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Burhanuddin, Burhanuddin, Yuli Sabri, Endyn Amrt, and Elexf Ferc. "Youth Moral Construction Strategy in the Development of Islamic Dakwah Through Religious Activities." Journal International Dakwah and Communication 2, no. 1 (2022): 46–56. http://dx.doi.org/10.55849/jidc.v2i1.109.
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Today, various problems are being faced by the younger generation of Indonesia. The increasingly advanced and modern times have triggered a crisis of Noble Characters. One of the causes of the current Noble Characters crisis is that humans have paid less attention to religious teachings, especially among young people who are synonymous with promiscuity. The currents of globalization have given birth to new patterns of association that tend to undermine the morals of the younger generation. This is marked by the proliferation of western life patterns in Indonesia. As well as triggering selfishness, selfishness, and the fading of the value of manners in humans, and youth, in particular, Da'wah is a forum as well as the most important sector in the formation of Islamic youth as agents of the change in the spread of Islam. In proselytizing, there is a process of organizing activities or efforts that are carried out consciously and deliberately in an effort to improve the standard and value system of human life based on the provisions of Allah and Rasulullah 'Sallallahu 'Alaihi Wasallam. In other words, Islamic proselytizing aims to invite the human ummah with wisdom (wisdom) to follow the instructions of Allah and Rasulullah. This effort can be made by the coach either directly or indirectly directly if the coaching efforts are carried out by the coach to the party fostered in the activity indirectly if the problem-solving efforts are carried out by the coach through other parties.
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Marlynda, Lilies. "UPAYA GURU BIMBINGAN KONSELING DALAM MENGATASI PERILAKU MENYIMPANG BERPACARAN SISWA." JURNAL EDUKASI: Jurnal Bimbingan Konseling 3, no. 1 (2017): 40. http://dx.doi.org/10.22373/je.v3i1.1413.
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This article described about the results of the study author of the teachers guidance counseling in addressing deviate behavior date students. The effort is an establishment of efforts to achieve what he will. The teachers guidance counseling in addressing deviate behavior date is a efforts to handle the situation done by educator against a series of the joint activity tinged intimacy and the interconnected emotion between men and women who has not been married in preventing behavior in the opposite sex outside the rules applicable norm. There are three efforts, these efforts include preventive measures, efforts to curative, and efforts to coach.
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Mangin, Melinda M. "Literacy Coach Role Implementation: How District Context Influences Reform Efforts." Educational Administration Quarterly 45, no. 5 (2009): 759–92. http://dx.doi.org/10.1177/0013161x09347731.
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Paquette, Kyle, and Pierre Trudel. "Learner-Centered Coach Education: Practical Recommendations for Coach Development Administrators." International Sport Coaching Journal 5, no. 2 (2018): 169–75. http://dx.doi.org/10.1123/iscj.2017-0084.
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Despite a well-established understanding of the complexity inherent to both learning and sport coaching, programs designed to educate coaches have until recently been guided by pedagogical approaches aligned with rather simplistic views of learning. Thanks to the critical and innovative efforts of coaching scholars to uncover the shortcomings of traditional programs and their guiding epistemic traditions, coach education is becoming increasingly infused with constructivist, learner-centered (LC) strategies to help meet the complex needs of coaches. Although many LC informed recommendations have been offered, rarely do they provide coach development administrators (CDAs) with concrete, practical suggestions. Furthermore, the recommendations are scattered throughout the literature, which makes an already arduous task of bridging research and practice even more difficult for CDAs. Guided by the LC literature, a practical learner-centered teaching (LCT) framework, and previous recommendations presented in the coach education literature, this Best Practices paper presents a theoretically robust and empirically supported collection of practical recommendations for CDAs to support three critical areas of LC coach education: program design, facilitation, and coach engagement.
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Gipson, Martin, Thom McKenzie, and Steve Lowe. "The Sport Psychology Program of the USA Women’s National Volleyball Team." Sport Psychologist 3, no. 4 (1989): 330–39. http://dx.doi.org/10.1123/tsp.3.4.330.
