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Journal articles on the topic 'School improvement coach'
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1
Mangin, Melinda M. "Distributed Leadership and the Culture of Schools: Teacher Leaders’ Strategies for Gaining Access to Classrooms." Journal of School Leadership 15, no. 4 (2005): 456–84. http://dx.doi.org/10.1177/105268460501500405.
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Formal teacher leadership roles—such as coach and coordinator—have become a standard component of education reform efforts intended to support teachers’ instructional improvement efforts. Yet the culture of schools is widely understood to favor autonomy and egalitarianism, suggesting that classroom teachers may be resistant to peer leadership. This study examines how 12 elementary-level teacher leaders negotiate access to classrooms and encourage instructional change in light of teacher resistance. Findings suggest that teacher leaders make concessions that may ultimately limit their impact on instructional improvement. Also for these positions to contribute to instructional change, teacher leaders require the support of school administrators who offer guidance to teacher leaders and set expectations for teachers with regard to the enactment of teacher leadership roles.
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L. Rivera-McCutchen, Rosa, and Nell Scharff Panero. "Low-inference transcripts in peer coaching: a promising tool for school improvement." International Journal of Mentoring and Coaching in Education 3, no. 1 (2014): 86–101. http://dx.doi.org/10.1108/ijmce-05-2013-0032.
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Purpose – The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice. Design/methodology/approach – Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift. Findings – Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful. Research limitations/implications – Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance. Practical implications –LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes. Originality/value – This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.
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VanGronigen, Bryan A., Kathleen M. W. Cunningham, and Michelle D. Young. "How Exemplary Educational Leadership Preparation Programs Hone the Interpersonal-Intrapersonal (i2) Skills of Future Leaders." Journal of Transformative Leadership & Policy Studies 7, no. 2 (2019): 1–11. http://dx.doi.org/10.36851/jtlps.v7i2.503.
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John P. Kotter argues that business schools continue to prepare leaders for 20th century needs, as they typically teach students how to manage an organization, rather than how to lead one. In this article, we explore how Kotter’s assertion applies to educational leadership preparation programs. We examine the ways a purposive sample of exemplary programs structure and implement learning experiences for aspiring educational leaders. Leveraging our findings from these cases and the literature on transformational learning and leadership, we argue that today’s programs should include “powerful learning experiences” that challenge and coach leadership candidates to build the skills and capacities necessary to both manage and lead organizations. If educational leaders are the “driving subsystem” for school improvement efforts, then leadership preparation must move aspiring leaders beyond technical competence and toward the more transformational aspects of leading.
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Li, Chiung-Huang, Likang Chi, Suh-Ruu Yeh, Kwei-Bin Guo, Cheng-Tsung Ou, and Chun-Chieh Kao. "Prediction of Intrinsic Motivation and Sports Performance Using 2×2 Achievement Goal Framework." Psychological Reports 108, no. 2 (2011): 625–37. http://dx.doi.org/10.2466/05.11.14.pr0.108.2.625-637.
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The purpose of this study was to examine the influence of 2×2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2×2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. These results suggest that athletes who pursue task mastery and improvement of their competence perform well and enjoy their participation. In contrast, those who focus on avoiding normative incompetence perform poorly.
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Jones, Nathaniel S., Kyle Wieschhaus, Brendan Martin, and Pietro M. Tonino. "Medical Supervision of High School Athletics in Chicago: A Follow-up Study." Orthopaedic Journal of Sports Medicine 7, no. 8 (2019): 232596711986250. http://dx.doi.org/10.1177/2325967119862503.
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Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.
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Barnes, Candice Dowd, Morgan B. Bullard, and Patricia Kohler-Evans. "Essential Coaching Skills for Affective Development." Journal of Education and Culture Studies 1, no. 2 (2017): 176. http://dx.doi.org/10.22158/jecs.v1n2p176.
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<p><em>The goal of coaching for school improvement generally focuses on academic achievement. Coaching is often centered on raising test scores and ensuring that all students achieve academic standards. The effectiveness of coaching can also be found in its usefulness for developing affective skills in both teachers as well as students. Essential coaching skills of listening, paraphrasing, presuming positive intent, asking powerful questions, and providing reflective feedback can be paired with a focus on relationships and relatedness between coach and teacher, teacher candidate or student to positively impact the climate and culture of a classroom. With that in mind, coaching for affective development addresses the development of rapport, respect, and responsiveness to student needs. Utilizing coaching skills to develop students in both affective and academic domains strengthens the power of the coaching relationship.</em></p>
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Compen, Boukje, and Wouter Schelfhout. "Collaborative Curriculum Design in the Context of Financial Literacy Education." Journal of Risk and Financial Management 14, no. 6 (2021): 234. http://dx.doi.org/10.3390/jrfm14060234.
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Financial literacy education is being integrated into school curricula at an increasing frequency. However, the majority of teachers lack the required competencies and teacher self-efficacy to effectively teach financial topics. In this study, we evaluated whether participation in teacher design teams (TDTs) results in high-quality educational materials, encouragement of professional learning, and ultimately, enhanced teacher self-efficacy in the face of pending curriculum reform. We conducted an exploratory multiple-case study in Flanders, Belgium. Data were collected from two TDTs that developed materials aligning with the financial literacy learning standards. We observed the team meetings and conducted interviews with the participating teachers and the team coach. Our results suggest that participation in TDTs supports the three outcome variables that we examined. However, they also revealed that each outcome shows room for improvement. Furthermore, the data provided additional evidence for the importance of meeting several input and process factors that had been previously shown to be essential for effective TDT function.
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Gefter, Liana, Lisa G. Rosas, Eunice Rodriguez, and Nancy Morioka-Douglas. "Training At-Risk Youth to Become Diabetes Self-management Coaches for Family Members." Diabetes Educator 40, no. 6 (2014): 786–96. http://dx.doi.org/10.1177/0145721714549676.
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Purpose The purpose of this study is to evaluate the impact of a school-based health program in which family medicine residents trained healthy at-risk adolescents to become diabetes self-management coaches for family members with diabetes. Methods A mixed methods study included 97 adolescents from 3 San Francisco Bay Area high schools serving primarily ethnic minority youth of low socioeconomic status. Physicians came to schools once a week for 8 weeks and trained 49 adolescents to become coaches. Student coaches and 48 nonparticipant students completed pre- and posttest intervention questionnaires, and 15 student coaches and 9 family members with diabetes gave in-depth interviews after participation. Linear regression was used to determine differences in knowledge and psychosocial assets on pre- and posttests between student coaches and nonparticipant students, and NVIVO was used to analyze interview transcripts. Results After controlling for initial score, sex, grade, and ethnicity, student coaches improved from pre- to posttest significantly compared to nonparticipants on knowledge, belonging, and worth scales. Student coaches reported high satisfaction with the program. Articulated program benefits included improvement in diet, increased physical activity, and improved relationship between student coach and family member. Conclusions Overall, this program can increase diabetes knowledge and psychosocial assets of at-risk youth, and it holds promise to promote positive health behaviors among at-risk youth and their families.
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Terry, Sarah, Molly Cox, Alexandra Linley, Jilian O’Neill, and Laura Dreer. "2466." Journal of Clinical and Translational Science 1, S1 (2017): 80. http://dx.doi.org/10.1017/cts.2017.281.
