Relevant bibliographies by topics / Coaching psychology

Contents

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

Academic literature on the topic 'Coaching psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Coaching psychology"

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Passmore, Jonathan, Marie Stopforth, and Yi-Ling Lai. "Defining coaching psychology: Debating coaching and coaching psychology definitions." Coaching Psychologist 14, no. 2 (December 2018): 120–23. http://dx.doi.org/10.53841/bpstcp.2018.14.2.120.

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As part of the current strategy, the SGCP has been reviewing its standards. Considered as fundamental to this journey, we have also taken the opportunity to revisit the nature of coaching psychology. What is ‘coaching’? How does it differ from ‘coaching psychology’? In this paper we aim to provide a short review of definitions and offer thoughts on a new definition for coaching psychology.
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Stewart, Lorna J., Siobhain O’Riordan, and Stephen Palmer. "Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation." Coaching Psychologist 4, no. 3 (December 2008): 127–33. http://dx.doi.org/10.53841/bpstcp.2008.4.3.127.

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Coaching has become accepted as a valid and effective development strategy. This acceptance has been accompanied by an emphasis on professionalising coaching, has raised the profile of coaching psychology, and has resulted in a demand for evidence-based coaching. This article suggests that a theoretically-grounded means of evidencing coaching’s effectiveness and value is central to the evolution of coaching psychology as a discipline. It proposes that an holistic evidence-based coaching framework would provide a sound foundation for coaching evaluation.
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Son, ChongNak. "Personal Construct Psychology, Coaching Psychology, and Personal Construct Coaching." KOREAN JOURNAL OF COACHING PSYCHOLOGY 2, no. 2 (December 31, 2018): 1–21. http://dx.doi.org/10.51457/kjcp.2018.12.2.2.1.

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Tokuyoshi, Yoga. "Coaching Psychology workshop for coaching skills." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): TWS—005—TWS—005. http://dx.doi.org/10.4992/pacjpa.79.0_tws-005.

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Whybrow, Alison. "Coaching Psychology in Australia: The Interest Group in Coaching Psychology: The Third National Coaching Psychology Symposium." Coaching Psychologist 4, no. 3 (December 2008): 188–89. http://dx.doi.org/10.53841/bpstcp.2008.4.3.188.

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McQuaid, Michelle. "Positive psychology coaching." Organisationsberatung, Supervision, Coaching 24, no. 3 (July 28, 2017): 283–96. http://dx.doi.org/10.1007/s11613-017-0510-8.

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Rowan, John. "Coaching psychology and positive psychology." Coaching Psychologist 1, no. 2 (November 2005): 20–21. http://dx.doi.org/10.53841/bpstcp.2005.1.2.20.

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Law, Ho, B. Les Lancaster, and Nikki DiGiovanni. "A wider role for coaching psychology – applying transpersonal coaching psychology." Coaching Psychologist 6, no. 1 (June 2010): 24–32. http://dx.doi.org/10.53841/bpstcp.2010.6.1.24.

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This paper aims to address the wider role of coaching psychology by showing how:1. The coaching profession is entering a new realm of coaching consciousness that is beyond the current state of engagement – that is – transpersonal coaching psychology.2. Transpersonal coaching can be grounded in transpersonal psychology.3. Transpersonal coaching psychology can be used to lever social change that could have a significant impact upon our environment.The above is based on our contributions to the 2nd European Coaching Psychology Conference’s symposium entitled ‘Transpersonal Coaching Psychology and the Environment’ in December 2009. The paper also forms a continuous dialogue in response to Outhwaite and Bettridge’s (2009) call for coaching to be used as a means to meet an organisation’s Corporate Social Responsibility (CSR) as well as an individuals’ psychological, cultural and spiritual needs.
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Passmore, Jonathan. "Coaching Psychology: Applying Integrative Coaching Within Education." International Journal of Leadership in Public Services 2, no. 3 (September 2006): 27–33. http://dx.doi.org/10.1108/17479886200600031.

