Relevant bibliographies by topics / Coaching - General

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coaching - General'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Coaching - General"

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Sparrow, John. "Life coaching in the workplace." International Coaching Psychology Review 2, no. 3 (November 2007): 277–97. http://dx.doi.org/10.53841/bpsicpr.2007.2.3.277.

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Objectives:There is increasing recognition of coaching’s situated nature. Different emphases in coaching are being utilised in different contexts with differing performance expectations. Life coaching has witnessed rapid growth within the last five years, primarily outside but increasingly within the workplace. The objective of this research is to establish the understanding, utilisation, and outcomes associated with life coaching in the workplace. Procurement practices within organisations are also explored.Design:A cross-sectional survey of organisations is undertaken. Practices and reported outcomes are explored within small- and medium-sized organisations together with large organisations. Private, public and community and voluntary sector organisations aresampled.Methodology:A postal questionnaire assessing 39 potential organisational outcomes, 93 potential individual outcomes and 21 potential procurement criteria for bothperformance and life coaching was developed. Responses from 51 organisations were obtained.Results:Life coaching is found to be less well understood than performance coaching. Significant differences between organisational sizes and sectors in practices and perceived outcomes are identified. Coaching has significantly less impact upon entrepreneurship and social purpose outcomes than more general organisational outcomes. The outcomes more typically associated with life coaching are not secured to the same extent as outcomes typically associated with performance coaching. Both coaching in general and life coaching secure rectification outcomes to a greater extent than positive well-being outcomes. There are significant differences in procurement criteria for performance and life coaching.Conclusions:A potential role for a life dimension in workplace coaching may be evolving. The contribution of the current study and other prospective research towards the development of theory and practice are discussed.
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Ilina, Olga K. "Coaching instruments in teaching general English." Tambov University Review. Series: Humanities, no. 4 (2022): 978–87. http://dx.doi.org/10.20310/1810-0201-2022-27-4-978-987.

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The most important feature of education in the information society, according to the laws of which humanity lives today, is lifelong learning, and therefore the ability to learn becomes one of the key competencies. Today, the ability to acquire knowledge on one’s own, without the help of a teacher, is of particular importance, which creates the need to form students’ cognitive interest and self-education skills. This is facilitated by the coaching approach to learning, which is a new step in the methodology of teaching foreign languages, and involves a partnership between the teacher and the student in the educational process, the student’s awareness of the personal need for mastering knowledge and the need to take responsibility for the result. The purpose of the research is to describe the tools of the coaching approach to teaching general English. The research showed that the creation of a relationship of trust and partnership in the educational process is facilitated by: meeting the student’s need for meaningful learning, understanding and recognition of the student’s values, active listening, developing feedback, and effective questions. The use of these technologies is intended to provide students with access to self-education in the future. The study concludes that the use of coaching approach tools in teaching general English contributes to the maximum disclosure of learners’ internal resources and capabilities.
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Angulo, Pedro, Jonathan Passmore, and Hazel Brown. "Distinctions in coaching practice between the island of Ireland and the rest of Europe." Coaching Psychologist 15, no. 1 (June 2019): 36–46. http://dx.doi.org/10.53841/bpstcp.2019.15.1.36.

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This research article sought to identify distinctions in the coaching practice between coaches in the island of Ireland (Republic of Ireland and Northern Ireland) and those in the rest of Europe by reviewing and analysing the Irish coaching data provided by The State of Play in European Coaching & Mentoring (2017) and The State of Play in Irish Coaching (2018) research reports. The article also draws a number of useful conclusions and recommendations for coaching psychology practitioners and coaches in general to improve their coaching practice and for accreditation bodies to further promote the professional development of coaching.A survey design was adopted, with a snowball sampling strategy generating 133 respondents. Eight surveyed aspects of coaching practice produced distinctive responses from coaches within Ireland compared with respondents from other European nations: They are more likely to be members of a professional coaching body; spend a higher amount of their working time engaged in coaching; tend to command higher hourly fee rates from corporate coaching assignments; are more likely to use formal supervision with a qualified coach; make greater use of the cognitive behavioural and psychodynamic methods; are slightly more thorough in the range of topicsthey cover when contracting; are less likely to share their code of ethics with their coachees; and believe that the coach’s experience and his/her professional qualifications, as opposed to price or membership of a professional body, are the most important factors when people commission coaching support.Recommendations are made for future analytical research to identify causal factors for these distinctions.Keywords:Coaching; Ireland; Europe; national distinctions.
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Gerlach, Birthe. "Coaching." ZWR - Das Deutsche Zahnärzteblatt 130, no. 01/02 (February 2021): 52–53. http://dx.doi.org/10.1055/a-1257-0109.