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OBJECTIVES/SPECIFIC AIMS: To characterize parent communication frequency and content between systems of care (medical, school, and sports/recreation) of concussed youth who are in prolonged recovery. METHODS/STUDY POPULATION: In this ongoing study, 16 concussed youth (average age=14.9 years, SD=1.5; 31.2% female and 68.8% male) and their parent study partner (average age=44.3 years, SD=4.3; 87.3% female and 12.5% male) have been enrolled to date from sports medicine clinics. Demographic information was obtained during the initial clinic intake session. Weekly phone calls were also conducted with the parent and child until the child was considered asymptomatic (ie, reporting no symptoms on the SCAT3), to collect data on communication with the school, sport/recreation, and medical systems throughout the recovery process. For the purpose of this study, we evaluated communication patterns of those parents who had a child in prolonged recovery (ie, symptomatic 14 d or more post-concussion injury). Communication variables included frequency (ie, number of times a parent contacted or attempted to contact a system of care) and content or topic discussed during the contact event. RESULTS/ANTICIPATED RESULTS: Of the 16 enrolled participants to date, 68.8% (n=11) experienced concussion related symptoms 14 days postinjury (M=22.2, SD=4.6) at the time of their 2 week follow-up call and were thus considered to be in prolonged recovery. Of those 11, 81.8% (n=9) of parents reported communicating with the school system at some point between the initial clinic intake session and the 2 week follow-up phone call. The frequency of communication for this period ranged between 0 and 10 instances of contact (M=2.5, SD=2.9). Of the 11 prolonged cases, 8 participants were members of sports teams. Sixty-three percent (n=5) of those parents with a child on a sports team communicated with a coach while none of the parents contacted a team athletic trainer. The frequency of communication with the coach ranged from 0 to 8 (M=1.5, SD=2.5) over the course of 2 weeks from enrollment. With regards to the medical system, the majority of parents (72.7%, n=8) communicated at least once with a medical professional during the same time period. The frequency of communication with the medical system ranged from 0 to 8 (M=2.2, SD=2.6) points of contact. Themes that arose for communicating with the school system included informing school personnel of academic accommodations prescribed by the physician, explaining absences, and concerns about missed academic work and grades. The content of communication with the sports system (ie, coach) pertained to return-to-play issues as well as progress updates on recovery. Themes for communication with the medical system were centered on scheduling appointments, attending follow-up medical appointments, and starting return-to-play protocols. DISCUSSION/SIGNIFICANCE OF IMPACT: Parents of concussed youth who were still in prolonged recovery, for the most part, appear engaged in communicating with multiple systems of care. However, a subset of parents did not participate in contact with these systems. Further discussion of these findings will highlight areas for improvement in concussion management as well as strategies parents can utilize to advocate for their child in terms of return-to-learn and recovery.
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Gallant, Andrea, and Virginnia Gilham. "Differentiated coaching: developmental needs of coachees." International Journal of Mentoring and Coaching in Education 3, no. 3 (2014): 237–54. http://dx.doi.org/10.1108/ijmce-12-2013-0059.
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Purpose – The purpose of this paper is to focus on teacher coachees’ perceptions of why some coaching goals (selected by coaches or coachees) were more achievable than others and how this knowledge might advance a coaching culture that has the potential for sustainable improvements to teaching and learning. Design/methodology/approach – As educators, the authors took a constructivist approach to grounded theory because the authors believe learning is socially constructed. The relationship between coach and coachees is underpinned by their constructed meanings and co-constructed learning. constructivist grounded theory (Charmaz, 1996) requires researchers not to start with a theory or hypothesis but to engage with data in a manner (coding, categorising, theorising) that allows for a theoretical understanding to emerge. In total, 22 teacher coachees from one school participated in this research. They were asked to complete an online questionnaire about their coaching experiences, speculating about why some goals (related to improving student reading, writing, speaking and listening, and math) were more achievable than others. One of the researchers had been a coach in the school, but not at the time of the research. Nonetheless online questionnaires were used as they offered teacher coachees anonymity to share their lived experiences (Charmaz, 2006). This data collection method also assisted in limiting accidental leading by an interviewer (Charmaz, 2006). Findings – The investigation into longitudinal coaching (one to six years) indicated how coachees positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. Coachees clustered around one of the following themes: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. Theorising within and across themes highlighted that while coachees shared the same concerns, they differed in terms of how much they each focused on them. This allowed the authors to gauge the intensity of the concern (dominate, moderate or slight) for each participant. Notwithstanding the overlap, the seventh theme (temporality) serendipitously aligned with their exposure to coaching. Differentiated models of coaching appears to be a way to establish a coaching culture as multiple models could be responsive to divergent coachees’ learning needs. In doing so it is more likely to support sustainable improvements in teaching and learning. Research limitations/implications – The sample size (n=22) was appropriate for an in-depth analysis which allowed an understanding of coaching from the coachees’ first-hand experiences although it does limit generalisability. Another limitation is that coachees were not asked about teaching experience, hence the relationship between years of teaching and coaching exposure was not analysed. This is something that the authors feel now needs to be included in further research. Implications of the findings are that instructional coaches within schools may need to be more cognisant of the developmental stages and therefore differentiated needs of teacher coachees. This is particularly so if the aim is to promote sustainable pedagogical improvement. Originality/value – This is a case study of the effects of longitudinal coaching (one to six years) in a school where all teachers are involved in being coached.
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Woulfin, Sarah L., and Britney Jones. "Rooted in relationships." Journal of Professional Capital and Community 3, no. 1 (2018): 25–38. http://dx.doi.org/10.1108/jpcc-07-2017-0017.
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Purpose The purpose of this paper is to draw on the concepts of social capital in order to reveal the organizational conditions, including structural and relational factors, associated with reform-oriented instructional coaching (ROIC) in an urban school district. Design/methodology/approach An interpretivist approach was used to analyze organizational conditions enabling ROIC. Interview, observation and document data collected focused on coaching, leadership, and school-level organizational conditions. Qualitative data analyses, including coding and memoing, were used to summarize key information and quotes across data sources; this was followed by qualitative comparative analysis (QCA) to identify combinations of factors associated with reform-oriented coaching. Findings The findings identified particular structures, systems, and activities enabling ROIC at the school level, with social capital playing a role in facilitating or impeding implementation of such work. That is, relationships, routines, norms, and webs of interaction enabled coaching. Principals’ prioritization of coaching as an improvement lever and their persuasive framing of coaching, coupled with principal-coach collaboration, fostered a positive culture for ROIC. Practical implications This paper points to the vital role of collaboration amongst administrators, coaches, and teachers. Principals play a significant role in defining coaching, setting up structures, and creating conditions supportive of the implementation of ROIC. By managing structures and routines, principals can encourage coaching aligned with reform efforts to yield positive outcomes. Originality/value This research advances the field’s understanding of organizational factors influencing the enactment of ROIC. It uses QCA to reveal the value of leadership in shaping structural and relational conditions in a school site.
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Aprilianto, Muna, and Tomoliyus Tomoliyus. "Pengembangan model bermain sepakbola untuk meningkatkan aspek psikologis anak usia 12 -13 tahun di Yogyakarta." Jurnal Keolahragaan 4, no. 1 (2016): 34. http://dx.doi.org/10.21831/jk.v4i1.8138.
