Toi Ohomai, the research office have been convening an annual, offcampus, week-long writers’ retreat for staff. We have also recently added a second event specifically for Māori researchers. Objectives include developing academic writing capability, achieving publications/research outputs, and progressing theses/dissertations. Feedback from the 4 to 12 participants at each event has been generally enthusiastic, and anecdotally there appears to have been a high rate of conversion of writing to publication. Further, the literature suggests that writing retreats offer additional benefits; coaching relationships, cross-disciplinary connections and collaborations, and a new or renewed engagement with research culture. Our research team decided that a more formal evaluation of retreat participant outcomes would be timely, and would potentially allow us to promote this initiative to Te Pūkenga’s research strategy development arm. Using a multi-method design, we reviewed survey feedback from the seven retreats held between 2017 and 2021, and verified research outputs registered with our institute’s research management system. We then developed and piloted interview questions, and met with nine past retreat attendees. This paper shares our emerging findings, including enablers and barriers to attendance and productivity, and suggested work-arounds. We believe that this approach to assisting staff to progress their publishing careers is easily transferable across other subsidiaries, and hope that colleagues, managers, and the teaching and learning teams who support them will find some of our learnings helpful.
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Cadei, Luca, Gianmarco Rossi, Lorenzo Lancia, Danilo Loffreno, Andrea Corneo, Diletta Milana, Marco Montini, et al. "Digital Lighthouse: A Scalable Model for Digital Transformation in Oil & Gas." In SPE Conference at Oman Petroleum & Energy Show. SPE, 2022. http://dx.doi.org/10.2118/200149-ms.
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Abstract Energy companies are latecomers to digitization with respect to other business, but new technologies like Big Data, Cloud infrastructure and Artificial Intelligence offer great opportunities. Here we present an integrated approach to the digitalization of an O&G plant aiming to offer operator safety enhancement, production optimization and reduction of the environmental impact to maximize the asset value. This has been accomplished by complex and continuous work powered by the people who are the engine and the real target of the digital transformation process. In the key study hereby presented, an all-round effort has been made to empower the operator's everyday work with digital and innovative tools supporting reservoir, maintenance, production and HSE workflow. Starting from a number of various legacy systems, a single integrated dashboard was built: The Integrated Operation Centre (IOC). IOC is now available on PC and smartphones to all site personnel both at the operational and managerial level. New innovative systems were developed and deployed into IOC to capitalize on the data acquired during years of plant activities. Machine learning and advanced analytics solutions provide new daily insight on how to efficiently schedule maintenance operations and avoid off-specs and downtime on critical equipment, while complex production optimizers help technicians react to unexpected situations and maximize production. Via IoT (Internet of Things) and portable devices, new tools and workflows were deployed onsite to ease the work and enhance the safety of workers with focus on usage of PPE and providing rapid information to locate workers during emergency situations. People from both site and company headquarters ensured the success of the digital transformation by working together in an Agile Method during the development phase and by coaching in the roll-out phase. New professional roles, like data scientist and big data engineers, joined effort with experienced operators to ensure the success of this journey. This cooperation was at the basis of a comprehensive change management effort, which ensured a smooth and constant change in the way the personnel thinks, acts and reacts. This, we believe, is at the very heart of any fundamental transformation, being it digital or not.
Reports on the topic "Coaching beliefs"
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.