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This paper focuses on our work as a performance-enhancement team of three providing services to the USA Women’s National Volleyball Team. We direct our efforts to both coaches and players to achieve systemic, self-sustaining improvements in team performance, with a secondary emphasis on services to individuals. To accomplish these goals we have provided seven primary services: (a) measurement of player and coach behavior, (b) improvement of player skill development activities, (c) enhancement of player performance, (d) enhancement of coach performance, (e) planning and management consultation, and (f) fund raising. We have received exemplary support for and cooperation with our efforts from coaches as well as players and have observed substantial desired changes in player and coach performance over the 1988 quadrennium.
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Alfatih, Andy, Diana Dewi Sartika, Dyah Hapsari Eko Nueraheni, and Nabila Tahira. "Policy Transformation and Alternative Efforts to Prevent Narcotics Crime in South Sumatra." Society 12, no. 2 (2024): 203–13. http://dx.doi.org/10.33019/society.v12i2.655.
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Crime is a daily phenomenon that emerges within society. From a structural-functional perspective, crime is considered disturbing and disruptive to the harmonious and stable order of life (social pathology). Drug-related crime is considered a serious crime, even bordering on extraordinary crime, as it has a significant negative impact on the wider community. The research aims to describe the handling of drug-related crimes by the police apparatus in South Sumatra. The research method used is qualitative research to examine incidents and various data variations that emerge in the field, employing a case study approach. The results and discussions show that the South Sumatra Provincial Police have been responsive in addressing drug-related issues in the province, ranging from prevention to rehabilitation, using 4 approaches: 1) Soft Power Coach, 2) Hard Power Coach, 3) Smart Power Coach, and 4) Corporation. The use of drugs can occur due to several factors, namely Poverty Factors, Environmental Factors, Criminal Involvement Factors, and Dependency Factors, highlighting the need for optimal supervision to prevent individuals who have recovered from relapsing into drug consumption. BNN South Sumatra collaborates with the PKK board to create a drug-free village with the aim of monitoring indications of drug use in the village community and forming a rehabilitation task force that is responsible for socializing the community not to use drugs again and stay away from drug use in the community.
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Downham, Lauren, and Christopher Cushion. "Reflection in a High-Performance Sport Coach Education Program: A Foucauldian Analysis of Coach Developers." International Sport Coaching Journal 7, no. 3 (2020): 347–59. http://dx.doi.org/10.1123/iscj.2018-0093.
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Reflection is a contested but taken for granted concept, whose meaning shifts to accommodate the interpretation and interests of those using the term. Subsequently, there is limited understanding of the concept. The purpose of this article was to consider critically the discursive complexities of reflection and their articulation through coach developers’ practice. Data were collected from a National High-Performance coach education program. Coach developers responsible for one-to-one support (n = 8) and on-program support (n = 3) participated in the research. Semistructured interviews were conducted with coach developers, and participant observations were undertaken of a coach developer forum and program workshops (n = 9). Foucault’s concepts: power, discourse, and discipline were used to examine data with critical depth. Analysis explored “Discourse of Reflection,” “Discipline, Power, and Reflection,” and “Coach Developers: Confession, ‘Empowerment,’ and Reflection.” Humanistic ideas constructed a discourse of reflection that was mobilized through coach confession. Coach developer efforts to be “critical” and “learner centered” were embroiled with intrinsic and subtle relations of power as “empowering” intent exacerbated rather than ameliorated its exercise. This article makes visible a different destabilized and problematized version of reflection, thus introducing an awkwardness into the fabric of our experiences of reflection.
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Dohme, Lea-Cathrin, Alexandra J. Rankin-Wright, and Sergio Lara-Bercial. "Beyond Knowledge Transfer: The Role of Coach Developers as Motivators for Lifelong Learning." International Sport Coaching Journal 6, no. 3 (2019): 317–28. http://dx.doi.org/10.1123/iscj.2019-0034.