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Penelitian ini bertujuan untuk menghasilkan buku pedoman bermain sepakbola untuk meningkatkan aspek psikologis (semangat, gembira, dan disiplin) anak usia 12-13 tahun di Yogyakarta. Penelitian ini merupakan penelitian dan pengembangan yang terdiri atas dua tahapan yaitu tahap penelitian pendahuluan terdiri dari kajian literatur, kajian penelitian relevan, studi lapangan dan tahap pengembangan terdiri perencanaan, validasi ahli, uji skala kecil, dan uji skala besar. Peneliti ini mengambil sampel dari sekolah sepakbola di Yogyakarta. Teknik sampling yang digunakan adalah purposive sampling. Pada uji coba skala kecil dilakukan di SSB Real Madrid melibatkan 10 siswa dan satu orang pelatih. Pada uji coba skala besar dilakukan di dua tempat yaitu di SSB Real Madrid dan SSB Bina Putra Jaya Sleman melibatkan 38 siswa dan dua pelatih. Analsis data dalam penelitian ini menggunakan teknik analisis deskriptif kuantitatif dan kualitatif. Hasil validasi menunjukkan model bermain sepakbola anak usia 12-13 tahun layak untuk diuji cobakan. Berdasarkan Hasil pelaksanaan pada uji coba skala kecil dan besar secara substansi isi dan pelaksanaan tergolong sangat baik. Hasil penilaian efektivitas model tehadap psikologis anak berupa semangat, gembira, dan disiplin mengalami peningkatan: nilai pertemuan kedua lebih tinggi dari pertemuan pertama. Dapat disimpulkan model bermain sepakbola anak usia 12-13 tahun efektif untuk meningkatkan aspek psikologis berupa semangat, gembira, dan disiplin siswa dalam melakukan latihan sepakbola.Kata Kunci: model, bermain, psikologis, sekolah sepakbola Development a playing soccer model to improve the psychological aspects of 12-13 years old children in Yogyakarta AbstractThis research aims to develop a playing soccer model to improve the psychological aspects (spirit, joy, and discipline) of 12-13 years old children in Yogyakarta. This study is a research and development which consists of two stages. The Preliminary research stage and development stage. The Preliminary research stage consisted of a literature review, relevant research studies and field studies. The Development stage consisted of planning, validation expert, small-scale test, and test large scale. The Validation involve three people experts. The sampel of take it from soccer school in Yogyakarta. The small-scale tryout was conducted on 10 students and one coach of Real Madrid Soccer School in Yogyakarta. The large-scale trials were conducted with two soccer school on 38 students and two coach of Yogyakarta Real Madrid Soccer School and Sleman Bina Putra Jaya Soccer School. The resul is a playing soccer model for children aged 12-13 years with the title "Playing Soccer in Practice to Improve Psychological Aspects". Based on the small-scale tryout and the small-scale tryout content implementation aspects are in an excellent category. The Psychological development of students assessment resulting in the form of passion, joy, and discipline in playing soccer show improvement: score of the second meeting is greater than the average score of the first meeting, thus it can be concluded thaat the playing soccer model for children age 12-13 years is effective to improve students’ psychological aspects, including the aspects of spirit, joy, and discipline in doing soccer practice.Keywords: models, play, psychological, soccer school
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Ghosh, Dipanwita, and Tarit K. Datta. "Functional improvement and social participation through sports activity for children with mental retardation: a field study from a developing nation." Prosthetics and Orthotics International 36, no. 3 (2012): 339–47. http://dx.doi.org/10.1177/0309364612451206.
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Background: While the positive effect of sports and exercise on physical and psychological well being is well documented within the general population, the effects of sports on the functional ability of a child with mental retardation are limited. Objectives: To determine if sports activities have been detrimental in improving functional ability in sample of children with mental retardation based in Kolkata, a metropolis in India. Study Design: Field level study. Methods: Six sports associations registered under the Sports Authority of India for training children with mental retardation were shortlisted on the basis of four criteria. From the register, every third name (gender irrespective) belonging to the second (12–15 years) and third (15–21 years) subclasses (out of the four categories laid down in the Special Olympics participation rules) against a constraint of at least two years active attendance in the sports facility for the child was selected. A sample of 31 children was drawn and the WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) 12-item version was administered to the caregiver-teacher-coach team of the sample. Relative changes in scores between the point when the survey was conducted and the point when the child joined the sports facility was used as the dependent variable for regression analysis. The number of years in active sports, in school age of the respondent and base score of the children when they joined school were the independent variables. Results: For seven of the WHODAS 2.0 12-item attributes, the number of years in sports activities was found to have a statistically significant effect ( p < 0.01) on the functional well being of children with mild to moderate mental retardation. The number of years in school was also another statistically significant factor ( p < 0.01) responsible for this improvement. The children, however, perceived of being not welcome in community activities, but participated in activities meant exclusively for them. Conclusions: This small study showed that the proposition that number of years in sports activities was a significant factor responsible for improving the functioning of children with mild to moderate mental retardation. Clinical relevance WHODAS 2.0 12-item version has been a useful tool to monitor the effect of intervention (sports activity in this case) on the functional abilities of children with mild to moderate mental retardation. From a developing nation perspective with people with disabilities having very limited access to rehabilitation, this study would find its clinical relevance in the use of sports as an inexpensive and indigenous rehabilitative measure to promote the health and well being of people with disabilities as proposed in community-based rehabilitation guidelines (2010).
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Amirullah, Aini Haziah. "Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (2018): 1. http://dx.doi.org/10.31258/jes.2.2.p.1-13.
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The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers who were involved,developed their skills and expertise through discussions during the Lesson Planning, teaching and review sessions. The teachers are more confident in addressing students issue as well as class control ‘Lesson Study’ approach had contributed to upgrade the skills and efficiency of the non-optional Mathematics teachers as well as enriching the learning strategy, approach and methodology.
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Barros, Nelson, Marco Branco, and David Catela. "The basic foundations of capoeira’ learning: preliminary evaluation of a formative program." Revista de Artes Marciales Asiáticas 14, no. 1 (2019): 9. http://dx.doi.org/10.18002/rama.v14i1.5698.
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<p>Capoeira is a simulated duel supported by the rhythmic of instrumentalists, with traditional musical instruments; evolving a constant synchrony with the other <em>capoeirista</em>. Nowadays, capoeira is passed on by traditional processes, according to the past experience and personal interpretations of the <em>Mestre de capoeira </em>(capoeira master/coach). The purpose of this pilot study was to present a preliminary evaluation of a program for learning the basic techniques, for capoeira teaching agents, respecting the cultural and historical values of capoeira’ identity; applied to 15 first-grade school children (<em>M<sub>age</sub></em> = 8.0 ± 1.2 years old), belonging to a non-governmental organization, with integrative social roles, and to a national sports club, all capoeira beginners; throughout 30 sessions (90 minutes each), over three months. Results revealed that a significant improvement occurred in the quality of execution of all the twelve selected capoeira techniques, with no significant differences between genders and institutional origin, sustaining the potential cultural and social affordances of capoeira. The practice in <em>dupla</em> (dyad), in the fundamental <em>ginga</em> ability, provided synchronization among children, from the first moment, in tune with one of the specificities of this body culture movements, with a proper rhythmic structure (reinforced by music), which are performed in pairs. This program should be tested in an enlarged sample, and in other learning contexts (e.g., schools, clubs), to test its applicability.</p>
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Stanbrough, Mark. "Developing Team Leaders: A Leadership Development Program to Build Effective Team Leaders." Journal of Coaching Education 3, no. 2 (2010): 102. http://dx.doi.org/10.1123/jce.3.2.102.
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NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leadership skills must be systematically taught, developed, and practiced. Through a structured leadership program, some of the trial and error can be eliminated. High school cross country athletes (N=8) participated in an eight-week structured leadership program. The program met once a week, with each athlete leading a weekly session and the coach serving as a moderator. The topics addressed were: understanding the rewards, risks and responsibilities of leadership, leading by example, and vocal leadership. The athletes also spent five hours performing a community leadership service project and attended a leadership lecture presented by a national expert. There was a significant improvement between a pre and post self-rated Team Leadership Evaluation survey (Janssen, 2007). The athletes felt the program was effective, as they were able to develop insights and leadership skills needed to be more effective leaders.