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Grant, Anthony M. "Developing an agenda for teaching coaching psychology." International Coaching Psychology Review 6, no. 1 (March 2011): 84–99. http://dx.doi.org/10.53841/bpsicpr.2011.6.1.84.

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The research and practice of coaching psychology has developed considerably over the past 10 years. However, if coaching psychology is to continue to grow and develop, an educational and teaching framework needs to be established. Very little attention has been paid in the published literature to the teaching of coaching psychology. The aim of this paper is to stimulate discussion about the teaching of coaching psychology and to start the process of developing a teaching agenda, including delineating some of the concepts, theories and skills that can be seen to lie at the core of coaching psychology. Drawing on the Australian Psychological Society and the British Psychological Society definitions of coaching psychology it is proposed that the following areas should form the core of an education in coaching psychology; an evidence-based approach to practice; ethical principles; professional models of practice; mental health issues in coaching; cognitive-behavioural theory as applied to coaching; goal theory; change theory; systemic theory as applied to coaching (including group process and organisational applications); core applied coaching skills and their application to skills, performance, developmental and remedial coaching; and applications of coaching psychology to specialised areas of practice such as executive coaching, workplace coaching, health coaching, life coaching, and peak performance coaching, in addition to non-core specialist areas of theory such as applied positive psychology, solution-focused approaches, cognitive-developmental, narrative, psychodynamic and Gestalt approaches. Coaching psychology as a psychological sub-discipline is well on the way to developing a coherent area of research and practice. It now needs to develop and formalise a body of teachable knowledge that can sustain and advance this new area of behavioural science.
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Dissertations / Theses on the topic "Coaching psychology"

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Koonz, Marta. "Soul-Centered Coaching| Encouraging Psychological Creativity within a Life Coaching Partnership." Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10982147.

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<p> James Hillman (1972) declared, &ldquo;What the psyche has experienced during the past seventy years in analytical therapy should also be possible for it wherever it goes&rdquo; (p. 5). As a life coach&mdash;someone who starts from a place of curiosity&mdash;I became curious. Did this mean that the imaginal practices of depth psychology could be used within a life coaching container? Could imaginal practices such as Jung&rsquo;s active imagination and Hillman&rsquo;s personifying work in a life coaching partnership? What benefits might life coaching clients gain through creating a connection with psychic figures? What would a life coach&mdash;or a depth psychologist&mdash;need to merge these two ways of engaging with individuals, both in terms of training and resources? And, finally, what does each profession&mdash;life coaching and depth psychology&mdash;obtain from such a merger? Using the methodology of hermeneutic phenomenology, I entered into a six-session soul-centered coaching partnership with three participants. Each took part in six sessions designed to develop their psychological creativity while experiencing a coaching relationship. Factoring in my own observations, as well as the personal accounts of the participants, I found that imaginal practices positively impacted participants&rsquo; abilities to connect with and move through their life transitions. This merging of the two professions would require life coaches to undergo extensive learning in depth psychology, and depth psychologists to acquire professional coaching skills, but this study holds forth promise for a blending of the two fields. </p><p>
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Lai, Yi-Ling. "Enhancing evidence-based coaching through the development of a coaching psychology competency framework : focus on the coaching relationship." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/807098/.

