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Relevant bibliographies by topics / Teacher-coach

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Books
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Academic literature on the topic 'Teacher-coach'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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Journal articles on the topic "Teacher-coach"

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Figone, Albert J. "Teacher-Coach Burnout." Journal of Physical Education, Recreation & Dance 57, no. 8 (1986): 58–61. http://dx.doi.org/10.1080/07303084.1986.10609448.

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Horton, Patricia, William Horton, and Rick Amundson. "Fairplay Teacher Or Coach?" Strategies 3, no. 1 (1989): 15–19. http://dx.doi.org/10.1080/08924562.1989.10591701.

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Emmerson, Jack, and Stephen Macdonald. "“You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy." Education Sciences 15, no. 1 (2025): 109. https://doi.org/10.3390/educsci15010109.

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The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical practice. Semi-structured interviews and thematic analysis were used to explore this area with eleven teacher-coaches. Results were consistent with previous work on coaches’ and the perceived impact of formal coach education; however, certain aspects conflicted in the teacher-coach context. Teacher-coaches reported certain elements of their knowledge as fixed (such as technical models of skills) while acknowledging others such as pedagogical content as tentative. Similarly, although formal coach education was consistently regarded as low-impact due to prior teacher education, those teacher-coaches who had progressed furthest in this field displayed greater declarative nuance and adaptability. This suggests tacit benefits of formal coach education in the role of the theoretical underpinning of coaches’ practice.

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Rosenburg, Danny, and Willis McAleese. "Fairplay: The Teacher/Coach Role Conflict." Strategies 1, no. 5 (1988): 15–25. http://dx.doi.org/10.1080/08924562.1988.10591624.

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Manchey, Theresa. "The English Teacher as Debate Coach." English Journal 75, no. 1 (1986): 46. http://dx.doi.org/10.2307/816544.

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "A comparative analysis of physical education and non-physical education teachers who coach high school sport teams." International Journal of Sports Science & Coaching 12, no. 5 (2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

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McCabe, Ellen M. "My Role as Teacher, Coach, and Nurse." NASN School Nurse 28, no. 6 (2013): 292–93. http://dx.doi.org/10.1177/1942602x13490802.

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Carpenter, Linda Jean. "Courtside: Dismissing the Teacher/Coach at Midterm." Strategies 1, no. 1 (1987): 15–16. http://dx.doi.org/10.1080/08924562.1987.10591583.

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Carter, John MARSHALL. "The Social Studies Teacher as Writing Coach." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 5 (1991): 346–49. http://dx.doi.org/10.1080/00098655.1991.9955888.

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O’Dwyer, Anne, and Richard Bowles. "Exploring the Potential Value of Self-Study to Support Coach Learning." International Sport Coaching Journal 7, no. 1 (2020): 95–101. http://dx.doi.org/10.1123/iscj.2018-0105.

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A range of learning opportunities needs to be afforded to coaches to support the complexity of effective coaching. Coaches learn to coach in formal and informal settings. Much research has advocated collaborative coach learning, but there is a need to conduct research in order to evidence reliable ways to support collaborative coach learning. Self-study has been effective to support practitioners’ learning in teacher education and physical education teacher education. To date, there has been a very limited application of self-study in coaching contexts. This Insights paper advocates the use of collaborative self-study as a reliable and valid approach to support meaningful coach learning. This paper documents the researchers’ own experiences of learning to coach within a collaborative self-study. The coaches focused on developing an athlete-centred coaching approach. This paper illustrates how self-study supported collaboration, reflection, and pedagogical innovation over the course of a Gaelic football season. The authors outline implications for future research into coaching and coach education.

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Dissertations / Theses on the topic "Teacher-coach"

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Lefsky, Evan Brian. "Relationship of teacher change to frequency of teacher interaction with a reading coach." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0009220.

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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.

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Syverson, Alison Rollins. "Impact of the Mathematics Curriculum Coach on Teacher Instructional Practice and Teacher Self-Efficacy." Thesis, Gardner-Webb University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810108.