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Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.
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present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
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Borуsova, Yuliia, Oleksii Horpynich, and Oleksandr Didkovskyi. "Choreography as a means of increasing the level of technical training of gymnasts 6-7 years." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(129) (January 27, 2021): 14–18. http://dx.doi.org/10.31392/npu-nc.series15.2021.1(129).03.
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Choreography in sports has long been established as a means of specialized training of high-class athletes, which helps to make compositions more vivid, original, expressive, spectacular. Thanks to the means of choreography, you can watch the wonderful, diverse performances of gymnasts, where for each athlete selected styles and nationalities, based on their physical characteristics and temperament. Therefore, the team work of a coach and choreographer is very important. The purpose of the work - to determine the effectiveness of choreography lessons in the training process of gymnasts 6-7 years. Research methods: analysis of scientific and methodical literature; pedagogical observation and experiment; testing; methods of mathematical statistics. Organization of the study. The research was conducted in SDYUSHOR DOO FST "Ukraine" on rhythmic gymnastics. The study involved 20 girls 6-7 years old, who attended sports school 5 times a week for 135 minutes. Research results. Based on the results of testing the initial level of choreographic training of gymnasts 6-7 years old, we can say that the level of choreographic training in both groups is almost the same and is insufficient for further sports improvement, so we have developed and implemented choreography lessons. The lesson consists of a classical exercise, in which the basic technique of dance skill is practiced. When studying choreography develops inversion, flexibility, coordination, stability, easy high jump; the correct posture is made; the musculoskeletal system is strengthened, and also culture of movements and ability to think creatively is formed. At the end of the experiment, retesting was performed, which showed that the level of choreographic preparation of the control group, which was engaged in the usual schedule, without the use of choreography lessons, almost did not change and only 2 exercises were performed at a high level. Meanwhile, in the experimental group, which was engaged in the developed methodology, there have been significant changes. All 10 exercises were demonstrated by gymnasts at high and above average levels. Prospects for further research. Development of choreography complexes for gymnasts 6-7 years old using objects for rhythmic gymnastics.
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Eberman, Lindsey E., Kimberly J. Bodey, Rebecca Zakrajsek, Madeline McGuire, and Adam Simpson. "Heating up Coaching Education: What Coaches Need to Know." Journal of Coaching Education 3, no. 2 (2010): 96–97. http://dx.doi.org/10.1123/jce.3.2.96.
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Background:The National Standards for Sport Coaches (2006) acknowledges that differences exist in athletes’ ability to tolerate heat. As such, Domain 2: Safety and Injury Prevention (S7-10), Domain 3: Physical Conditioning (S12-13), and Domain 7: Organization and Administration (S34) list expectations for coaches’ ability to recognize and respond to heat illness. However, only the American Red Cross of Greater Indianapolis (Domain 2 specific) and 13 programs are accredited by NCACE. Moreover, on-line trainings frequently used to educate novice interscholastic and recreational sport coaches provide only a cursory review of heat illness precautions, symptoms, and remedies.Objective:The purpose of this exploratory study is to identify changes in coaches’ actual and perceived knowledge after an on-line educational intervention, as well as determine whether the educational intervention will decrease the knowledge gap.Research Design:A pre-test/post-test design was used to identify the effect of an educational intervention on perceived and actual knowledge of sport coaches.Participants:Coaches (n=19; male=14, female=5) were solicited via email made available by the Indiana High School Athletic Association and the Indiana Youth Soccer Association – Olympic Development Program.Instrumentation:The Perceived Knowledge Questionnaire (five-item survey) and an actual knowledge assessment (two versions of 19-item quiz) were used to measure the coaches’ perceived and actual knowledge about the prevention, recognition, and treatment of exertional heat illnesses. Participants completed the “Beat the Heat: Be a Better Coach in Extreme Environmental Conditions” educational intervention.Procedures:Coaches completed the on-line educational module including pre-test and post-tests evaluations of actual and perceived knowledge.Statistical Analysis:Researchers performed three separate paired t-tests to identify the effect of the educational intervention on the dependent variables: actual knowledge, perceived knowledge, and knowledge gap. Significance was set a-prior at p<0.05.Results:Participants demonstrated a significant 18.1% improvement (t18=-4.877, p<0.001, ES=0.62) in actual knowledge scores. Perceived knowledge also significantly improved (t18=-2.585, p=0.019, ES=0.25). Knowledge gap, the difference between actual knowledge and perceived knowledge, became significantly smaller (t18=4.850, p<0.001, ES=0.63).Conclusions:Results indicate the on-line educational intervention improved actual knowledge, perceived knowledge, and decreased the knowledge gap. Additional large scale study of this intervention is warranted.
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Gibbons, Lynsey Kay, Anne Garrison Wilhelm, and Paul Cobb. "Coordinating Leadership Supports for Teachers’ Instructional Improvement." Journal of School Leadership 29, no. 3 (2019): 248–68. http://dx.doi.org/10.1177/1052684619836824.
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Principals and instructional coaches are asked to organize their schools to support teachers’ ongoing professional learning. Prior studies have examined what principals do to support coaches rather than the ways they work together to support instructional improvement. We build on prior studies by examining how principals and coaches coordinate their work to support instructional improvement. To examine coordination, we selected cases in which coaches were or were not successful in interacting with teachers around teaching mathematics. We then analyzed the data within and across each of four cases. In schools where coaches were identified as successful in interacting with teachers, principals and coaches coordinated their work across three settings in order to jointly support teachers: teacher collaborative meetings, classroom visits, and coach–principal informal meetings. This study contributes to the literature on leadership by specifying how principals and coaches can coordinate their individual and collective work to organize supports for teachers.
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Corkum, Penny, Nezihe Elik, Pamela A. C. Blotnicky-Gallant, Melissa McGonnell, and Patrick McGrath. "Web-Based Intervention for Teachers of Elementary Students With ADHD: Randomized Controlled Trial." Journal of Attention Disorders 23, no. 3 (2015): 257–69. http://dx.doi.org/10.1177/1087054715603198.
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Objective: To test the acceptability, satisfaction, and effectiveness of a web-based intervention for teachers of elementary school–aged children with ADHD. Method: Elementary classroom teachers (N = 58), along with their students with ADHD, participated in a randomized controlled trial. The program consisted of six sessions that included evidence-based intervention strategies for reducing ADHD symptoms and impairment in the classroom setting. Teachers also had access to a moderated Discussion Board and an online ADHD coach. Questionnaire data were electronically collected from teachers and parents pre-intervention, post-intervention (6 weeks), and after an additional 6-week follow-up. Results: Intent-to-treat analyses found significant improvements based on teacher (but not parent) reports of core ADHD symptoms and impairment for the Teacher Help for ADHD treatment group. Teachers reported a high level of acceptability and satisfaction. Conclusion: Web-based ADHD interventions have the potential to reduce the barriers to treatment utilization and implementation that are common problems for school-based ADHD interventions.
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Ayton, Darshini, and Nerida Joss. "Empowering vulnerable parents through a family mentoring program." Australian Journal of Primary Health 22, no. 4 (2016): 320. http://dx.doi.org/10.1071/py14174.