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Stedman, Martha E., and Thomas L. Nolan. "Coaching." Nursing Administration Quarterly 31, no. 1 (January 2007): 43–49. http://dx.doi.org/10.1097/00006216-200701000-00012.

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Haas, Sheila A. "Coaching." JONA: The Journal of Nursing Administration 22, no. 6 (June 1992): 54–58. http://dx.doi.org/10.1097/00005110-199206000-00012.

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Hancock, Dave. "Team and personal coaching in general practice." Practice Management 31, no. 9 (October 2, 2021): 22–25. http://dx.doi.org/10.12968/prma.2021.31.9.22.

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Webers, Thomas. "Coaching meets Research – Coaching Essentials 1980–2050." Organisationsberatung, Supervision, Coaching 29, no. 1 (January 10, 2022): 137–39. http://dx.doi.org/10.1007/s11613-021-00752-1.

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A, Elvi Alfian. "Pembinaan terhadap Narapidana Wanita Hamil di Lembaga Pemasyarakatan Perempuan (LPP) Kelas II B Jambi." Jurnal Ilmiah Universitas Batanghari Jambi 21, no. 1 (February 8, 2021): 338. http://dx.doi.org/10.33087/jiubj.v21i1.1329.

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Basically the right between female inmates and male inmates is the same, only in this case because the inmate is a woman then there are some rights that get special attention than male inmates. Female inmates are not only limited to their rights as inmates in general, but also have difficulty when facing the circumstances that become their nature as a woman. The purpose of this study was: a) To find out how the system of coaching female inmates who are pregnant in the Class II B Jambi Women's Correctional Institution; b) To find out what are the inhibition factors of coaching female inmates who are pregnant in the Women's Correctional Institution class II B Jambi and c) To find out what efforts can be made by correctional officers in overcoming the inhibition factor of coaching female inmates who are pregnant in the Women's Correctional Institution class II B Jambi. The research method is an empirical juridical approach. Empirical juridical approach in this study means that in analyzing the problem is done by combining legal materials (which are secondary data) with primary data obtained in the field that is about the development of pregnant female inmates in the Class II B Jambi Women's Society. In accordance with the theme, this research uses descriptive qualitative methods. The conclusion of this study is coaching of pregnant female inmates in The Class II B Jambi Women's Correctional Institution remains equated with the coaching of other female inmates in general, there are two coachings applied in the Class II B Jambi LPP, namely Personality Coaching and Self-Reliance Coaching. Pregnant female inmates get waivers from the LPP not to do heavy work such as room picket routines, gymnastics activities every Saturday, gotong royong or other activities that endanger the condition of the womb or mother. It can be said that the guidance provided by the LPP to pregnant female inmates in accordance with the author's current meticulous, for the fulfillment of his rights has not been fulfilled to the maximum due to the lack of funds.
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Eriksen, Matthew, Sarah Collins, Bailey Finocchio, and Julian Oakley. "Developing Students’ Coaching Ability Through Peer Coaching." Journal of Management Education 44, no. 1 (June 28, 2019): 9–38. http://dx.doi.org/10.1177/1052562919858645.

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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 factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.
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Dissertations / Theses on the topic "Coaching - General"

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Leibovitz, Amanda Patricia. "Coaching Athletes with Post-Traumatic Stress: Exploring Trauma-Related Competencies and Coaching Efficacy." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707363/.

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The purpose of this study was twofold: (a) assess cycling coaches' trauma-related competencies, as measured by trauma knowledge (i.e., trauma-specific education, familiarity with post-traumatic stress [PTS]), stigma of persons with PTS (i.e., fear/dangerousness, help/interact, forcing treatment, negative emotions), and interpersonal skills (i.e., self-reported emotional intelligence, perceived quality of coach-athlete relationships); and (b) examine the influence that trauma knowledge and stigma of persons with PTS has on coaching efficacy specific to coaching trauma-impacted athletes (i.e., trauma-informed coaching efficacy), after controlling for general coaching experience. Descriptive statistics indicated the majority of coaches had no trauma-specific education, a high degree of familiarity with PTS, and a low level of stigma via four attribution variables. Moreover, participants highly appraised their own emotional intelligence, the quality of their coach-athlete relationships, and their trauma-informed coaching efficacy. A hierarchical regression analyses indicated that familiarity with PTS helped to explain additional variance in trauma-informed coaching efficacy over and above demographic and general coach experience variables. The study establishes trauma-informed coaching as a distinct area of research and highlights the need for improved continuing education opportunities for coaches related to psychological trauma and PTS.
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Lugo, Real Oriol. "Eficàcia dels processos de psicologia coaching. Mesura dels canvis de la desitjabilitat de control, l'autoeficàcia general i l'actitud proactiva en processos de psicologia coaching." Doctoral thesis, Universitat Ramon Llull, 2019. http://hdl.handle.net/10803/665490.