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The overall aim of this thesis is to facilitate the development of evidence-based coaching through investigating a competency framework for Coaching Psychologists to enhance the coaching relationship towards a positive outcome. Coaching has been extensively applied to organisational and leadership development programmes in the past few decades. However, coaching is not an accredited profession because it is a cross-disciplinary methodology. There are still some gaps in the existing coaching related competency frameworks of main governing associations (e.g. BPS and ICF). Hence, it is essential to enhance evidence-based coaching practice by identifying effective attributes for Coaching Psychologists by means of a role analysis. The research was split into four main stages. Firstly, a Systematic Review on Coaching Psychology was conducted to determine further research focus. Review results ascertained that the coaching relationship is the key indicator in facilitating positive outcomes. Thus there is an urgent need to develop and validate a Coaching Psychology Competency Framework (CPCF) to generate a greater effect on the coaching relationship. Second, Critical incident reviews (N=25) were utilised to elicit the effective attributes a Coaching Psychologist should acquire in order to facilitate a constructive coaching process. A draft competency framework underpinned by 13 competencies and 100 behaviours was outlined. Subsequently, a cross-validation questionnaire study (N=107) with Coaching Alliance Inventory (CAI) was carried out to evaluate the reliability and validity of the draft CPCF. A total of 75 behavioural indicators sorted into three groups (e.g. Soft Skills) were retained for further examination. The final study examined the effectiveness of the CPCF by means of a pilot quasi-experiment (N=26)that compared a group which received relevant training and a control group that did not receive this training. The study results indicated coachee participants who received coaching from the training group had a better relationship with their coaches and stronger belief in achieving their goals. In summary, this is the first coaching competency framework which focuses on investigating to what extent psychological grounded interventions generate a greater impact on coaching alliance through an evidence-based research process. Three distinct groups of competencies disclosed a constructive coaching process is mainly underpinned by a coach’s psychological interpersonal skills (e.g. enhancing a coachee’s selfesteem and motivation)and learning facilitation (e.g. establishing realistic goals and tasks); which could be applied to varied purposes of coaching training design. A longitudinal field study with genuine coach-coachee dyads should be designed in the future research to examine whether CPCF could be a professional guideline for Coaching Psychologists to establish an effective coaching relationship based on real coaching context.
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Parsons, Mickey. "Positive Psychology Coaching and Its Impact on Midlife Executives." Thesis, California Southern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10283810.

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<p> <b>Scope of Study:</b> This study was designed to investigate the lived experiences of middle to executive level leaders who participated in positive psychology coaching during midlife. Through personal interviews, participants shared comprehensive descriptions of their experiences in an effort to provide a deep understanding of the ways in which they benefited both personally and professionally while facing challenges typically associated with middle age. </p><p> <b>Findings and Conclusions:</b> This study generated three major findings that support this effort (1) participating in positive psychology executive coaching provides focus and confidence that facilitates personal and professional growth during midlife by helping clients identify and overcome real life and work challenges while pursuing their over-arching goals; (2) the coaching experience and associated results largely vary from participant to participant based on their wants, goals and aspirations for the future; and (3) the client&rsquo;s perception of coaching impact was tied, at least in part to the length of coaching, the quality of their relationship with the coach and a perceived positive experience. These results support the employment of positive psychology interventions as part of an executive coaching engagement, showing that to do so with midlife clients not only supports their goal achievement, but also facilitates resolution of other work and life challenges over time and within a quality client-coach relationship. </p><p>
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Spence, Gordon B. "New directions in the psychology of coaching the integration of mindfulness training into evidence-based coaching practice /." Connect to full text, 2006. http://ses.library.usyd.edu.au/handle/2123/2469.

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Thesis (Ph. D.)--School of Psychology, Faculty of Science, University of Sydney, 2007.<br>Includes tables. Includes 2 published papers co-authored Cavanagh and Grant. Title from title screen (viewed June 12, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology, Faculty of Science. Degree awarded 2007; thesis submitted 2006. Bibliography: leaves 268-297. Also available in print form.
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Spence, Gordon B. "New directions in the psychology of coaching: The integration of mindfulness training into evidence-based coaching practice." Coaching Psychology Unit, School of Psychology, 2007. http://hdl.handle.net/2123/2469.

