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Journal articles on the topic 'Coaching education'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Gearity, Brian T. "Coaching Education." Strength and Conditioning Journal 36, no. 1 (2014): 1. http://dx.doi.org/10.1519/ssc.0000000000000032.

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2

Passmore, Jonathan. "Coaching Psychology: Applying Integrative Coaching Within Education." International Journal of Leadership in Public Services 2, no. 3 (2006): 27–33. http://dx.doi.org/10.1108/17479886200600031.

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3

Collins, Karen, and Russell Medbery. "Go to the Source: High School Athletic Directors and Coaching Education." Journal of Coaching Education 1, no. 2 (2008): 1–18. http://dx.doi.org/10.1123/jce.1.2.1.

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The coach-athlete relationship is an important determinant in creating a healthy sport environment. Educating coaches is a critical component of cultivating a positive coach-athlete relationship. It is through systematic coaching education programs that positive coaching skills are learned (Smith & Smoll, 1997). It is equally important to accurately assess current needs and demands of state high school coaching education programs. Therefore, the purpose of this research was to systematically assess the current state of coaching education. This needs assessment included descriptions of athl

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4

Heineke, Sally F. "Coaching Discourse." Elementary School Journal 113, no. 3 (2013): 409–33. http://dx.doi.org/10.1086/668767.

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5

Westby, Carol. "Emotion Coaching." Word of Mouth 31, no. 5 (2020): 12–13. http://dx.doi.org/10.1177/1048395020915650d.

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6

Donegan, Mary M., Michaelene M. Ostrosky, and Susan A. Fowler. "Peer Coaching." Young Exceptional Children 3, no. 3 (2000): 9–16. http://dx.doi.org/10.1177/109625060000300302.

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7

Sezer, Hale. "The coaching process evaluation scale used in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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8

Panfil, Ryszard, Marcin Krawczynski, Piotr Marek, and Lukasz Panfil. "Coaching and Coach Education in Poland." International Sport Coaching Journal 2, no. 1 (2015): 50–63. http://dx.doi.org/10.1123/iscj.2014-0106.

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The purpose of this paper is to describe the current status of coaching and coach education in Poland. Currently, the dynamics of legal rulers that govern the sport coaching market in Poland are dictated by several broader phenomena, such as the globalisation of sport culture, European integration, decentralisation of power and deregulation of the labour market that has been occurring over recent years. The coaching labour market, which is determined by various needs of institutions and individuals, points to appropriate forms and methods of education for coaches. This new situation allows us

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9

Stein, Irene F., Linda J. Page, and Terrence E. Maltbia. "Coaching Education: Coming of Age." Journal of Psychological Issues in Organizational Culture 5, no. 2 (2014): 7–15. http://dx.doi.org/10.1002/jpoc.21149.

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10

Sawyer, Tom. "Coaching Education in North America." Journal of Physical Education, Recreation & Dance 63, no. 7 (1992): 33–35. http://dx.doi.org/10.1080/07303084.1992.10609914.

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11

Kalista-Richards, Marcia. "Effective education—Coaching for success." Journal of Renal Nutrition 5, no. 2 (1995): 81–86. http://dx.doi.org/10.1016/1051-2276(95)90098-5.

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12

Malete, Leapetswe, and Deborah L. Feltz. "The Effect of a Coaching Education Program on Coaching Efficacy." Sport Psychologist 14, no. 4 (2000): 410–17. http://dx.doi.org/10.1123/tsp.14.4.410.

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This study examined the effect of participation in a coaching education program compared to a control group on coaches’ perceived coaching efficacy. The program consisted of two 6-hour sessions. The Coaching Efficacy Scale was used to determine the impact of the program on perceived coaching efficacy. Forty-six Michigan high school coaches and 14 coaching preparation students were recruited for the experimental (n = 36) and control groups (n = 24) for this study. The participants were asked to respond to pretest and posttest CES questionnaires that examined how confident they were in influenci

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13

Hedlund, David P., Carol A. Fletcher, Simon M. Pack, and Sean Dahlin. "The Education of Sport Coaches: What Should They Learn and When Should They Learn It?" International Sport Coaching Journal 5, no. 2 (2018): 192–99. http://dx.doi.org/10.1123/iscj.2017-0110.

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Around the world, there is a growing movement to improve sport coaching education. In recent years, the International Council for Coaching Excellence (ICCE) has begun to address questions related to the education, training and development of sport coaches through the publication of the International Sport Coaching Framework (ISCF) and the Sport Coaching Bachelor Degree Standards (SCBDS). In the United States, because sport coaches can undertake a wide variety of coaching-related educational opportunities, the United States Olympic Committee has taken steps to address the disparity in training

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14

Callary, Bettina, Diane Culver, Penny Werthner, and John Bales. "An Overview of Seven National High Performance Coach Education Programs." International Sport Coaching Journal 1, no. 3 (2014): 152–64. http://dx.doi.org/10.1123/iscj.2014-0094.