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En la pràctica de la Psicologia Coaching són escassos els estudis que mesuren l'eficàcia i els canvis transformacionals en els coachees després d'un procés de treball. Sorgeix la necessitat d’avaluar aquests canvis a partir de l’estudi de tres variables: “Desig de Control”, “l'Autoeficàcia General” i “l’Actitud Proactiva”. Amb un seguit de 3 escales fiables i vàlides de mesura, hem avaluat 3 grups de coachees formats per professionals de l’àmbit educatiu que han passat per un procés de Psicologia Coaching (n= 65) i 3 grups que formen el grup de control (n= 61). El nostre principal objectiu és demostrar com abans i després d’aquest procés de 8 sessions es produeixen canvis, existint una relació entre els constructes de Desig de Control, l’Autoeficàcia General i l’Actitud Proactiva. Al comparar l’avaluació realitzada a la preintervenció amb la realitzada a la postintervenció s’observa un increment significatiu a la puntuació total de l’escala de Desig de Control (F(1,112) = 6,17; p = 0,01; ηp2 = 0,05) i també a l’escala d’Autoeficàcia (F(1,112) = 6,35; p = 0,01; ηp2 = 0,05) en el grup experimental. El fet que els individus hagin escollit els seus propis objectius pot ser un dels factors que genera l’augment del Desig de Control i de l’Autoeficàcia, així com un baix nivell d’abandonament (6,2% en el grup experimental). No s’han obtingut canvis significatius en l’Actitud Proactiva potser perquè els participants no s’han plantejat reptes que estimulessin aquest factor. No s’ha realitzat una fase de seguiment que podria afegir major consistència als resultats.
En la práctica de la Psicología Coaching son escasos los estudios que miden la eficacia y los cambios transformacionales en los coachees tras un proceso de trabajo. Surge la necesidad de evaluar estos cambios a partir del estudio de tres variables: "Deseo de Control", "la Autoeficacia General" y "la Actitud Proactiva". Con una serie de 3 escalas fiables y válidas de medida, hemos evaluado 3 grupos de coachees formados por profesionales del ámbito educativo que han pasado por un proceso de Psicología Coaching (n = 65) y 3 grupos que forman el grupo de control (n = 61). Nuestro principal objetivo es demostrar como antes y después de este proceso de 8 sesiones se producen cambios, existiendo una relación entre los constructos de Deseo de Control, la Autoeficacia General y la Actitud Proactiva. Al comparar la evaluación realizada en la pre-intervención con la realizada en la post-intervención se observa un incremento significativo en la puntuación total de la escala de Deseo de Control (F (1,112) = 6,17; p = 0,01; ηp2 = 0,05) y también en la escala de Autoeficacia (F (1,112) = 6,35; p = 0,01; ηp2 = 0,05) en el grupo experimental. El hecho que los individuos hayan escogido sus propios objetivos puede ser uno de los factores que genera el aumento del Deseo de Control y de la Autoeficacia, así como un bajo nivel de abandono (6,2% en el grupo experimental). No se han obtenido cambios significativos en la Actitud Proactiva quizá porque los participantes no se han planteado retos que estimularan este factor. No se ha realizado una fase de seguimiento que podría añadir mayor consistencia a los resultados.
In the practice of Coaching Psychology there are few studies that measure the efficacy and the transformational changes in the coachees after a process. It is necessary to evaluate the changes from the study of three variables which are "Desire for Control", "General Self-Efficacy" and "Proactive Attitude". With a series of 3 reliable and valid scales we evaluated 3 groups of coachees, formed by teachers, who have gone through a process of Coaching Psychology (n= 65) and 3 groups that are part of the control group (n= 61). Our main objective is to prove how before and after this process of 8 sessions changes occur, with a relationship between the constructs of Desire for Control, General Self-Efficacy and Proactive Attitude. When comparing the evaluation performed in the pre-intervention with the one performed in the post-intervention, a significant increase in the total score of the Control Desire scale was observed (F (1,112) = 6,17; p = 0 , 01; ηp2 = 0.05) and also on the scale of Self-Efficacy (F (1,112) = 6,35; p = 0,01; ηp2 = 0.05) in the experimental group. The fact that people have chosen their own goals can be one of the factors that generate increased desire for control and self-efficacy, as well as a low dropout (6.2% in the experimental group). No significant changes have been obtained in Proactive Attitude perhaps because the participants have not raised challenges that would stimulate this factor. There was no follow-up phase that could add more consistency to the results.
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Weight, Erianne Allen. "Entrepreneurship a coaching strategy to sustain Division I-A non-revenue sport vitality /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215224.

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Thesis (Ph.D.)--Indiana University, Dept. of Sport Management, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1417. Adviser: Larry Fielding. "Title from dissertation home page (viewed June 19, 2007)."
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Kent, William A. "A study of the impact of a coaching program on customer perceptions and company financial performance." Thesis, Keiser University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689008.