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Doctor of Philosophy (PhD)<br>Although the field of coaching psychology has witnessed some theoretical and empirical advances in recent years, this has yet to translate into a commonly accepted theoretical and empirical foundation for coaching practice. Rather, coaching practice has run well ahead of related theory and research, and resulted in the establishment of an industry that lacks firm foundations. This doctoral dissertation reports on a series of reviews and empirical studies designed to further the development of evidence-based coaching practice (EBCP). A review of the relevant literature revealed that the development of solid evidence-based foundations is critical if coaching is to realise its promise and potential. As events surrounding the decline of the human potential movement (HPM) in the 1960s and 1970s indicate, the absence of theoretically-based rationales and solid research support may be a reliable predictor of decline for particular treatment modalities. Whilst the development of EBCP has important implications for the formal preparation of coaches, pedagogical recommendations to industry educators are difficult whilst the characteristics of the coaching industry remain hidden. In order to develop the profile of the Australian coaching industry, a survey was conducted of 148 practicing coaches. The results of this study revealed the presence of a diverse local industry. Despite the existence of a small core of highly experienced practitioners, the majority of coaches appeared to have little coaching experience and greatly varied skills and experience. Interestingly, only 20% of respondents reported any formal training in psychology or the other helping professions. Given recent data that suggests mental health issues may sometimes be encountered in coaching (Green, Oades, & Grant, 2006; Spence & Grant, in press), it is concluded that the majority of coaches lack the skills and knowledge to identify and deal effectively with such eventualities. As the development of an informed strategy for dealing with mental health issues would move the practice of coaching onto a more professional footing, it is recommended that coaches receive basic training in the identification and appropriate referral of such issues. Much of the work presented in this dissertation is based on the presupposition that client outcomes can be optimised through the use of EBCP. However, as this assumption has yet to be empirically tested, a total of 63 participants took part in a 10-week life coaching program. The results showed that when life coaching was conducted by coaches trained in cognitive-behavioural solution-focused (CB-SF) coaching methods (i.e. professional coaching), as opposed to untrained peers (i.e. peer coaching), participants were more engaged in coaching and reported significantly greater goal attainment, goal commitment and environmental mastery. Effective goal-directed self-regulation requires that individuals remain focused on their goals overtime, whilst managing a steady stream of disturbances that can destabilise goal directed effort. In this regard, the construct of mindfulness has much conceptual relevance. Mindfulness reflects the unique human capacity for directing conscious awareness via the controlled deployment of attention. After an extensive review of the scholarly literature, three alternative conceptualisations are presented (i.e. Eastern religious, socio-cognitive and cognitive-attentional perspectives), accompanied by a description of the mindfulness skills training practices associated with each. A total of 72 participants then took part in a study to assess the impact of three mindfulness training (MT) programs on mindfulness, goal-directed self-regulation, mental health and wellbeing. The results revealed that all the MT programs were effective in significantly increasing mindfulness and a variety of mental health and wellbeing indicators. Importantly, MT was also found to significantly increase goal attainment; suggesting that MT may be a valuable addition to EBCP. Goal attainment is a key dependent variable in coaching research. However, the measurement of goal attainment has yet to receive much attention in the coaching literature. As most empirical coaching studies have reported findings based on measures that rely exclusively on subjective measures of performance (measures that are susceptible to several forms of distortion and bias), some key issues relating to the measurement of goal attainment are reviewed and explored in detail. From this review, goal attainment scaling (GAS) is identified as a potentially useful methodology with which both researchers and practitioners can document and evaluate coaching outcomes. The final study pulls together the threads from work presented to that point, and integrates them into a practice framework for coaching. A total of 42 participants took part in this study, which investigated the efficacy of using MT and CB-SF coaching to facilitate the attainment of health goals. The results showed that the delivery of MT prior to (rather than after) CB-SF coaching was more effective in facilitating these outcomes. This suggests MT may be important in coaching for helping people prepare for change.
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Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.

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Richardson, Tonia M. "Solution-Focused Brief Coaching as an Executive Coaching Intervention| A Quasi-experimental Study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569149.