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High quality education programs across the globe could help coaching move forward as a profession. Although there have been suggestions to improve sports coaching education programs by integrating theory and practice through alternative learning approaches such as mentoring and critical refection (Armour, 2010; Cushion, Armour, & Jones, 2003), it is unclear whether such approaches have been implemented in coach education programs and how different countries are educating their coaches. The purpose of this paper is to describe how seven high performance coach education programs are educatin

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15

Martin, Inge. "The coaching handbook." British Journal of Educational Technology 35, no. 2 (2004): 252–53. http://dx.doi.org/10.1111/j.0007-1013.2004.386_8.x.

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16

Downing, Joyce Anderson, Robin D. Brewer, Melanie S. Reid, and Barbara G. Rhine. "Peer Coaching." Intervention in School and Clinic 39, no. 2 (2003): 113–21. http://dx.doi.org/10.1177/10534512030390020701.

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17

Dieffenbach, Kristen D., and Valerie Wayda. "A Critical Review of American Academic Coaching Education Programs." Journal of Coaching Education 3, no. 2 (2010): 21–39. http://dx.doi.org/10.1123/jce.3.2.21.

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Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a

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18

Shunk, Rebecca, Maya Dulay, Calvin L. Chou, Susan Janson, and Bridget C. O’Brien. "Huddle-Coaching." Academic Medicine 89, no. 2 (2014): 244–50. http://dx.doi.org/10.1097/acm.0000000000000104.

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19

Resende, Rui, Pedro Sequeira, and Hugo Sarmento. "Coaching and Coach Education in Portugal." International Sport Coaching Journal 3, no. 2 (2016): 178–83. http://dx.doi.org/10.1123/iscj.2016-0038.

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The purpose of this paper is to provide an overview of coaching and coaching education in Portugal. In Portugal, sport coaching is traditionally considered a part-time vocation. There has been a growing concern of the Portuguese authorities to increase the standards of quality for sport coaching. Following the 1974 revolution there were profound alterations in how coaching and coach education are regulated. The legislative changes in coach education occurred mainly due to the harmonisation of the qualifications in the European Union. More recently, the responsibility for coach certification ha

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20

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

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Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. Howe

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21

Koch, Carol. "The Coaching Process in Higher Education." Perspectives on Issues in Higher Education 11, no. 2 (2008): 44–47. http://dx.doi.org/10.1044/ihe11.2.44.

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Abstract Excellence in teaching is a standard to which educators aspire. The developmental nature of effective teaching strategies implies the need to provide ongoing and continual support for junior level faculty. Showers (1985) described coaching as a process that involves assistance in learning. Therefore, coaching involves assistance without judgment. Through case study illustration, the coaching process framework will be examined within the context of a university instructor desiring to enhance teaching performance.

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22

Reddy, Linda A., Christopher M. Dudek, and Adam Lekwa. "Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching." Theory Into Practice 56, no. 1 (2016): 46–55. http://dx.doi.org/10.1080/00405841.2016.1241944.

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23

Robertson, Dana A., Evelyn Ford-Connors, Tia Frahm, Kristen Bock, and Jeanne R. Paratore. "Unpacking productive coaching interactions: identifying coaching approaches that support instructional uptake." Professional Development in Education 46, no. 3 (2019): 405–23. http://dx.doi.org/10.1080/19415257.2019.1634628.

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24

Ramos Loredo, Eva, Beatriz Sierra-Arizmendiarrieta, and Cristina Roces Montero. "Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17." Educatio Siglo XXI 37, no. 2 Jul-Oct (2019): 223–44. http://dx.doi.org/10.6018/educatio.387091.

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El coaching es una metodología que persigue el desarrollo del máximo potencial personal. Recientemente, se ha trasladado al campo educativo para mejorar las habilidades y prácticas de los docentes y el alumnado. Los objetivos principales de esta investigación son: realizar una revisión bibliográfica de los últimos años, identificar los ámbitos de aplicación más recurrentes, y descubrir aquellos menos contrastados, de cara a sugerir nuevas líneas de investigación. La metodología está basada en una revisión sistemática de artículos científicos de los últimos cinco años en idioma español e inglés

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25

Chambers, Fiona, and Robin Gregg. "Coaching and Coach Education in Ireland." International Sport Coaching Journal 3, no. 1 (2016): 65–74. http://dx.doi.org/10.1123/iscj.2015-0095.