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Research investigating coach education and development has grown significantly over the past three decades. Most of these efforts have focused on establishing how coaches learn; yet the actual impact of specific coach education and development interventions has received considerably less attention. Moreover, the role of coach developers in facilitating this impact remains largely unknown. To address this knowledge gap, this study used a realist evaluation approach to engage in a detailed exploration of a large-scale, multi-annual coach education and development intervention with high school coaches in the Philippines. Using interviews and focus groups at two different time points with multiple stakeholders, this study established a series of context, mechanism and outcome configurations that provide a nuanced perspective on how coach education and development works. More specifically, this paper offers a novel interpretation of the role of coach developers as ‘motivators for lifelong learning’ established through three key mechanisms: 1) being available, approachable, and supportive; 2) creating a sense of belonging; and 3) raising coaches’ aspirations by increasing their sense of purpose and duty. Practical guidelines for the education of coach developers, as well as future coach education and development programmes are provided.
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Galey-Horn, Sarah. "Capacity-Building for District Reform: The Role of Instructional-Coach Teams." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (2020): 1–40. http://dx.doi.org/10.1177/016146812012201003.
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Background/Context This study contributes to our growing understanding of coaches’ role in district reform by introducing instructional-coach teams as a potentially important concept for understanding coaching activities that support systemic reform. Prior research shows that instructional coaches leverage their position between the district office and schools to coordinate policy implementation. This study builds on that analysis by adding a group dimension to instructional coaching at the district level. No other study to date has focused on the collective behaviors of coaches that facilitate reform efforts. Purpose/Objective/RQ/Focus of Study The purpose of this study is to examine the practices of effective instructional-coach teams and conceptualize the role of coach teams in district reform. Research Design I used cross-case analysis that relied on social-network, questionnaire, interview, and observational methods as sources of evidence to analyze how instructional coaches work together to build capacities for district reform. I identified two successful district-level coach teams with an explicit mandate to support reform efforts that were, however, operating in very different district contexts. The focus of this analysis was to identify and compare the circumstances that present in both cases and help explain why these districts have effective coach teams. Findings My findings describe how coach teams develop institutional capacities that enable districts to respond to policy demands. I find that differences in curriculum policy, district reform context, and professional collaboration are associated with differences in the teams’ relational structures. I link these differences to common process gains resulting from the collective working of coach teams. I found three important process gains: intranet systems, collaborative problem-solving, and collective expertise. Although both teams produced all three, they implemented process gains in very different ways. Conclusions/Recommendations This comparative study demonstrates the conceptual utility of instructional-coach teams for understanding the link between coaching and systemic district reform. More theory and research are needed to better understand the behaviors of teams of educators, and particularly instructional coaches, engaged in collective work to support district reform.
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Vella, Stewart A., and Dana J. Perlman. "Mastery, Autonomy and Transformational Approaches to Coaching: Common Features and Applications." International Sport Coaching Journal 1, no. 3 (2014): 173–79. http://dx.doi.org/10.1123/iscj.2013-0020.
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The purpose of this paper is to provide a concise resource for coaches, coach educators, and coaching scientists by reviewing three common approaches to coaching: the mastery approach to coaching; autonomy-supportive coaching; and the transformational leadership approach to coaching. The theoretical foundations, purpose, evidence base, specifed behaviours, and translation into coaching and coach education of each approach are reviewed. Despite diverse theoretical foundations and variations in purpose, there is some overlap in the coaching behaviours prescribed by each approach. However, there is limited empirical evidence to support the use of the three approaches in coach education and this is detrimental to effective and evidence-based coach education. Efforts to integrate theoretical foundations are promising, and a comprehensive prescription of coaching behaviours based on an integration of the three approaches is possible. This approach can potentially lead to cumulative effects on positive athlete outcomes. Future research should elucidate the common and unique contributions of these approaches to athletes’ outcomes, and whether they differ by age, sex, type of sport, or competition level.