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<p> The purpose of the quasi-experimental study was to determine the effectiveness of Solution-Focused Brief Coaching as a specific intervention in executive coaching. The study used a pretest-posttest design with an experimental group and a control group. Six executives received six coaching sessions during this study. Twelve executives, serving as control subjects, did not receive coaching by any method. Measurement tools (the Working Alliance Inventory, the Goal Attainment Survey and the Satisfaction With Life Scale) provided quantitative outcome data to determine behavior, performance, and emotional change associated with use of SFBC (the independent variable). These measurement tools (the dependent variables) were administered to both groups before and after the 6-week coaching intervention. The WAI &ndash; C pretest showed significant differences between the groups suggesting that coaches perceived the working alliance of coached participants to increase to a significantly larger degree than the noncoached group. The SWLS pretest showed significant differences between the groups suggesting that the group that sought coaching had a lower satisfaction with life than the control group at the beginning of the coaching engagement. While the GAS did not produce statistically significant results there was a large effect size suggesting that a very clear difference exists between the two groups. The results of the study provided preliminary empirical support for use of SFBC as an executive-coaching intervention. Recommendations based on the study&rsquo;s results include replication of the study with a larger sample, additional studies reflective of more rigorous research designs, and use of professional coaches in research studies.</p>
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Kulsrud, Cecilie Stoer. "MBCM - The Mindfulness Based Coaching Model: a mindfulness based approach to coaching : an integration ofBuddhist mindfulness training into the coaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45621160.

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Villalon, Christina Ann. "Relationship between Males' Coaching Efficacy and Prior Exposure to Sport Psychology." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157535/.

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Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.
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Paulin, Sofia. "Upplevelser och erfarenheter av ”Personlig coaching”." Thesis, Stockholm University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8404.

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<p>I dagens snabbt föränderliga samhälle är coaching ett begrepp, som blir allt vanligare både i individuella och organisatoriska sammanhang. Coaching är en kreativ process som hjälper individen eller organisationen att utvecklas och maximera sin potential för att nå önskade mål. Syftet med denna studie var att få en förståelse av enskilda individers subjektiva upplevelser och erfarenheter som de anser sig ha nytta av efter en specifik kurs i Personlig Coaching. Halvstrukturerade intervjuer genomfördes med de två ansvariga coacherna samt fyra kursdeltagare. Materialet analyserades enligt induktiv tematisk analys. Resultatet visar att coachernas intentioner med utbildningen i hög grad överensstämmer med deltagarnas upplevelse av kursen. Det vill säga att deltagarna tillgodogör sig konkreta metoder som de kan använda för att utnyttja sina egna förmågor och resurser bättre i vardagen.</p>
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Books on the topic "Coaching psychology"

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Pavlović, Jelena. Coaching Psychology. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878.

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Law, Ho. Coaching Psychology. Chichester, UK: John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118598399.

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Margaret, Moore. Coaching psychology manual. Philadelphia: Lippincott, Williams & Wilkins, 2010.

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Knowles, Susanne. Positive Psychology Coaching. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1.

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Watts, Mary, and Ian Florance, eds. Emerging Conversations in Coaching and Coaching Psychology. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315114514.

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Palmer, Stephen, and Alison Whybrow, eds. Handbook of Coaching Psychology. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315820217.

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Adams, Mark. Coaching Psychology in Schools. East Sussex ; New York, NY : Routledge is an imprint of the: Routledge, 2015. http://dx.doi.org/10.4324/9781315762630.

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Palmer, Stephen. Introduction to Coaching Psychology. Edited by Siobhain O’Riordan. Title: Introduction to coaching psychology / edited by Siobhain O’Riordan and Stephen Palmer. Description: Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2021. http://dx.doi.org/10.4324/9781315222981.

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Biswas-Diener, Robert. Practicing Positive Psychology Coaching. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9781118269633.

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Law, Ho. Coaching psychology: A practitioners guide. Hoboken: Wiley, 2013.

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Book chapters on the topic "Coaching psychology"

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Knowles, Susanne. "Coaching." In Positive Psychology Coaching, 45–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_4.

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Pavlović, Jelena. "Appreciative coaching." In Coaching Psychology, 41–48. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-6.

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Pavlović, Jelena. "Narrative coaching." In Coaching Psychology, 57–66. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-8.

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Pavlović, Jelena. "Systemic coaching." In Coaching Psychology, 67–73. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-9.

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Green, Suzy, and Stephen Palmer. "Positive psychology coaching." In Positive Psychology Coaching in Practice, 1–15. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315716169-1.

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Carroll, Michael. "Coaching psychology supervision." In Handbook of Coaching Psychology, 562–72. 2nd Edition. | New York : Routledge, 2018. | Revised edition of Handbook of coaching psychology, 2007.: Routledge, 2018. http://dx.doi.org/10.4324/9781315820217-46.