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<p> This mixed-methods study sought to explore the impact the role a mathematics curriculum coach has on teacher efficacy and instructional practice. </p><p> School systems across the country are being asked to do more with less money. At the same time, districts are faced with mathematics standards that require a new approach to instruction. In response to these issues, school districts are choosing to implement the role of a mathematics curriculum coach. As a result, the question is raised, “are the funds utilized for math coaches being used effectively?” This mixed-methods study compared two schools of similar makeup. School A employs a math curriculum coach, while School B employs a general curriculum coach. Through the use of a survey (MTEBI), curriculum coach journaling, focus groups, and one-on-one interviews, this study sought to answer three research questions: (a) What is the impact of the use of a math curriculum coach on teacher instructional practices in the area of math; (b) What is the impact of the use of a math curriculum coach on teacher perceptions of their instructional practice; and (c) What is the impact of the use of a math curriculum coach on teacher sense of self-efficacy? The survey was administered to all teachers at both schools with an overall response rate of 63.6%. The focus groups and interviews were a small random sample of teachers at each school who provided an in-depth view of their perceptions regarding the impact of the coaches on their instructional practice and self-efficacy as related to mathematics. The teachers had high levels of self-efficacy when teaching math and high outcome expectancy. These measures did not change over the period of the study. This study found that the math curriculum coach did have an impact on teacher instructional practices.</p><p>

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Morman, Karen. "Teacher Expectations of a Literacy Coaching Model." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.

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Public school instructional coaching programs are designed to improve pedagogy via collaboration between teachers and coaches. However, the utility of literacy coaching is limited because teachers may lack understanding of the instructional coaching model. The purpose of this case study was to explore teachers' expectations of literacy coaching in order to enhance professional development and teacher-coach partnerships. Guided by Knowles adult learning theory which states that adults benefit from designing and understanding relevancy of learning, this study examined elementary teachers' perceptions of the coaching model. The guiding questions explored ways to optimize teacher professional growth through coaching. Four teachers who had partnered with literacy coaches were selected as participants. Qualitative data were collected from the participants through in-depth interviews and a researcher-created, open-ended questionnaire. The interviews allowed for probing questions, and the questionnaires provided time for detailed reflections on the part of participants. Qualitative data were analyzed to determine coding categories, and consistent with Knowles adult learning theory, prominent themes regarding self-direction and relevancy of learning emerged. Results indicated that the teachers believed literacy coaches to have a positive impact on their pedagogical growth, but current methods provided inadequate clarity about the coaching model to be relevant to teachers. Based on the results, professional development sessions were designed to support teacher-coach partnerships which will benefit students, teachers, coaches, and administrators by providing a collaborative foundation to promote student success.

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Braswell, Ray. "Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football Coaches." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332045/.

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The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.

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Hung, Carrie M. H. "Literacy Coaching: A Case Study of How a Literacy Coach Provides Support for a Kindergarten Teacher and a Second Grade Teacher." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331319643.

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Panarese, Christine Marion, Philip Brian McManus, Telena S. Imel, and Maryanne Palmer. "Feedback: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3836.

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Thesis advisor: Lauri Johnson<br>This qualitative case study examined teacher and administrator perceptions of how one Massachusetts school district used the feedback processes to facilitate teacher growth and development. Feedback was defined as any type of information about performance or progress towards a goal that is transferred from one individual or group to another individual or group. Data gathered from participant interviews, artifact analyses, and observations of district meetings found not only effective distribution and use of educator feedback, but also that teachers and administrators participated in feedback-seeking behavior. The district appeared to be successful in embedding a social learning culture that facilitated and conditioned the positive use of feedback as an activator for ongoing examination of teaching and learning as well as the development and progress monitoring of individual and collective district improvement goals<br>Thesis (EdD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education

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Williamson, Robert T. "An Examination of the Dual Role of Teacher-Coaches in Ontario and their Perceptions of Student-Athlete’s Life Skill Development Through High School Sport." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24113.

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Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

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Van, der Merwe Carla. "Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9226.

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Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information.<br>TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

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Doyle, Carletha Y. Smith Brooks Sharon. "The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/carletha_y_smith/doyle_carletha_y_200908_EDD.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).

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Books on the topic "Teacher-coach"

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Johnson, Connie. Practical basketball for teacher and coach. Stipes Publishing Co., 1989.