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Evidence suggests that mentoring programs can foster positive relationships through role modelling, social support and opportunities to develop new skills. Home visiting programs, where a health professional or volunteer provides parenting support and companionship to at-risk families, have received attention from the health and welfare sector. These programs tend to focus on new mothers and immediate parenting concerns, and do not address broader social determinants of health that impact on the well being and functionality of the family. Herein we report on an evaluation of the Creating Opportunities and Casting Hope (COACH) program, a family mentoring program for vulnerable parents. COACH seeks to break cycles of generational poverty by addressing social determinants, such as housing, employment, health, finances and social support. A mixed-methods approach was used to evaluate the program, involving semistructured interviews with parents (n = 12), surveys with mentors (n = 27) and client case report review (n = 27). Parents experienced improvements in their housing and employment situations, family dynamics, social support and mental health, and decreased drug and alcohol use. Mentors described providing guidance on parenting strategies, financial management and domestic skills. Partnerships with local schools, health services and welfare agencies were vital in the referral processes for families, thereby building a community network of support and care. The COACH model of mentoring highlights the benefits of a flexible and long-standing program to address the social determinants of child health through the family environment and wider social and economic factors.
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Atiq, Ahmad, James Tangkudung, and Mulyana Mulyana. "DEVELOPMENT OF BASIC TECHNIQUES PROCUREMENT MODEL A BOL SOCCER ATHLETES BASED PLAY FOR BEGINNERS AGES 8-12 YEARS." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, no. 2 (2017): 110–21. http://dx.doi.org/10.21009/jipes.032.09.
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The research aimed to develop basic technique drill using Play- based training for beginner athletes in the age of 8-12 years old in football schools in Universitas Diponegoro and Djarum Kudus. The research employed Borg and Gall methodology by three treatments; namely small group test, big group test, and model test. Research finding showed that in small group test this model could be applied for beginner athletes, while in big group this model was able to be used with coach instruction and in model test there was significant improvement on basic technique drill on passing, dribbling, heading, and shooting. Based on model test (t test), pre -test was 10,69 and post-test was 10,91 with average score was 10,80 increasing by 98%. It can be suggested game based training could improve passing, trapping, dribbling, heading and shooting techniques. 
 Key words: Developing, Play-Based Training, Technique Drill
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Ramadhan, Krisnanda, Singgih Hendarto, and Budhi Satyawan. "Management of pencak silat achievement in IPSI Klaten Regency in 2015-2019." PHEDHERAL 17, no. 2 (2021): 1. http://dx.doi.org/10.20961/phduns.v17i2.51444.
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<p><em>This study aims to find out the organizational, recruitment, and training management of pencak silat coaching in IPSI Klaten Regency. This study was carried out at the pencak silat hermitage, Klaten Regency, using qualitative-descriptive method. The analysis unit was IPSI Klaten Regency. Data collection techniques included documentation, in-depth interview, and observation. The data were obtained from the management, coaches, and athletes of pencak silat coaching in IPSI Klaten Regency. It was found that (1) in the organizational management of pencak silat coaching in Klaten Regency, fairly good cooperation between the management and the coaches and athletes have been established; </em><em>(2) the recruitment implementation has been good enough with the invitation of participants from each pencak silat school by giving a circular letter for the IPSI management to participate in several stages of selection; (3) the training management is carried out by providing a training program planning with the coordination of the management and the coach according to the athlete's needs; the planned training program can be developed according to circumstances and needs of the athlete. Therefore, based on the data analysis, it is concluded that the management of pencak silat coaching in IPSI Klaten Regency has been running quite well, but there is still a weakness. In athlete recruitment, some IPSI schools have not sent their athletes to take part in the selection yet. This needs to be solved, and IPSI Klaten Regency should always make improvements in their management for a better performance.</em></p>
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Schooler, Nina, Delbert Robinson, Patricia Marcy, Philipp Homan, Eric Achtyes, and John M. Kane. "O9.7. TECHNOLOGY ASSISTED RELAPSE PREVENTION PROGRAM REDUCES HOSPITALIZATION IN SCHIZOPHRENIA PATIENTS AT HIGH RISK FOR RELAPSE." Schizophrenia Bulletin 46, Supplement_1 (2020): S23—S24. http://dx.doi.org/10.1093/schbul/sbaa028.054.
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Abstract Background Psychiatric hospitalization is a major driver of cost in the treatment of schizophrenia. During the first six months after a hospitalization, patients are at increased risk for return to the hospital. Targeting treatment during this period may be especially valuable. Mobilizing a range of treatment enhancements using both smart phones and computers to support patients by individualizing treatment to specific needs may be especially beneficial. The Improving Care Reducing Cost (ICRC) program sought to determine whether a novel, multicomponent, and technology-enhanced approach to relapse prevention in outpatients following a psychiatric hospitalization could reduce days spent in a hospital after discharge. Methods The ICRC study was a quasi-experimental clinical trial in outpatients with schizophrenia conducted between February 2013 and April 2015 at 10 sites in the US that provide both in and outpatient. Data were obtained from 89 participants who received usual relapse prevention services, followed by a second cohort of 349 participants who received technology-enhanced relapse prevention program. Both groups were followed for 6 months. Patients were between 18 and 60 years old; had a diagnosis of schizophrenia, schizoaffective disorder, or psychotic disorder not otherwise specified; and were currently hospitalized or had been hospitalized within the past 30 days at consent. The first cohort received usual care; the second cohort received the Health Technology Program (HTP) a technology-enhanced relapse prevention program. HTP included medication treatment guided by a computer decision support system for the prescriber, a smartphone application for patients that supported medication adherence and other coping strategies, a web-based patient and family psycho-educational intervention, and web-accessed cognitive behavioral therapy for paranoia and hallucinations. A mental health technology coach provided technical support, and developed a personalized, structured, relapse prevention plan with each participant that identified individual relapse precipitants and determined which HTP components should be employed to address them. All patients received computers and Android smartphones to insure access to the interventions. Days spent in a psychiatric hospital during 6 months after discharge was assessed. The Heinrichs Carpenter Quality of Life Scale was completed at baseline and six months. Results The study included 438 patients. Control participants (N = 89; 37 females) were enrolled first and received usual care for relapse prevention, and followed by 349 participants (128 females) who received the HTP. Days of hospitalization were reduced by 4 days (Mean days: b = -4.25, 95% CI: -8.29; -0.21, P = 0.039) during follow-up in the intervention condition compared to control. Finally, using Heinrichs Carpenter Quality of Life total score at month 6 as an outcome, we found no significant effect of HTP (β = 0.02, t (345) = 0.43, P = 0.668). Discussion Recently hospitalized patients with schizophrenia who received an integrated technology informed relapse prevention program (HTP) experienced fewer days in the hospital compared to those who received usual care in the six months following their discharge. Given the high patient burden and costs of even a single day spent in a psychiatric hospital, estimated at $1358 per day based on inflation adjusted results from a recent study, our findings imply total savings in psychiatric inpatient expenditures of $5772 during the first 6 months after discharge on average. However, reduction in hospitalization days did not result in a parallel improvement in functioning as assessed by the Quality of Life Scale. Although the control and experimental cohorts were comparable in many characteristics, the quasi–experimental design represented by sequential cohorts rather than a true concurrent randomized controlled trial represents a limitation. The results of the study suggest that technology enhanced treatments that are tailored to patient needs can be implemented in a range of clinical settings in the US to patients at high risk of hospitalization and that the intervention can reduce subsequent hospitalization days. Future research should address limitations in the current study design and will benefit from the development of technology applications that can be available on a single flexible platform.
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K.R., Plotnikova. "SOCIO-HISTORICAL AND PEDAGOGICAL PREREQUISITES FOR TRAINING OF COACHES-TEACHERS IN WATER SPORTS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE (THE SECOND HALF OF XX – THE BEGINNING OF XXI CENTURY)." Collection of Research Papers Pedagogical sciences, no. 95 (August 2, 2021): 19–26. http://dx.doi.org/10.32999/ksu2413-1865/2021-95-3.