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This paper highlights the status of coaching and coach education policy and practice on the island of Ireland. The island of Ireland represents a unique setting as it comprises a hybrid jurisdiction of (a) the United Kingdom and Northern Ireland and (b) the Republic of Ireland. A historical and sociopolitical backdrop provides insight into how key agencies develop coaching and coach education policy and practice in a highly complex dual environment. A five-step meta-synthesis process of data collection and analysis revealed key policy and practice issues on the island relating to (a) the coach

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26

Carr, David B. "Physical Education Teacher Education Programs Need to Encourage Coaching Education." Journal of Physical Education, Recreation & Dance 81, no. 9 (2010): 6. http://dx.doi.org/10.1080/07303084.2010.10598534.

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27

Henkel, Steven A., and Neal F. Earls. "The Moral Judgment of Physical Education Teachers." Journal of Teaching in Physical Education 4, no. 3 (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

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28

Sullivan, Philip, Kyle J. Paquette, Nicholas L. Holt, and Gordon A. Bloom. "The Relation of Coaching Context and Coach Education to Coaching Efficacy and Perceived Leadership Behaviors in Youth Sport." Sport Psychologist 26, no. 1 (2012): 122–34. http://dx.doi.org/10.1123/tsp.26.1.122.

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This research was supported by the Social Sciences and Humanities Research Council.The purposes of this study were to examine how coaching context and level of coaching education were related to coaching efficacy and, subsequently, how coaching efficacy was related to perceived leadership behaviors in youth sports. One hundred and seventy-two youth sport coaches completed the Coaching Efficacy Scale and Revised Leadership Scale for Sports. Structural equation modeling revealed that coach education significantly affected the multidimensional construct of coaching efficacy whereas coaching conte

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29

Vargas-Tonsing, Tiffanye M. "Coaches' Preferences for Continuing Coaching Education." International Journal of Sports Science & Coaching 2, no. 1 (2007): 25–35. http://dx.doi.org/10.1260/174795407780367186.

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30

Gentile, Dina. "A Coaching Education Program That Works." Strategies 16, no. 2 (2002): 23–24. http://dx.doi.org/10.1080/08924562.2002.10591000.

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31

Milistetd, Michel, Pierre Trudel, Isabel Mesquita, and Juarez Vieira do Nascimento. "Coaching and Coach Education in Brazil." International Sport Coaching Journal 1, no. 3 (2014): 165–72. http://dx.doi.org/10.1123/iscj.2014-0103.

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In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have

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32

Hedberg, Marie. "Coaching and Coach Education in Sweden." International Sport Coaching Journal 2, no. 2 (2015): 187–91. http://dx.doi.org/10.1123/iscj.2014-0136.

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The purpose of this article is to describe the status of coaching and coach education in Sweden. The Swedish Sport Movement can be traced to the distinctive cultural and political characteristics that exist in Sweden and in other Scandinavian countries. The typical Swedish coach has been described as a collectivist, having a high work ethic and believing strongly in the importance of the group (Birkinshaw & Crainer, 2002). They build their coaching on what are traditionally considered female values, have a high-risk tolerance and there is often a lack of hierarchy in the coach-athlete rela

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33

Tshube, Tshepang, and Stephanie J. Hanrahan. "Coaching and Coach Education in Botswana." International Sport Coaching Journal 5, no. 1 (2018): 79–83. http://dx.doi.org/10.1123/iscj.2017-0088.

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The purpose of this paper is to present the status of coaching in Botswana, particularly key developments in policies and practice. In addressing this purpose, authors referred to the National Sport and Recreation Policy, the Botswana National Olympic Committee (BNOC), the Botswana National Sport Commission (BNSC), and National Reports. The authors first give a brief overview of Botswana’s geo-political, cultural, and economic status. Following the contextualization of Botswana sports, the authors present available coach education programs and BNSC and BNOC plans regarding the development of c

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34

Perrault, Ellen L. J., and Heather D. J. Coleman. "Coaching Within Social Work Field Education." Clinical Supervisor 23, no. 2 (2004): 47–64. http://dx.doi.org/10.1300/j001v23n02_04.

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35

Izumi, Shin-Ichi. "Application of Coaching for Patient Education." Japanese Journal of Rehabilitation Medicine 54, no. 9 (2017): 704–9. http://dx.doi.org/10.2490/jjrmc.54.704.

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36

Lasocińska, Kamila, Kamila Witerska, and Andrzej Zbonikowski. "Coaching skills of adult education professionals." Zarządzanie Innowacyjne w Gospodarce i Biznesie 23, no. 2 (2016): 54–70. http://dx.doi.org/10.25312/2391-5129.23/2016_57-73.

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37

Sisley, Becky L., and Flo Delaney. "Coaching Education for Novice Women Coaches—." Journal of Physical Education, Recreation & Dance 61, no. 1 (1990): 65–68. http://dx.doi.org/10.1080/07303084.1990.10606417.