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Bonnie, Mackey, ed. Collaborating for real literacy: Librarian, teacher, literacy coach, and principal. Linworth, an Imprint of ABC-CLIO, LLC, 2013.

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Morel, Nina. Learning from coaching: How do I work with an instructional coach to grow as a teacher? ASCD, 2014.

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Heidelberg), AIESEP World Conference (1986 Universität. The Physical education teacher and coach today =: Sportlehrer und Trainer heute : Bericht über den AIESEP-Weltkongress vom 22.-26. August 1986 anlässlich der 600-Jahrfeier der Universität Heidelberg. Sport und Buch Strauss, 1987.

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Beere, Jackie, and Terri Broughton. Perfect Teacher Coach. Crown House Publishing LLC, 2013.

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The Perfect Teacher Coach Perfect. Independent Thinking Press, 2013.

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Horan, Joe. Man, a Teacher, a Coach. Wildebeest Publishing Company, LLC, 2022.

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Krabbenhoft, Eloiese. The Classroom Teacher as Art Coach. Dissertation.Com., 2002.

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Saltzman, Marilyn, and Linda Lou Sanders. Dave Sanders: Columbine Teacher, Coach, Hero. Xlibris Corporation, 2004.

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Saltzman, Marilyn, and Linda Lou Sanders. Dave Sanders: Columbine Teacher, Coach, Hero. Xlibris Corporation, 2004.

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Book chapters on the topic "Teacher-coach"

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Wood, Keith, and Saratha Sithamparam. "Roles of teacher, researcher, facilitator, coach." In Changing Teaching, Changing Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-7.

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Jin, Yi, Jason Harron, and Helen Maddox. "Virtual Making: Transforming Maker Education in a Teacher Education Program During the COVID-19 Pandemic." In Global Perspectives on Educational Innovations for Emergency Situations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_16.

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AbstractPromoting educational innovations through maker-centered learning in teacher education programs has been substantially disrupted due to the emergency situations resulting from the COVID-19 pandemic. This chapter illustrates the transformation of a maker education initiative, led by an instructional technology coach at a southeastern university. Through a process of curating resources, documenting new and existing practices, and creating multimedia-rich online materials, the coach designed, developed, and implemented two virtual makerspace tours in addition to virtual and hyflex making sessions. In this chapter, the authors share the transformation process and multiple artifacts. This chapter intends to guide future practices of promoting educational innovations during emergency situations through sharing these innovative methods, strategies, and examples. Meanwhile, the authors share their perspectives on the advantages and disadvantages of virtual making and potential opportunities and barriers for teacher educators’ professional development and pre-service teachers’ preparation.

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de Sitter, W. R. "Kapteyn and de Sitter; A Rare and Special Teacher-Student and Coach-Player Relationship." In The Legacy of J.C. Kapteyn. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-9864-9_4.

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Stokes, Kirsty. "Being a Coach." In TEACHER Coaching. Routledge, 2025. https://doi.org/10.4324/9781041057253-6.

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Chase, Catherine C., Jenna Marks, Deena Bernett, Melissa Bradley, and Vincent Aleven. "Towards the Development of the Invention Coach: a Naturalistic Study of Teacher Guidance for an Exploratory Learning Task." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19773-9_61.

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"A mentor, a coach, a teacher." In Mentoring preservice teachers through practice. Routledge, 2017. http://dx.doi.org/10.4324/9781315520537-3.

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St. Peter, Richard. "Teaching the Coach, Coaching the Teacher." In Teacher Representations in Dramatic Text and Performance. Routledge, 2019. http://dx.doi.org/10.4324/9780429276835-10.

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Emmons, Shirlee, and Alma Thomas. "The Coach’s Place in Singers’ Preperformance Work." In Power Performance for Singers, Transcending the Barriers. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195112245.003.0014.

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Abstract Nonsingers, even musicians who are not singers, are sometimes perplexed by the mere existence of a singer’s coach, not to mention the exact parameters of his or her occupation. A flutist doesn’t have a coach; a pianist doesn’t have a coach. (In both instances the teacher acts as a coach as well as a technical adviser.) Why must a singer have a coach in addition to a voice teacher? Even singers may often fail to recognize that only solo instrumentalists are required to play from memory. In a song recital, you are accompanied by a piano or a chamber group of instruments, each player using written music. In an opera or orchestra concert, you are accompanied by an orchestra whose members and whose conductor do not memorize but use written music.