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In this world of globalized business, corporate training programs are based on the common belief that better-trained employees will enhance business performance. Early research was focused on the impact of training on company performance in the business- to-business (B2B) environment. All of the early studies included employee opinions to measure what is called internal market orientation (IMO) as well as identification of the key constructs of trust, commitment, and relationship satisfaction, which affect performance. Later, survey-based research on external (customer) market orientation (EMO) in an international business also expanded the cultural complexity of the supplier- buyer relationships. Targeted coaching, rather than generic training programs, became appropriate. No empirical evidence in the literature provided quantitative measurement of the results of coaching programs on either EMO or company financial results. This research served to analyze the impact of an ongoing salesperson coaching program on both customer perceptions (EMO) and the financial results of the company. Two surveys of two different customer populations, with a 6-month time span between surveys, provided data to quantify any shifts in EMO. No significant shifts were found in either the domestic or the international customer populations. However, the company financial data confirmed a positive impact on profitability and a strong return on investment (ROI). Further research is needed which takes into consideration different parameters, including longer time spans between customer surveys, deeper interview-based analysis of customer perceptions and buying habits, and the different coaching strategies employed during the study.

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Thompson, Michele T. "Effects of Tiered Training on General Education Teachers' Use of Specific Praise." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3078.

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Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed rapid and somewhat sustained increases in rates of BSP following the Tier 2 and 3 interventions (video self-monitoring and peer coaching), but not following the Tier 1 intervention (schoolwide in-service training). Averages for all 3 students' on-task behavior increased with increased teacher BSP. Implications for educators, administrators, and researchers are discussed.
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Havar-Simonovich, Timea. "Transferring soft skills from the performing arts curriculum to business : a German-based exploration into the possibilities for training management consultants." Thesis, Edinburgh Napier University, 2012. http://researchrepository.napier.ac.uk/Output/5340.

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Recent research findings have reinforced the importance of soft skills for managerialsuccess. Consequently, there is an ongoing practical need for and research interest ineffective soft skill training. In order to improve the soft skills of their employees,companies have begun to turn to performing artists in the hope of achieving a hightraining effect. While this phenomenon has created excitement, it has hardly been thesubject of serious investigation guided by research questions and executed researchmethodologies. In particular, hardly any insights exist into the exercises artists use whenproviding soft skill training and coaching for a business audience. In order to exploresuch activities in a systematic way, this thesis turns the attention to the performing artshigher education curriculum for identifying relevant exercise categories and for linkingthem to soft skills. This is accomplished through in-depth interviews conducted withclassical singing and drama teachers in Germany. In order to achieve a transfer to thebusiness world, HR representatives from German-based management consulting firmsare also questioned through in-depth interviews in order to explore relevant soft skillsaddressable by performing arts interventions. The results show transfer links betweeneight performing arts curriculum items and seven soft skill categories. Apart fromexploring the relationship between arts-based exercises and managerial soft skills, theresearch results confirm the benefit rationale for arts-based training and highlightsuccess factors. The outcomes are visualised in a suggestive model aimed at providing asystematic orientation for arts-based trainers and for organisations considering soft skilltraining based on the performing arts. However, the research has also limitations,especially a too conservative number of connections between performing arts curricularitems and soft skill categories. Other limitations include a regional and cultural focus onGermany, as well as the reduction of arts-based training activities to the boundaries offormal performing arts education. These shortcomings are used for motivating futureresearch.
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Holman, April M. "ANALYSIS OF STUDENT & TEACHER OUTCOMES FROM PRE-EXISTING DATA OBTAINED THROUGH THE LOW INCIDENCE INITIATIVE: TEACHING ACADEMIC AGE-APPROPRIATE LEARNING VIA COMMUNICATION PROJECT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/128.

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Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and for overall satisfaction with the project. Results indicated that all student participants demonstrated improvement in expressive communication output. 100% of students who required augmentative and alternative communication (AAC) increased in the complexity of AAC used. Some improvement in school personnel’s identification of student communication levels was demonstrated, however, the continued discrepancy between LII staff and school personnel indicates a need for additional training in this area. Qualitative analysis of survey question responses, and other anecdotal information, revealed an overwhelming satisfaction with the LII model, increased communicative sophistication of students, improvements in collaborative teaming, increased access to general curriculum for students, and improvement in school personnel skill-level. Implications of the results of this study and areas for future research are discussed.
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Fiori, Christy. "Supportive Systems for Building Capacity of the Elementary Instructional Coach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062803/.

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The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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Disemelo, Keitumetse Kholofelo. "A coaching intervention for burnout amongst generation y medical doctors." Thesis, 2019. http://hdl.handle.net/10500/25826.