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Lai, Yi-Ling, and Stephen Palmer. "Coaching psychology research." In Introduction to Coaching Psychology, 175–90. Title: Introduction to coaching psychology / edited by Siobhain O’Riordan and Stephen Palmer. Description: Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2021. http://dx.doi.org/10.4324/9781315222981-12-20.

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Knowles, Susanne. "Traditional Psychology." In Positive Psychology Coaching, 11–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_2.

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Knowles, Susanne. "Positive Psychology." In Positive Psychology Coaching, 31–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_3.

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Pavlović, Jelena. "Introduction." In Coaching Psychology, 1–3. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2020. http://dx.doi.org/10.4324/9781003016878-1.

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Conference papers on the topic "Coaching psychology"

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Nofitri, Nurhayati F. M., and Alice Salendu. "Discouraging Employee Turnover through a Coaching Optimization Program." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.27.

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Carson, Cynthia, and Jeffrey Choppin. "Exploring video coaching practices of online mathematics coaches." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-320.

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Slaninová, Gabriela. "Coaching As A Tool For Increasing Self-Efficacy With Regard To Professional Identity." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.47.

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Puspa, Lyra, Nurhadi Ibrahim, and Paul T. Brown. "Increase in Gamma Band qEEG Activity during Executive Coaching: Some Preliminary Observations and Possible Implications." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25263.

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Dy, Perlie John, Terence Joy Lareche, Dave Daniel Coles, and Meljohn Aborde. "Developing An Improved Heart Rate Monitor With Work-Out Training Android Application And Real Time Audio Coaching." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14048.

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Widiantoro, Didik, Sigit Nughoro, and Yanwar Arief. "Motivational Coaching to Enhance Group Cohesiveness of Employee Company X Duri Pekanbaru: Experimental Studies." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008589903910396.

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Callard, Cynthia H., Cynthia Carson, Ryan Gillespie, Julie Amador, Jeffrey Choppin, and Stephanie Martin. "Working Group: Implementing and researching mathematics content-focused coaching models." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-11.

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Tano, Shiela. "STUDENT ATHLETES RESILIENCE: THE ROLE OF PERCEIVED COACHS RESILIENCE, COACHING EFFICACY, AND SPORTS MASCULINITY." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.053.

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Amador, Julie, Ryan Gillespie, Jeffrey Choppin, and Cyndi Carson. "Coaches’ and teachers’ noticing through annotations: Exploring analytic stance across coaching cycles." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-291.

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Muhammadong, Dr, Abdul Hadis, and Eva Meizara Puspita Dewi. "Developing a Religious Based Coaching Model to Address Problems Faced by Prisoners at First Class Detention Center Makassar." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.16.

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Reports on the topic "Coaching psychology"

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Birr, Caroline, Antonio Hernández-Mendo, Diogo Monteiro, and António Rosado. Empowering and Disempowering Motivational coaching: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0067.

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Abstract:
Review question / Objective: The multidimensional model of empowering and disempowering coach climates created by Duda (2013) has a great relevance within the scope of intervention in the context of Sport Psychology. This scoping review of studies summarizes the scientific production about the empowering and disempowering motivational climates created by Duda (2013). The search included the, Web of Science, Scopus, Psycinfo, and Pubmed databases for English, Portuguese and Spanish articles published between 2013 and 2022. A total of 44 studies were found, which 22 were included in the present study. From the 22 studies, 16 were cross- sectional studies, 4 were psychometrics validation studies, 1 concerned a transversal cohort study and 1 concerned a qualitative study. The coach-created Empowering and Disempowering motivational questionnaire (EDMCQ-C) is, the most used and with the necessary psychometric qualities when it comes to assessing the empow-ering and disempowering motivational climates and their various impacts. We describe results concerning the measurement, antecedents and effects of empowering and disempowering coach climates and future research should invest in the study of empirical evidence that could be added to the existing nomological framework, considering antecedents, development, direct and indirect effects, moderating effects, aggregated effects and qualitative studies.
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