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Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, et al. "Selection, Training, Supervision, and Observation of Coaches." In A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.003.0006.

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In this chapter, the importance of selecting effective coaches, providing quality coach training, conducting collaborative supervision, and scheduling ongoing observation of coach activities are reviewed. Also, skills to become a supportive and positive supervisor are described. Suggestions for effective group and individual supervision meetings are discussed, including using coaching logs in supervision to review teacher implementation of program components, supporting coach implementation of strategies, increasing coach engagement in the supervision process, improving time management and organizational skills, promoting problem solving as a way to reduce coach stress, and helping coaches optimize their use of behavior change principles and scientific methods. Methods for supervisors to observe coaching sessions and to provide feedback to coaches are also discussed.

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"Mentoring Teacher Change: Even Cinderella Had a Coach." In Perspectives on Rescuing Urban Literacy Education. Routledge, 2003. http://dx.doi.org/10.4324/9781410609472-21.

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Conference papers on the topic "Teacher-coach"

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Kwok, Andrew. "Induction Coach Match Characteristics Relationship With Novice Teacher Perceived and Actual Retention." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2006260.

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Powers, Lance M., and Joshua D. Summers. "Roles and Observations of a Graduate Design Coach." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85136.

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This paper discusses the roles that a graduate student coach experienced while working with an undergraduate design team in the development of a low, cost, low volume plastic injection modeling machine. Identified roles include: design tool teacher, design reviewer, project manager, and customer. A critique of the roles, including times spent in each role, is provided. This experience created generally higher satisfaction among the students and among the customers than had been previously seen in similar projects. Based upon this experience, it is justified to consider incorporating graduate design students as design coaches in senior design project teams.

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Horak, Maria S., Clausell Mathis, Delwrick Nanthou, Abigail R. Daane, and Michelle N. Brown. "A Look Physics Teacher Identity Around Equitable Instruction: The Tour Guide, Coach, and Gardener." In 2023 Physics Education Research Conference. American Association of Physics Teachers, 2023. http://dx.doi.org/10.1119/perc.2023.pr.horak.

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Grierson, Arlene. "The Role of the Digital Technology Coach: Facilitating Self-Determined and Collaborative Teacher Professional Learning." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1572915.

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Yu, Qiang, Hong Guo, Lanlan Liu, Zhaohui Wang, Hong Yang, and Na Sun. "A Study on the Practice of Coach-Type Teacher Reform Classroom Teaching in the Colleges and Universities." In 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.060.

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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.

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Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice.

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Wang, Rose, and Dorottya Demszky. "Is ChatGPT a Good Teacher Coach? Measuring Zero-Shot Performance For Scoring and Providing Actionable Insights on Classroom Instruction." In Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023). Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.bea-1.53.

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Gidei, Mariana, and Corina Jardan. "Impactul comunicării student-profesor asupra procesului de învățare." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.21.

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Communication skills represent an important indicator of professional success in most fields of activity and a predictor of the social success of modern man. As a teacher or coach, we have to choose between revealing our feelings and experiences and thus creating an atmosphere of trust and positive communication, or staying away from the risk of being misunderstood. An exposure that is too open can be embarrassing, and too compressed "freezes" the relationships with others. Self-disclosure occurs in a small group, in the context of positive interpersonal relationships and matures over time. Rarely in strictly professional relationships are people willing to put their "souls in the palm of their hand" right from the start. As time and routine provide us with a sufficient degree of predictability of the reactions of those we work with, we can feel safe talking more about our feelings, beliefs, values and motivations. Some members of the group may inspire more confidence than others and, at the same time, emanate, through their attitude, more support or empathy. In the present research, carried out within the State University of Physical Education and Sport, we aimed to identify the factors that can influence the learning process of students/athletes in terms of communication and relationship between the latter ones and teachers.