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The aim of the research was to describe how Generation Y medical doctors working in the South African public health sector at a hospital in the Limpopo Province experienced a coaching intervention for burnout. Generally, there are limited empirically based coaching interventions for burnout, even for at-risk populations such as Generation Y medical doctors working in the South African public health sector. Burnout affects Generation Y medical doctors, the service they offer, private lives, and the recipients of their care. Most research focuses on identifying the risk factors for Generation Y medical doctors working in the debilitating South African public health sector, and rarely on potential intervention. This study offers findings from a coaching intervention that could be incorporated into a bigger burnout intervention strategy in the South African public health sector. This would involve all stakeholders at the different levels to ensure that burnout is combatted on a long-term basis. The study took a phenomenological approach using a collective case study method. The aim was to gather and analyse information to explore the experiences of a coaching intervention for burnout. The study was done in three phases, namely: Phase I – Pre-coaching intervention; Phase II – Coaching intervention; and Phase III – Post-coaching intervention. The study incorporated the Maslach Burnout Inventory to quantify the level of burnout before (Phase I) and after (Phase III) the coaching intervention. The findings emphasised certain structural issues, the impact that neglecting burnout has on medical doctors, including Generation Y medical doctors, and how burnout affects patient care. Certain recommendations were made for the public health sector, future research in the field of coaching psychology, and coaches/consultants working with burnout amongst Generation Y medical doctors.
Psychology
D. Phil. (Consulting Psychology)
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Books on the topic "Coaching - General"

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Association, British Amateur Gymnastics. General gymnastics coaching syllabus. Shropshire: BAGA, 1994.

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Association, British Amateur Gymnastics. General gymnastics coaching syllabus: Specialist awards. Shropshire: BAGA, 1994.

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Association, British Amateur Gymnastics. General gymnastics coaching syllabus: Optional modules. Shropshire: BAGA, 1994.

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Levra, John. Coaching defensive linemen. 2nd ed. Monterey, CA: Coaches Choice, 2008.

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Levra, John. Coaching defensive linemen. 2nd ed. Monterey, CA: Coaches Choice, 2008.

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1943-, Peterson James A., ed. Coaching defensive linemen. Champaign, IL: Coaches Choice, 1999.

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Coaching the Sale. Naperville: Sourcebooks, Inc., 2008.

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Flores, Tom. Coaching football. Indianapolis, IN: Masters Press, 1993.

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1932-, O'Connor Robert, ed. Coaching football. 2nd ed. New York: McGraw-Hill, 2006.

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Flores, Tom. Coaching Football. New York: McGraw-Hill, 2006.

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Book chapters on the topic "Coaching - General"

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Bakhshandeh, Behnam. "The General Concept of Coaching." In High-Performance Coaching for Managers, 3–30. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003155928-2.

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Frisch, Michael B. "Quality of Life Well-Being in General Medicine, Mental Health and Coaching." In Handbook of Social Indicators and Quality of Life Research, 239–63. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2421-1_11.

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Peterson-Ahmad, Maria B., and Melanie Landon-Hays. "Simulated Learning Environments to Support General and Special Education Preparation Programs in Developing Teacher Candidate Instructional Strategies and a Disposition Toward Coaching." In Advances in Game-Based Learning, 169–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_12.

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Nagel, Claudia. "The general setting." In Psychodynamic Coaching, 91–92. Routledge, 2019. http://dx.doi.org/10.4324/9781351199636-19.

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Dickens, Charles. "Chapter VII Gunpowder." In Hard Times. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536276.003.0025.

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Mr. James Harthouse, “going in” for his adopted party, soon began to score. With the aid of a little more coaching for the political sages, a little more genteel listlessness for the general society, and a tolerable management of the assumed honesty in dishonesty,...
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Sidhu, S. Manjit, N. Selvanathan, and S. Ramesh. "CAL Student Coaching Environment and Virtual Reality in Mechanical Engineering." In Information Communication Technologies, 1696–711. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch120.

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This work presents an extension of our study on multimedia patterns of interactions and development of computer aided-learning (CAL) engineering tools. We used four approaches in implementing the CAL tools for user visualization that is, that is, 2-D, 3-D, coach environment and desktop virtual reality. The designed CAL tools have been enhanced to enable the integration and investigation of visualization in various engineering problems for undergraduates with particular weak learners. Each problem was designed using different authoring tool. More significantly, we have enhanced some of the CAL tools to the degree where the user can interact and be coached independently. This dramatically increases the quality of the tools i.e. patterns of interactions, 2-D and 3-D views of synthetic models. In general the result shows that the CAL tools could alleviate the user interacting and instill a sense of learning and the user understand the engineering problem better.
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Dattathreya, Priyadarshini. "Supporting the Development of Lifelong Learning Skills." In Advances in Medical Education, Research, and Ethics, 1–23. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5969-0.ch001.