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The purpose of the article is to highlight the socio-historical and pedagogical prerequisites for the training of coaches-teachers of water sports in higher education institutions of Ukraine (the second half of XX – the beginning of XXI century). The study allowed the use of the principle of taking into account a set of facts and a set of methods adequate to the purpose of the work (analysis, synthesis, classification, comparison, generalization and systematization). The article reveals that the formation and development of the system of training coaches-teachers of water sports in higher education institutions of Ukraine (the second half of XX – the beginning of XXI century) was due to a number of socio-historical and pedagogical preconditions. The most important socio-historical factors that influenced the formation and development of the system of training teachers of water sports in higher education institutions of Ukraine (the second half of XX – the beginning of XXI century) were: the development of sports (introduction of swimming in the Olympic program, the creation of the International Federation swimming, holding the First All-Russian Sports Olympiad, holding the First Soviet Spartakiad of the peoples of the USSR, competitions in water sports in yacht clubs, the growth of sportsmanship of athletes); the fighting of the First and Second World Eyelashes, and their consequences; revival of the mass sports movement, due to the mandatory military training of citizens, which included physical training with swimming skills; the focus of physical culture and sports on attracting the masses; lack of opportunity for domestic athletes to enter the world sports arena, isolated cases of victory in water sports, low level of sports training of Ukrainian athletes. Important pedagogical factors concerning the research problem include: opening of institutions of higher education of physical culture profile, creation of faculties of physical education in pedagogical institutes and universities, continuation of activity of technical schools of physical culture profile; creation and restoration of material base for physical culture and sports in general and water sports in particular; increase in curricula and programs of hours for physical education; improvement of educational and methodological support of the process of training coaches-teachers in water sports; reorganization of the system of higher education on the basis of industry and new requirements for coaching; significant shortage of personnel in physical culture, the need for professional development of coaching and teaching staff.Key words: teacher, coach, physical education, physical culture, institutes of physical culture, faculties of physical education, sports, swimming. Мета статті полягає у висвітленні соціально-історичних та педагогічних передумов підготовки тренерів-викладачів з водних видів спорту в закладах вищої освіти України (друга половина ХХ – поча-ток ХХІ століття). Дослідження дало змогу здійснити використання принципу врахування сукупності фактів та комплексу методів, адекватних меті роботи (аналізу, синтезу, класифікації, порівняння, уза-гальнення та систематизації). У статті виявлено, що становлення та розвиток системи підготовки тренерів-викладачів з водних видів спорту в закладах вищої освіти України (друга половина ХХ – початок ХХІ століття) зумовлювались низкою соціально-історичних та педагогічних передумов. Найважливішими соціально-історичними чинниками, які вплинули на становлення та розвиток системи підготовки тренерів-викладачів з водних видів спорту в закладах вищої освіти України (друга половина ХХ – поча-ток ХХІ століття), були розвиток спорту (включення плавання до програми Олімпійських ігор, створення Міжнародної федерації з плавання, проведення І Всеросійської спортивної олімпіади, проведення Першої Радянської Спартакіади народів СРСР, змагання з водних видів спорту в яхт-клубах, зростання спортивної майстерності спортсменів); бойові дії Першої та Другої світових вій, а також їх наслідки; пожвавлення масовості спортивного руху, зумовлене обов’язковою військовою підготовкою громадян, яка включала фізичну підготовку з навичками плавання; спрямованість фізичної культури та спорту на залучення широких народних мас; відсутність можливості у вітчизняних спортсменів вийти на світову спортивну арену, поодинокі випадки перемоги у водних видах спорту, низький рівень спортивної підготовки українських спортсменів. Встановлено, що до вагомих педагогічних чинників щодо проблеми дослідження належать відкриття закладів вищої освіти фізкультурного профілю, створення факультетів фізичного виховання в педагогічних інститутах та університетах, продовження діяльності технікумів фізкультурного профілю; створення та відновлення матеріальної бази для занять фізичною культурою і спортом загалом та з водних видів спорту зокрема; збільшення в навчальних планах та програмах годин на фізичне виховання; вдосконалення навчально-методичного забезпечення процесу підготовки тренерів-викладачів з водних видів спорту; реорганізація системи вищої освіти за галузевою ознакою й нові вимоги до тренерської роботи; відчутний дефіцит кадрів з фізичної культури, потреба у підвищенні кваліфікації тренерсько-викладацького складу.Ключові слова: викладач, тренер, фізичне виховання, фізична культура, інститути фізкультурного профілю, факультети фізичного виховання, спорт, плавання.
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Huggins, Kristin Shawn, Hans W. Klar, and Parker M. Andreoli. "“I thought I was prepared to do this”: an exploration of the learning and development of leadership coaches." International Journal of Mentoring and Coaching in Education ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/ijmce-01-2021-0014.
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PurposeThe purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.Design/methodology/approachData were collected and analyzed using a qualitative design throughout the three-year initiative.FindingsThe findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.Originality/valueThese findings address the paucity of research on leadership coach learning and development.
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Klar, Hans W., Kristin Shawn Huggins, and Parker M. Andreoli. "Coaching, professional community, and continuous improvement: rural school leader and coach development in a research-practice partnership." International Journal of Leadership in Education, April 26, 2021, 1–28. http://dx.doi.org/10.1080/13603124.2020.1869311.
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Huggins, Kristin Shawn, Hans W. Klar, and Parker M. Andreoli. "Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning." Educational Administration Quarterly, April 26, 2020, 0013161X2091594. http://dx.doi.org/10.1177/0013161x20915948.
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Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.
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Ezzani, Miriam. "A Principal’s Approach to Leadership for Social Justice: Advancing Reflective and Anti-Oppressive Practices." Journal of School Leadership, February 26, 2020, 105268462090834. http://dx.doi.org/10.1177/1052684620908347.
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This case study explores an urban elementary school principal’s efforts to advance reflective and anti-oppressive practices to counter teachers’ beliefs and behaviors toward their Black male students. Data collected and analyzed include five in-depth interviews, focus group discussions, observations of the school, classroom and professional learning meetings, and document analysis of policies, improvement plans, and weekly faculty agenda. The findings revealed that data-informed leadership was the impetus to the principal enacting social justice leadership, which involved anchoring systemic professional learning opportunities to teachers’ core values and beliefs and developing the collective consciousness of teachers individually and collectively. Lastly, the principal utilized strategies and instituted structures in and outside of the school to propel a cultural paradigm shift in how students in general, and Black males in particular, were served and cared for. Implications for principal professional learning and educational leadership preparation programs are shared. This article offers recommendations on how social justice leaders can coach teachers and advance practices that engender respect and dignity for Black male students.
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Ronecker, Julia, Joseph Liu, Anne VanGarsse, and Ramon Newman. "Coaching, Health, and Movement Program (CHAMPS) Taught by Medical Students: A Didactic Curriculum and Program Analysis." Osteopathic Family Physician, July 1, 2019, 12–17. http://dx.doi.org/10.33181/1141.
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Purpose: The prevalence of pediatric obesity is increasing in the United States. While physicians are in a unique position to address pediatric obesity, nutrition education and counseling is insufficiently addressed in medical school curriculums. To fill this gap, one Midwest medical school piloted CHAMPS (Coaching, Health, and Movement Program with Students), a program where medical students learn about pediatric obesity and nutrition and coach families toward healthier lifestyle goals. Method: This study evaluated the effectiveness of a 7-hour didactic curriculum and looked at changes in medical student knowledge, bias, and mentorship skills. The cohort included 35 first- and second-year medical students who completed a pre-test and two post-tests—one post-test after the didactic training and one after the 6-8 week coaching program with a family. Results: After both the didactic curriculum and coaching sessions, medical students demonstrated statistically significant improvement in knowledge and mentorship skills with regards to pediatric obesity and nutrition. Medical students also reported feeling more confident in answering questions and coaching families on healthy lifestyle choices. Medical student bias was unchanged after our intervention. Conclusion: The CHAMPS program represents a promising experience for medical students and fills a gap in the traditional medical school curriculum.