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Lefebvre, Jordan S., M. Blair Evans, Jennifer Turnnidge, Heather L. Gainforth, and Jean Côté. "Describing and classifying coach development programmes: A synthesis of empirical research and applied practice." International Journal of Sports Science & Coaching 11, no. 6 (2016): 887–99. http://dx.doi.org/10.1177/1747954116676116.
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Coach development, coach development programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coaching literature was conducted to generate classifications of coach development programme types. To identify coach development programmes described within academic research, a supplemental search of an earlier systematic review was conducted. In addition, a broad Internet search was used to identify publically available descriptions of coach development programmes. After extracting information describing the resulting 285 coach development programmes, the research team distinguished 16 coach development programme domains of focus, classified within professional, interpersonal, or intrapersonal domains. Five organizational contexts were also identified in relation to “where” and “why” coach development programmes were conducted, and the coaching context and mode of delivery were also classified. As an effort to bridge applied and empirical realms, the continued use and development of these classifications will facilitate the further progress and synthesis of coach development literature.
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Mulyana, Ahmad, and Ricko Sugyanto. "Airport Company Leadership Communication Style as A Coach in the Era of Change." International Research Journal of Business Studies 14, no. 3 (2021): 245–55. http://dx.doi.org/10.21632/irjbs.14.3.245-255.
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This article describes an adaptation of the leadership communication style in the pandemic era to maintain business continuity. The analysis uses the theory of change, organizational communication, and leadership. The method used is a case study with a qualitative approach where data mining is carried out through in-depth interviews, observation, and documentation. The study results concluded that the leadership style applied as a communication pattern as a coach with employees to maintain business continuity. Through this pattern, the nature of the partnership with employees is well established. This research has implications for efforts to prioritize the leader’s communication competence as Coach leadership style in implementing changes during the Covid-19 pandemic. The study results show that the role of the leader as a Coach can raise employee awareness to understand and accept changing conditions and have a commitment to take actions that can maintain the company’s business continuity.
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Hogan, Timothy P., Bella Etingen, Nicholas McMahon, et al. "Understanding Adoption and Preliminary Effectiveness of a Mobile App for Chronic Pain Management Among US Military Veterans: Pre-Post Mixed Methods Evaluation." JMIR Formative Research 6, no. 1 (2022): e33716. http://dx.doi.org/10.2196/33716.
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Background The Veterans Health Administration Pain Coach mobile health app was developed to support veterans with chronic pain. Objective Our objective was to evaluate early user experiences with the Pain Coach app and preliminary impacts of app use on pain-related outcomes. Methods Following a sequential, explanatory, mixed methods design, we mailed surveys to veterans at 2 time points with an outreach program in between and conducted semistructured interviews with a subsample of survey respondents. We analyzed survey data using descriptive statistics among veterans who completed both surveys and examined differences in key outcomes using paired samples t tests. We analyzed semistructured interview data using thematic analysis. Results Of 1507 veterans invited and eligible to complete the baseline survey, we received responses from 393 (26.1%). These veterans received our outreach program; 236 (236/393, 60.1%) completed follow-up surveys. We conducted interviews with 10 app users and 10 nonusers. Among survey respondents, 10.2% (24/236) used Pain Coach, and 58% (14/24) reported it was easy to use, though interviews identified various app usability issues. Veterans who used Pain Coach reported greater pain self-efficacy (mean 23.1 vs mean 16.6; P=.01) and lower pain interference (mean 34.6 vs mean 31.8; P=.03) after (vs before) use. The most frequent reason veterans reported for not using the app was that their health care team had not discussed it with them (96/212, 45.3%). Conclusions Our findings suggest that future efforts to increase adoption of Pain Coach and other mobile apps among veterans should include health care team endorsement. Our findings regarding the impact of Pain Coach use on outcomes warrant further study.
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LaRose, Bob. "What Can the Sport Psychology Consultant Learn from the Educational Consultant?" Sport Psychologist 2, no. 2 (1988): 141–53. http://dx.doi.org/10.1123/tsp.2.2.141.