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Constant self-evaluation and lifelong learning skills are some of the key characteristics of competent healthcare professionals. Additionally, the ability to set goals and use feedback to enhance performance has been identified as one of the core competencies for entering medical students. This chapter uses educational theories to describe the lifelong learning skills required for academic success. This chapter also provides recommendations to pre-health programs on strategies that support the development of these skills. The recommendations include general strategies to foster self-regulated learning and specific academic coaching strategies that promote the holistic development of pre-health professional students.
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Medalia, Alice, Tiffany Herlands, Alice Saperstein, and Nadine Revheim. "Strategies for Treating Specific Cognitive Deficits and Working with Clients." In Cognitive Remediation for Psychological Disorders, 111–22. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190608453.003.0007.

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Clients come to The Learning Center with unique combinations of cognitive profiles, learning styles, personalities, levels of motivation, and levels of insight. As a result, the therapist has to strategically plan and adapt to the needs of each client over the course of the training sessions. This involves consideration of the type of training, compensatory strategies, and learning enhancements that can best motivate the client to engage with the programmatic training and to set and achieve goals. Chapter 7 describes specific approaches to remediating particular cognitive deficits and provides general guidance for in-session coaching of clients.
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Rohaert, Sarah. "A Fast vs. Slow Fashion Fair on the Global Impact of Local Wardrobe Choices." In Handbook of Research on Improving Engineering Education with the European Project Semester, 333–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2309-7.ch019.

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Sustainability is a principal research domain and part of the DNA of the European Project Semester at the Faculty of Design Sciences at the University of Antwerp. This chapter describes how a multidisciplinary EPS team collaborated to design an interactive event, exhibit, and campaign to promote sustainable consumer behavior on a fair at the city campus of the university, with a focus on awareness-raising about fast versus slow fashion. Throughout all development stages, the team improved their work-in-progress during weekly coaching sessions with access to the sustainability-related research group and toolkits. This rich trajectory and the resulting fast/slow fashion fair triggered deep reflections on the team regarding fair fashion as well as taught them to plan a major event with many stakeholders, eco-design for the outdoors, and proactively communicate and develop their public relations and negotiation skills. It also raised awareness about the sustainable fashion cause among the students, staff, and the general public who visited the fair.
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Unnu, Nazlı Ayşe Ayyildiz. "Boosting Positivity and Performance." In Handbook of Research on Positive Organizational Behavior for Improved Workplace Performance, 34–54. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0058-3.ch003.

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Due to the trauma of the global recession, there is a need to move away from predominantly negative theories of organizational behavior to positively oriented ones that focus on developing psychological capital to achieve employees' full potential. Many organizations look to rebuild organizational life and “positivity” generally, “positive psychology interventions” specifically have much to offer that is needed. So, organizational coaching is discussed as a positive intervention, triggering improved workplace performance based on a case study in this chapter. The main data for the analysis comes from 10 in-depth interviews with coaches and coachees from a leading company in Turkey, in which an integrative coaching system is in place. The analysis revealed that coaching has positive individual and organizational level effects and channel people's psychological capacities toward achieving self-awareness, self-development, increase in positivity, and result in improved performance. The characteristics, enablers, and challenges of an ideal coaching system were also explored.
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Conference papers on the topic "Coaching - General"

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Sosiawan, Edwi Arief, and Tri Saptono. "Coaching Communications Model For Improving Athlete Achievement." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.197.

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In general, the trainer's technical abilities must be mastered by the trainer. The reason is that those who become coaches are generally former athletes. They are also have training certificates from various training and coaching clinics. However, the ability to communicate in coaching is not necessarily fully mastered by most coaches. The purpose of this research was to add theoretical development about the study of sports coaching communication, especially in the process of athlete physical and mental training by using descriptive qualitative research approaches. The results showed that the coaching communication patterns developed in the training process and outside the training. The form of coaching communication during and outside training is generally face-to-face. The method used in coaching communication is to use lectures and demonstrations as well as to involve video media to further stimulate achievement motivation for each athlete. The approach taken in coaching communication is an open, family, and personal approach. The choice of coaching communication methods has been proven to be able to motivate and build athletes' self-confidence and athletes can accept and interpret the instructional messages conveyed and desired by the coaches. Suggestions and recommendations that can be given in this research are on the certification of trainers for each sports trainer.
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Bickovska, Anna. "Career Counselling vs Life Coaching –Differences and Similarities." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.024.