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38

Ward, Amy, and Randi Stanulis. "Improving Medical Education Through Targeted Coaching." Medical Science Educator 30, no. 3 (2020): 1255–61. http://dx.doi.org/10.1007/s40670-020-01002-2.

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39

Gould, Daniel, John Giannini, Vikki Krane, and Ken Hodge. "Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches." Journal of Teaching in Physical Education 9, no. 4 (1990): 332–44. http://dx.doi.org/10.1123/jtpe.9.4.332.

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The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various c

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40

Eriksen, Matthew, Sarah Collins, Bailey Finocchio, and Julian Oakley. "Developing Students’ Coaching Ability Through Peer Coaching." Journal of Management Education 44, no. 1 (2019): 9–38. http://dx.doi.org/10.1177/1052562919858645.

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Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging fact

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41

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych c

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42

Keller, Jim. "Mastering Coaching and Supervision." NASSP Bulletin 74, no. 529 (1990): 119. http://dx.doi.org/10.1177/019263659007452923.

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43

Kalungu-Banda, Martin. "Coaching as thinking partnership." Journal of Leadership Studies 5, no. 1 (2011): 89–92. http://dx.doi.org/10.1002/jls.20209.

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44

Hakro, Ahmed Nawaz, and Priya Mathew. "Coaching and mentoring in higher education institutions: a case study in Oman." International Journal of Mentoring and Coaching in Education 9, no. 3 (2020): 307–22. http://dx.doi.org/10.1108/ijmce-05-2019-0060.

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PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design

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45

Heinrich, William F., Eleanor Louson, Caroline Blommel, and Aalayna R. Green. "Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning." Innovative Higher Education 46, no. 3 (2021): 357–75. http://dx.doi.org/10.1007/s10755-020-09537-3.

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AbstractThis study explores a case of coaching deployed in experiential, interdisciplinary, and project-based courses. This study follows coaching in two courses that operated on a high-impact practice framework. In these courses, coaching was experienced by both students and faculty as a critical feature of the success of the courses. Students showed that coaching impacted their sense of the gravity of course content, their ownership of student-designed work, their relationships with faculty, and their experience of place-based learning. Faculty indicated that the coaching promoted transdisci

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46

Ryom, Knud, Mie Maar Andersen, and Reinhard Stelter. "Coaching at-risk youth in a school within a socially challenging environment." Improving Schools 20, no. 2 (2017): 143–60. http://dx.doi.org/10.1177/1365480217694955.

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The purpose of this study was to implement group coaching in a school setting and examine the participants’ experiences. Participants were all males (age 12–16 years), primarily with a Middle Eastern family background and from a socioeconomically deprived area. A 2-year intervention with regular coaching counselling during school hours was delivered. Qualitative longitudinal interviews ( n = 6) and long-term fieldwork found that group coaching enhanced social cohesion and social resilience. The study concludes that group coaching can be a valid tool for addressing at-risk youth in schools. Eve

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47

Kilty, Katie. "Women in Coaching." Sport Psychologist 20, no. 2 (2006): 222–34. http://dx.doi.org/10.1123/tsp.20.2.222.

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The purpose of this article is to review the challenges that women coaches must overcome and to discuss coach education strategies for facilitating the development of women coaches. Changes in representation of women in positions of leadership in sport have created a social context in which the experience of female coaches is referenced from a predominantly male perspective. As such, recurring issues elicited by attendees at the USOC/NCAA sponsored Women in Coaching Conferences are discussed. Coach education strategies are addressed in three main areas: (a) the continuation of women and sport

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48

Russell, Jennifer Lin, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, and Laurie Speranzo. "Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model." Educational Evaluation and Policy Analysis 42, no. 3 (2020): 439–66. http://dx.doi.org/10.3102/0162373720940699.

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Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support teaching improvement, research has yet to identify high-leverage coaching practices. In collaboration with a network of state leaders and coaches, our research team refined a model for math coaching and documented the practices coaches employed in one-on-one work with teachers. Analysis of videotaped coaching conversations and teaching events sugges

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49

Patrick, Susan Kemper, Laura K. Rogers, Ellen Goldring, Christine M. Neumerski, and Viviane Robinson. "Opening the black box of leadership coaching: an examination of coaching behaviors." Journal of Educational Administration 59, no. 5 (2021): 549–63. http://dx.doi.org/10.1108/jea-08-2020-0168.

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PurposeLeadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership.Design/methodology/approachBuilding on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish co

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50

Eastman, Christine Angela. "The developmental needs of coaches and coachees." International Journal of Mentoring and Coaching in Education 8, no. 3 (2019): 217–27. http://dx.doi.org/10.1108/ijmce-03-2019-0044.

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Purpose The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines. Design/methodology/approach The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion a

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