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The growth of sport psychology has brought many positive advances and claims for achievement, but it has also brought controversy. Debate has beset the profession concerning classification (psychologist or consultant?), role (clinician or educator?), clientele (coach, athlete, or administrator?), ethics (whose purpose is to be served and who is being threatened?), and process (performance enhancement, winning, or personal fulfillment?). In this paper, the educational consultant in higher education is offered as a role model to help reduce the confusion and refocus attention on a more widely applicable role. Most sport psychologists today deal directly with athletes, usually elite athletes. However, as with physical skills, psychological skills require time and effort to fully develop. In order to address this time factor, this paper takes the stance that there is a growing need to train experts in the field to focus their efforts on the coach rather than the athlete. The consulting role, focus, and process suggested here could be of value to interested personnel at all levels of sport, and could provide a means for all participants to realize their fullest potential.
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Gul, Rahmat, Riaz, Liaqat Ali Khan, Muhammad Yasir, and Irfan Ullah. "A Study about the Impacts of Coach Behavior on Athletes’ Motivation: A Case Study of University’s Student-athletes." Winter 2023 3, no. 1 (2023): 962–74. http://dx.doi.org/10.54183/jssr.v3i1.138.
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The aim of such a research paper is to identify the impacts of coach behavior on the motivation of student-athletes at the university level. A quantitative method of research is used with a descriptive research design and also follows the cross-sectional method of survey. A total of 370 student-athletes were included as samples from different public sector universities of Khyber Pakhtunkhwa (KP) Pakistan. The researcher has used two different scales, i.e. Coach Behavior and Athlete’s Motivation, for the collection of data from the respondents. The output of the study corresponds with the literature. It was concluded that coach behavior has a substantial impact on the motivation of student-athletes at public sector universities in KP Pakistan. Keeping in mind the restriction of the study, more investigations are needed to modify the findings. The current study has made efforts to provide realistic data to the public sector universities of KP, which will support the coaches to apprehend the coaching techniques to increase the motivation of the student-athletes at the university level.
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Fanning Madden, Janice, and Matthew Ruther. "Has the NFL’s Rooney Rule Efforts ‘‘Leveled the Field’’ for African American Head Coach Candidates?" Journal of Sports Economics 12, no. 2 (2010): 127–42. http://dx.doi.org/10.1177/1527002510379641.
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Woulfin, Sarah L. "Coach Professional Development in the Urban Emergent Context." Urban Education 55, no. 10 (2017): 1355–84. http://dx.doi.org/10.1177/0042085917714513.
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This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The pedagogy of CCOP was loosely aligned with two dimensions of situated cognition: social interaction and authentic activity. There were limited opportunities to critically examine contextualized problems of practice regarding instruction, coaching, or the district context. Coaches rarely discussed their own work routines, teacher practice, or student learning. Although coaches received support around how to coach, this occurred in the absence of clarity around the substance of this coaching. Coaches reported benefiting from opportunities to interact professionally with other coaches from across the district. This article has implications for research on district capacity-building efforts, situated cognition, and the design and implementation of professional development for instructional leaders.
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Kim, Sunghoon, and Jung Taek Shin. "The Relationship among Emotional Leadership, Coach Trust and Athletic Satisfaction of University Soccer Players." Korean Journal of Sport Science 32, no. 2 (2021): 230–41. http://dx.doi.org/10.24985/kjss.2021.32.2.230.
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Purpose The purpose of this study was to analyze the relationship among emotional leadership, coach trust and athletic satisfaction of university.Methods 288 university soccer players were surveyed on the emotional leadership questionnaire, coach trust questionnaire and athletic satisfaction questionnaire through convenience sampling method. SPSS 23.0 and AMOS 23.0 were used to achieve the purpose of this study. Frequency analysis, confirmation factor analysis, reliability verification, correlation analysis and the structural equation model analysis were performed.Results First, emotional leadership had a positive effect on coach trust of university soccer players. Second, emotional leadership had a positive effect on athletic satisfaction of university soccer players. Third, coach trust had a positive effect on athletic satisfaction of university soccer players. Finally, coach trust mediated the relationship between emotional leadership and athletic satisfaction.Conclusions Emotional leadership was a leadership that can efficiently increase coach trust, and leaders must communicate with players through emotional effort and team operations with goals of athletic satisfaction and happiness rather than wins and losses were required.