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Topicality of the research is that coaching, in general, and life coaching, particular, becomes more and more popular in the market of “helping services”. Coaching includes wide range of technics and sometimes is promoted as a unique pill that can help in solving any type of problems or situations. For some part of the society (professionals and service users) it becomes hard to identify the differences and similarities between life coaching and career counselling –in what cases what type of service might be needed and why. The aim of the study was to identify theoretical and practical differences between career counseling and life coaching. Methodology includes the following steps –theoretical research with different sources available on the topic and asmall qualitative research where 4 professionals (two coaches and two career counsellors) were asked to describe their job and to point out their opinion and attitude towards the opposite part. The questions are covering their opinion on the differences and similarities between professions from professionals point and from client perspective, their opinion about education and job possibilities. The results show that at some point professionals from both parts are stereotypic about each other. Theoretical research shows that life coaching is considered to be a wider service for different situations, career counselling is a service for topics containing professional development and employment. Both services use similar methods, but coaching works only with client’s thoughts and ideas without providing them external ideas and guidance.
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Yan, Weichao, Hao Ma, and Zaiyue Yang. "A General Framework of Knowledge-Based Coaching System with Application in Table Tennis Training." In 2020 39th Chinese Control Conference (CCC). IEEE, 2020. http://dx.doi.org/10.23919/ccc50068.2020.9188412.

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Barrett, Bob. "A Coaching Skills and Strategies Managers Utilize for Employee Improvement and Retention." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8912.

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While managers and supervisors may be hired for certain variety of skills sets, abilities, and knowledge, not all of these workers may be educated or trained to be workplace coaches or mentors may or may not have the tolerance and patience for such a role. However, Human Resource Management professionals in the workplace need to realize that there may be a need for coaching training and skills enhancement workshops to prepare today’s workforce managers. The key for success in this area is to conduct a need assessment for the workers and managerial staff to determine what is needed from today’s workplace coaches in terms of needed skills sets and strategies to be utilized by them to help enhance, motivate, monitor, and evaluate the human capital working for today’s organization. Next, the development and design of a coaching program can be instrumental in moving today’s managerial workforce from general coaches to more specialized coaches to help develop and today’s workforce, as well as help strengthen their own skills sets and knowledge in order to help obtain better results of organizational goals, as well as develop stronger working relationships and bonding with the workers. Equally important, today’s workers need to exert an equal amount of effort and participation in a coaching environment in order to gain better outcomes in terms of performance and efficiency. This presentation will focus on the creation of better coaching programs and evaluation of coaching relationships and outcomes.
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Wright, Wayne. "Impact of Instructional Coaching on Dual-Language Bilingual Education and General Education Elementary School Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685234.

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Zotov, Vlad. "Army Crew Training: Coaching with Intelligent Tutoring System (ITS)." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002694.

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The training of military crews of armoured vehicles can be enhanced by applying AI-based methods to the training drills. Defence Research and Development Canada used a Human Behaviour Representation approach to create an armoured crew simulation trainer for the Canadian Armed Forces. The Human Behaviour Representation (HBR) approach is a form of rule-based AI that applies a cognitive task analysis to derive a synthetic operator. The cognitive task analysis resulted in a Task Network Model (TNM) for each crew member of the Light Armoured Vehicle (LAV) and for the entire crew. These TNMs were inputted into a discrete event simulator to create a synthetic training environment that combines virtual and human members of the LAV crew. The training platform allows a human member of the team to interact with the synthetic crew through voice production software that was integrated with the synthetic environment.The paper presents the development of the Intelligent Tutoring System module for the LAV crew simulation platform that serves as a human instructor for conducting basic LAV drills. The paper outlines the architecture, functionality, and testing of the module. The work shows how the HBR approach can be used to develop a synthetic coach for training a military crew. The work is a step in developing and testing a general training system for small military teams. The training system will allow to conduct basic crew drills, in which a human crew member will be trained with the synthetic crew members, thus overcoming some of the obstacles that military crew training faces: a logistic difficulty to gather a full crew at the same time and place and a deficiency of qualified instructors. The paper outlines the steps for the follow-up work required to develop a generic AI-based autonomous systems for basic training of small military teams.
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Petersen, C., N. Bertram, M. Schliffke, VE Amelung, M. Göhl, S. Binder, and S. Bergen. "DIMINI – Activation of health literacy in persons with an increased risk of type 2 diabetes mellitus by coaching at general practitioners: evaluation concept and study design." In Diabetes Kongress 2018 – 53. Jahrestagung der DDG. Georg Thieme Verlag KG, 2018. http://dx.doi.org/10.1055/s-0038-1641955.

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Fourie, Elna, and Rebekah Harman. "Intervenciones pedagógicas intencionales para reforzar la empatía, como parte del aprendizaje basado en proyectos en Design Factory New Zealand." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g278.