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Woltring, Mitchell, Caitlyn Hauff, Brooke Forester, and Shelley Holden. ""I Didn't Know How All This Works": A Case Study Examining The Transition Experiences of Student-Athletes from High School to a Mid-Major DI Program." Journal of Athlete Development and Experience 3, no. 2 (2021). http://dx.doi.org/10.25035/jade.03.02.04.
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The transition period from high school to college includes a myriad of issues specific to student-athletes (Bernhard & Bell, 2015; Bjornsen & Dinkel, 2017; Comeaux, 2015). The present study sought to illuminate the specific transition issues faced by mid-major, DI student-athletes by providing them the platform to describe them in their own words, and provide their own recommendations for improvement. Utilizing a semi-structured interview guide which addressed transition issues, the qualitative study included 23 student-athletes in focus group settings. Analysis of interview data led to the emergence of two themes, with accompanying subthemes: 1) Encounters with academic support, with subthemes of transitioning to campus and perceived responsibilities of athletic academic advisors; and 2) Skewed perceptions and expectations of student-athlete life, with subthemes of expectations regarding the coach-athlete relationship, lifestyle modifications, and high stress practice environments. The findings suggest a notable trend – student-athletes lack the support they need to successfully deal with the transition. The transition process itself also appears to involve three specific periods: 1) Prior to arrival on campus; 2) Initial arrival on campus; and 3) Following the initial transition to campus. The findings will help to better design standards for helping student-athletes navigate the transition process.
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Mufarizuddin, Mufarizuddin. Jurnal Obsesi : Journal of Early Childhood Education 1, no. 1 (2017): 62. http://dx.doi.org/10.31004/obsesi.v1i1.143.
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This research is based on the low ability of group B children in recognizing the concept of numbers. Based on the background of the problems that have been exposed, it can be formulated problem of this research, How does the improvement of the ability of group B children to know the concept of numbers through the game of card numbers in children group B TK Pembina Bangkinang Kota ?. The purpose of this study is to determine the improvement of the ability of children of group B to recognize the concept of numbers through the method of card number in group B in TK Pembina Bangkinang Kota. As the subjects in this study are the children of group B and teachers kindergarten coach 2015/2016 school year with the number of children as many as 20 people. While the object is the ability of children group B to know the concept of numbers through the game of a number card. The steps taken in classroom action research are: 1) Planning / Preparing for action, 2) Implementation of Action, 3) Observation, and 4) Reflection. The data sources of this research are children of group B TK Pembina Bangkinang Kota, teachers and documents. Data collection uses observation, tests and documentation. Data analysis using descriptive technique percentage. The results showed that the number card method can improve the ability to recognize the concept of numbers in group B TK Pembina Bangkinang City.
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DeMartini, Anne L., Sungwon Kim, Daniel P. Connaughton, and David McArdle. "A comparison of US and Scotland youth soccer coaches’ legal consciousness regarding concussion safety regulations." International Journal of Sports Science & Coaching, December 23, 2020, 174795412098119. http://dx.doi.org/10.1177/1747954120981197.
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Due to the severe health consequences of sport related concussion (SRC), governments and sport governing bodies around the world have enacted numerous measures including changes to legislation and rules of the game, and increased emphasis on coach education. This study compared the legal consciousness of girls’ youth soccer coaches regarding concussion management under a statutory legal regime in the U.S. and a voluntary regime in Scotland by analyzing qualitative data through ten interviews of girls’ youth soccer coaches in Scotland and another ten interviews of girls’ high school soccer coaches in the U.S. Utilizing the socio-legal theory of legal consciousness, the findings support the idea that people make connections from their past experiences to shape their understanding of the law, broadly defined. We observed variance between U.S. and Scottish coaches’ legal consciousness. Overall, all coaches exhibited a version of conformity to and engagement with SRC management guidance and little resistance. Florida coaches displayed more conformity, likely due to the SRC education mandated by law. Scottish coaches who had coached in the U.S. previously demonstrated the strongest resistance. The findings suggest a need for continued improvement in the implementation of SRC laws and guidelines including updated training and better dissemination of educational materials.
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Criss, Melanie Joy. "School-based Telerehabilitation In Occupational Therapy: Using Telerehabilitation Technologies to Promote Improvements in Student Performance." International Journal of Telerehabilitation 5, no. 1 (2013). http://dx.doi.org/10.5195/ijt.2013.6115.
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This article discusses the use of telerehabilitation technologies in occupational therapy for school-based practice. Telerehabilitation, for the purpose of this program, included the implementation of occupational therapy services via two-way interactive videoconferencing technology. The subjects included in this pilot program were children, ages 6 to 11 years, who attended an online charter school and had difficulties in the areas of fine motor and/or visual motor skills which impacted success with handwriting. Each participant completed a virtual evaluation and six 30-minute intervention sessions. The Print Tool™ Assessment was used to determine progress pre- and post-program. A learning coach/student satisfaction survey was given at the end of the program to determine participant satisfaction. Outcomes revealed improvements in handwriting performance for most students who participated in the program and high satisfaction rates reported by all participants.
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., I. Putu Wira Tresna Buwana, Prof Dr I. Nyoman Kanca, M. S. ., and Gede Doddy Tisna, M. S. ,. S. Or ,. M. Or . "PENGARUH PELATIHAN JUMP SERVICE DENGAN AWALAN DAN TANPA AWALAN TERHADAP KETEPATAN SERVICE BOLA VOLI PADA SISWA PUTRA EKSTRA KULIKULER BOLA VOLI SMP NEGERI 2 BLAHBATUH 2016/2017." Jurnal Ilmu Keolahragaan Undiksha 6, no. 2 (2018). http://dx.doi.org/10.23887/jiku.v6i2.14923.
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Penelitian ini bertujuan untuk mengatahui pengaruh pelatihan jump service dengan awalan dan tanpa awalan terhadap ketepatan service. Jenis penelitian ini adalah eksperimen dengan rancangan the non-randomized control group pretest posttest design. Subjek penelitian adalah siswa putra ekstra kulikuler bola voli SMP N 2 Blahbatuh tahun pelajaran 2016/2017 berjumlah 36 orang, kemudian dibagi menjadi 2 kelompok dengan menggunakan teknik ordinal pairing, yaitu 18 orang diberikan pelatihan jump service dengan awalan dan 18 orang diberikan pelatihan sprint jump service tanpa awalan. Ketepatan service diukur dengan test ketepatan. Data yang di dapat dianalisis dengan uji-t Independent pada taraf signifikansi (α) = 0,05 dengan bantuan program SPSS 16.0.
 Hasil analisis data menunjukan adanya perubahan nilai rata-rata pada variabel ketepatan service. Pada kelompok perlakuan jump serviceI dengan awalan terjadi peningkatan sebesar 3.56, pada kelompok perlakuan jump service tanpa awalan terjadi peningkatan sebesar 5.50. Hasil uji-t Independent variabel ketepatan service antara kelompok perlakuan jump service dengan awalan dan jump service tanpa awalan didapat nilai thitung sebesar 2,602 dan signifikasi 0,014 yang berarti terdapat perbedaan pengaruh antara pelatihan jump service dengan awalan dan jump service tanpa awalan terhadap ketepatan service. Berdasarkan hasil analisis data Post-test nilai rata-rata kelompok perlakuan, maka kelompok pelatihan jump service tanpa awalan lebih baik pengaruhnya dibandingkan pelatiha jump service dengan awalan terhadap ketepatan service sebesar 1,94
 Dari hasil analisis data dalam pembahasan disimpulkan bahwa; (1) pelatihan jump service dengan awalan tidak berpengaruh terhadap peningkatan ketepatan service. (2) pelatihan jump service tanpa awalan berpengaruh terhadap peningkatan ketepatan service. (3) ada perbedaan pengaruh antara pelatihan jump service dengan awalan dan jump service tanpa awalan berpengaruh terhadap ketepatan service.