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Palade, Tudor, Grigore Gheorghe, Dan Badea, and Sorinmirel Ciolca. "IMPROVEMENT OF THE TEHNICAL AND TACTICAL FOOTBALL TRAINING FOR CHILDREN USING TEHNOLOGICAL DEVICES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-234.

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This present research set itself to highlight the posibility of improvement of the teaching process, in the game of football, with the help of latest technology. In this manner, the experiment oriented on optimization of the technical and tactical component related to the game of football, using specific motive structures, also being customized for the level of education. The theoretical and methodical field that defines our domain of activity approaches in detail the issue of density of information in the football training classes. In this context it must be emphasized that density is an indicator of quality in training the soccer player. Aiming at this aspect, specialized methodology permanently seeks optimizing the relationship between different types of specific training process density, as in the pedagogical density and physical training density, which are characteristic for highlighting the quality of educational process. Consequently, the referred research aims at improving the relationship between pedagogical density and physical training density in favor of the latter. This goal was achieved by improving sources of information transmission from teacher / coach to the player using derivatives specific to high technology The experiment is an ameliorative and ascertaining one, conducted over a period of 3 months. The subject that were involved in the research are representatives of the football team FC Dinamo Bucuresti, with the Juniors E level of education, being aged around 10-11 years old (2004 and 2005 groups). The objectification of the research was realised through timing actual work time and break time related to the training process and further processing. Next methods were used as methods of research: scientific documentation, personal observation, the experiment, mesurements, statistical and mathematical method, graphical method. Results of the scientific step made are visible through and increased technical and tactical yield in the training process and a more efficient performance behaviour whilst the games. Research conclusions confirms the hypothesis of work with the results obtained.

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Marculescu, Corina. "INSPIRE, CONNECT, PERSUADE: MIX TECHNOLOGY AND ART IN TEACHING PRESENTATION SKILLS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-011.

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Do what you love. Inspire your audience. Have fun. These are some of the secrets behind the power and the success of Steve Jobs's presentations. As Communication Coach Carmine Gallo points out, while most presenters simply convey information, Jobs inspires; his presentations inform, engage, astound and electrify the audiences. My paper, too, was inspired by Steve Jobs, one of the most extraordinary speakers of our time, as were my EFL seminars and my students (Business and Engineering majors) when watching his videotaped 2007 speech unveiling the iPhone and his famous, memorable Commencement Speech at Stanford in 2005 (one of the greatest reflections on life we have ever heard). Using Steve Jobs's 2007 iPhone launch as a case study, the present paper proposes a humanistic approach of the technology-enhanced teaching of presentation skills, a more humanistic philosophy of teaching in general. Steve Jobs himself strongly believed that the best ideas emerge from the intersection of technology and the humanities. In fact, in today's postmodern world, the boundaries between technology and art are no longer clearly defined. In other words I will show that technology allows a humanistic approach to teaching and that the success of a presentation resides first of all in the human element. It is the passion of the teacher/speaker about the subject, their own personality and naturalness infused into the presentation that inspires the audience. It is the presenter's capacity to make it simple for the audience and to give them a show instead of simply delivering information that engages the audience. Moreover, inspiring presenters like Steve Jobs do not sell a product; they sell an experience, something to enrich people's life. All these are ways of emotionally connecting with the audience; winning the audience over ensures the success of the presentation. Multimedia and Internet technologies allow the teacher to present more information more effectively; students can see and hear things, events, demonstrations, etc. that otherwise would only have been described or explained in a lecture or textbook. However, as shown above, good teaching involves much more than the simple transfer of material or specific skills. In teaching, the major challenge is to convey excitement, to incite curiosity and to provide the students with the psychological incentives they need to work hard. The paper also highlights another significant aspect, namely the analogy between Steve Jobs's technology-aided presentations, building up to a memorable moment, and the art of story-telling. Like Steve Jobs who treats every slide as if it were a piece of poetry, American writer and graphic designer Nancy Duarte knows that it is not about the slides, but about the power of the story. In her book Resonate: Present Visual Stories that Transform Audiences (2010), Duarte assimilates the presentation with a screenplay, using tension, conflict and resolution to connect with the audience, creating, like Steve Jobs, what she calls a STAR moment: "Something They'll Always Remember".

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