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Design Factory New Zealand es un espacio de co-creación donde grupos multidisciplinarios de estudiantes trabajan con socios de la industria o la comunidad para resolver problemas complejos. Los resultados de aprendizaje del módulo Design Factory de pregrado de Nivel 7 no solo se centran en la resolución de problemas y la innovación, sino también en las habilidades para la empleabilidad centradas en el futuro. Las habilidades blandas se consideran cada vez más importantes para obtener empleo, tanto a nivel internacional como aquí en Aotearoa, Nueva Zelanda. El énfasis en las habilidades blandas se ha vuelto cada vez más importante en el futuro del trabajo, ya que estas son capacidades que las máquinas no pueden replicar fácilmente. Como resultado, es importante incorporar la enseñanza de habilidades blandas dentro de la educación terciaria. La empatía, un componente de la inteligencia emocional, es central aquí, ya que estudios recientes indican que usar la empatía dentro de los equipos puede mejorar el desempeño de los mismos y es una habilidad blanda valiosa. Este documento se centra en las intervenciones pedagógicas que enfatizan y profundizan la comprensión del alumno de la empatía dentro de los procesos de diseño centrados en el ser humano, en el contexto del aprendizaje multidisciplinario basado en proyectos en Design Factory New Zealand. Si bien la empatía es una parte bien documentada del proceso de diseño centrado en el ser humano, esta investigación informa sobre intervenciones pedagógicas y desarrollo de planes de estudio para profundizar la comprensión de los alumnos dentro de un contexto de práctica de diseño. En Design Factory New Zealand, por lo general, los estudiantes no se conocen antes de inscribirse, provienen de diversos campos de estudio alrededor del Instituto de Tecnología de Waikato y se espera que utilicen la empatía para investigar y producir respuestas razonadas y críticas a los problemas que se les presentan. También se espera que los alumnos utilicen la empatía dentro de su equipo. Para apoyar a los equipos, se utilizan intervenciones pedagógicas intencionales en la enseñanza y el coaching para reforzar el aprendizaje y la conciencia de la empatía. Este documento informará sobre cuatro estrategias utilizadas a este respecto y cómo las mismas dan forma a los resultados para los estudiantes. Estas estrategias son: entrevistas utilizando la empatía como una herramienta para comprender a los usuarios o partes interesadas fundamentales para su desafío, talleres de inteligencia emocional con oradores externos invitados para ayudar a desarrollar la autoconciencia, la planificación del desarrollo personal como un medio para apoyar el aprendizaje individual y el desarrollo de habilidades enfocadas en el futuro mientras se participa en un proyecto grupal, y actividades de retroalimentación del equipo facilitadas, donde los miembros brindan retroalimentación positiva y constructiva sobre el equipo y sus miembros, tanto en forma escrita como oral. Estas intervenciones pedagógicas han dado como resultado un crecimiento individual rastreable y una comprensión más profunda del valor de la empatía para comprender y resolver desafíos complejos, así como una mayor comprensión de cómo crear un entorno de trabajo positivo dentro de un equipo multidisciplinario.
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Yankova, Neli, and Valentin Panayotov. "EFFECTS OF OLYMPIC WEIGHTLIFTING TRAINING METHODS ON MOTOR ABILITIES IN." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/13.

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ABSTRACT Introduction. The Olympic weightlifting training methodology is a powerful tool for developing motor abilities and overall fitness. In addition, it is well established that these activities have a positive effect on the physical development of adolescents. It is important that the preparation is conducted under professional coaching in sports clubs to guarantee the achievement of good sports performance without injuries. Methodology. The goal of this study is to identify the changes that occur in the physical performance of 13-15-year-old cadets (boys), under the influence of specialized training with the means of Olympic weightlifting. 30 weightlifters aged 14 on average participated in the experiment. The study was conducted in September 2021. Results. Based on the results, we can conclude that overall the structured specialized Olympic weightlifting training protocol positively affects explosive strength, speed, and flexibility in 13-15-year-old cadets. However, the results show significant between-group variability when stratified by age. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children and adolescents. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in trainees of different age groups.
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Panayotov, Valentin, and Neli Yankova. "INFLUENCE OF OLYMPIC WEIGHTLIFTING TRAINING ON MOTOR ABILITIES IN CHILDREN." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/11.

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ABSTRACT Introduction. One of the main goals of the Olympic weightlifting training process is to ensure a healthy motor training regime. Those activities are aimed at achieving tangible positive effects on the body, as well as providing adequate conditions for the physical development of trainees. Preparation under professional coaching in sports clubs guarantees the achievement of good sports performance. Methodology. The goal of this study is to identify the changes that occur in the physical performance of children (boys), under the influence of specialized training with the means of Olympic weightlifting. Eighteen (18) weightlifters aged 13 participated in the experiment. The study was conducted in two stages: the baseline data were collected in June 2020, and the final measurements were in June 2022. Results. Based on the results, we can conclude that the structured, specialized Olympic weightlifting training protocol positively affects explosive strength of lower limbs, speed, and flexibility in 13-year-old children. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in children.
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Reports on the topic "Coaching - General"

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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.

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In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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