 Kata Kunci : pelatihan jump service dengan awalan, pelatihan jump service tanpa awalan, ketepatan sevice. This study aims to determine the effect of jump service exercise with prefix and no prefix to the accuracy of service. This type of research is an experiment with the design of nonrandomized control group pretest posttest design. The subjects of the study were students of extracurricular volleyball of SMP N 2 Blahbatuh school year 2016/2017 amounted to 36 people, Then divided into 2 groups using ordinal pairing technique, 18 people were given a jump service training with the prefix and 18 people were given sprint jump service training without prefix. Service accuracy is measured by accuracy test. The data can be analyzed by the Independent t-test at the level of significance (α) = 0.05 with the help of SPSS 16.0 program.
 The result of data analysis shows the change of mean value on variable of service accuracy. In the service group jump service with a prefix occured an increase of 3.56, In the non-prefixed service jump group an increase of 5.50, T-test results Independent variables of service accuracy between the treatment group jump service with prefix and jump service without the prefix obtained tcount value of 2.602 And significance of 0.014 which means there is a difference of influence between jump service practice with prefix and jump service without prefix to service accuracy. Based on the analysis of Post-test data, the average value of treatment group, Then the training group jump service without prefix better influence than the coach jump service with the prefix to the service accuracy of 1.94
 From the results of data analysis in the discussion concluded that, (1) the jump service training with the prefix has no effect on the improvement of service accuracy. (2) jump service training without prefix affects the improvement of service accuracy. (3) there is difference of influence between jump service training with prefix and jump service without prefix influence to service accuracy.
 keyword : jump service training with prefix, jump service training without prefix, precision sevice.
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Yamaletdinova, Galina, and Stepan Semenov. "Indicators of Professional Skills Development in Cheerleading Coaches." Russian Man and Power in the Context of Dramatic Changes in Today’s World: Collection of academic papers from the 21st Russian scientific-practical conference (with international participation) (Yekaterinburg, April 12–13, 2019), December 3, 2019, 602–10. http://dx.doi.org/10.35853/ufh-rmp-2019-ps10.
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By now, coach’s professional functions have long been expanded: from merely training an athlete for competitions to performing multiple roles of a manager, teacher, psychologist, etc. With the growing popularity of cheerleading and improvement of methods, means and conditions of sports training, with enhanced requirements to skills in major sport subjects, the demand for a coach as the key figure in training successful cheerleaders also grows. It is particularly important for athletes from children sports schools where a coach is bringing up an individual the society needs. In this regard, the research was aimed at studying the level of professional skills development in cheerleading coaches of various qualifications. To achieve the above goal, the following research methods were applied: retrospective analysis of psychological and pedagogical literature, studying pedagogical experience, surveying, testing. A research was conducted to identify the required professional skills of cheerleading coaches, taking into account pedagogical activities. Methods were used to identify the development level of reflection capability, willful self-regulation, empathic trends, personal aggressiveness and propensity to conflict, dialogue-based structure of inter-personal relations and creativity. It was found that coaches with greater practical work experience had a much higher level of indicators like constructive relations (83 %), persistence index (83 %), sign-based thinking (67 %) and creativity (33 %). Most coaches with smaller practical experience had a medium level of these properties’ development. Consequently, thelevel of skills required for coach’s efficient professional development primarily depends on the personal experience and the content of educational system.
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Sulz, David. "News, Awards, and Announcements." Deakin Review of Children's Literature 4, no. 1 (2014). http://dx.doi.org/10.20361/g2x31f.
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Probably, you are enjoying the wonderful summer by reading books, books, and more books. We, too, are busy reading and enjoying summer so the news this time around is brief.In June, Barbro Lindgren was awarded the Astrid Lindgren Memorial award at the Stockholm Concert Hall. This award, founded in 2002 by the Swedish Arts Council, is the world’s largest award for children’s and young adult literature at 5 million SEK (about $700,000 CAD). If it sounds suspicious that a Swedish writer with the same surname as the Swedish award’s Swedish namesake has won, rest assured that it truly is open to the world. In fact, Barbro is the first Swede among the 14 recipients (12 other countries represented). The selection process begins 15 months before the award with nominations coming from very select nominating bodies in various countries.ALMA: http://www.alma.se/en/Nominating bodies: http://www.alma.se/en/Nominations/Nominating-bodies/Did you know about Ireland’s Laureate na nÓg (Children’s Literature Laureate)? Eoin Colfer, best known for his Artemis Fowl books, is the third laureate to hold the 2-year term. He will continue the project’s aims of introducing and raising the profile of high quality children’s literature in Ireland. According to Wikipedia, the only other Children’s Laureate equivalents are in the UK and the USA but it does look like Australia has one as well as Sweden in the non-English world (somebody should update wikipedia entry …).See: http://childrenslaureate.ie/Previous Laureate na nÓg: http://childrenslaureate.ie/laureate-na-nog/We are proud that our very own Coutts Education Library at the University of Alberta recently launched their newly renovated Canadian Children’s Book Centre (CCBC) collection. It is “one of 5 regional collections of Canadian children’s and young adult materials” with the others in Toronto, Vancouver (UBC), Winnipeg (UManitoba), and Halifax (Mt. Saint Vincent Univ.).Launch Photos and Blog post: http://blogs.library.ualberta.ca/ednews/index.php/2014/07/02/2765/CCBC collections: http://www.bookcentre.ca/library/regional_collections/Also in the Coutts education library’s CCBC, Deakin editor Robert Desmarais had an opportunity to interview Jill Bryant during the 2014 TD Canadian Children’s Book Week. See the interview here (6:53 duration): https://www.youtube.com/watch?v=NtdX4fj-CB4And yet one more CCBC-related note, the call for submissions for the Spring 2015 edition of “Best Books for Kids & Teens (BBKT) is out. The deadline is October 1, 2014. http://www.bookcentre.ca/news/call_for_submissions_best_books_kids_teens_spring_2015It struck me recently that a main source of summer reading for many Canadians is the biannual Cross Country Checkup Book List episode on CBC radio. So, I wondered if there were suggestions this summer for our readers. While most of the recommendations are for adults, there are a few that recall childhood reads (e.g. “Anne of Green Gables,” and “Who has seen the wind”) and a few suggestions:- "I think every high school student should be given a copy of Chester Brown's Louis Riel" (recommended by guest Craig Taylor)- “Anything by Charles De Lint ...pretty much the creator of Urban fantasy and intertwines stories of street kids with Gaelic and Aboriginal mythology” (from listener D. Price)http://www.cbc.ca/checkup/book-lists/2014/07/03/june-29-2014-summer-book-list/Have a great summer reading in the yard, on the couch, at the beach, in the family car, on a hammock, or wherever your summer reading finds you.David SulzDavid is a Public Services Librarian at University of Alberta and liaison librarian to Economics, Religious Studies, and Social Work. He has university studies in Library Studies, History, Elementary Education, Japanese, and Economics; he formerly taught in schools and museums. His interests include physical activity, music, home improvements, and above all, things Japanese.