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Ellis, Matthew E., and Rena Cook. "Essay Voice Coach & Fight Coach: A Collaboration in Physical Effort, Free Breath and the Open Voice." Voice and Speech Review 5, no. 1 (2007): 187–91. http://dx.doi.org/10.1080/23268263.2007.10769758.
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Prestine, Nona A. "Extending the Essential Schools Metaphor: Principal as Enabler." Journal of School Leadership 3, no. 4 (1993): 356–79. http://dx.doi.org/10.1177/105268469300300402.
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This article examines the role of the principal in school restructuring using essential school precepts. Based on qualitative data from a longitudinal study covering two and one-half years, the results indicate that the principal must assume a more inclusive and prominent role in schools attempting such restructuring efforts. It is argued that the basic essential schools’ philosophy expressed in the Nine Common Principles must be extended to include the other significant player in school change efforts, the principal. Thus, the metaphor of “student as worker, teacher as coach,” must now be extended to include “principal as enabler.”
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McQueen, Amy, Molly L. Imming, Tess Thompson, Rachel Garg, Timothy Poor, and Matthew W. Kreuter. "Client Perspectives on Health Coaching: Insight for Improved Program Design." American Journal of Health Behavior 44, no. 5 (2020): 591–602. http://dx.doi.org/10.5993/ajhb.44.5.4.
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Objective: In this paper, we examine client perspectives of health coaching programs and differences by insurance type. Methods: We used descriptive coding and directed content analysis to analyze semi-structured qualitative in-person interviews that assessed preferred health coach qualifications and experience, desirable attributes for coaches, and interest in having a coach. We recruited participants (N = 140 adults: 61 commercial insurance, 79 Medicaid) without consideration of prior health coaching experience. Results: Participants viewed physicians as the experts on health and valued coaches as supporters of behavior-change efforts that could take a patient's life context into account. Empathetic coaches were expected to motivate and hold patients accountable without taking too much time or being too "pushy." Participants preferred some in-person interaction and differed in preferences for program referral and enrollment approaches. Medicaid beneficiaries had less prior exposure to health coaching, more interest in having a coach, and preferred coaches to provide medical education. Conclusions: Irrespective of prior coaching experience or insurance type, participants agreed on many preferred characteristics of coaches and coaching programs. Understanding client preferences and expectations can help refine the role of health coaches, making them more effective and shaping the way they are presented to potential participants to enhance their appeal and use.
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Erdner, Sara M., and Courtney N. Wright. "The Relationship Between Family Communication Patterns and the Self-Efficacy of Student-Athletes." Communication & Sport 6, no. 3 (2017): 368–89. http://dx.doi.org/10.1177/2167479517711450.
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The coach–athlete relationship and coach communication have received significant attention, as they relate to athlete performance variables; however, the coach alone does not shape an athlete’s experiences. Research has indicated the importance of the parent/guardian’s role in athlete development and suggests parent/guardian communication may also have implications for athlete performance outcomes. Of such performance variables, self-efficacy has been demonstrated to have a consistent positive and moderate relationship with sport performance. The purpose of this study was to examine the effects of parent/guardian communication on student-athlete self-efficacy. Student-athlete participants ( n = 290) provided self-reports of self-efficacy, family communication patterns, and the frequency-of-use and effectiveness of the efficacy-enhancing techniques employed by parent(s)/guardian(s). Results revealed a significant negative relationship between conformity-oriented communication and student-athlete self-efficacy. Regarding efficacy-enhancing techniques, the most frequently used and effective were reported as encouraging positive talk, parent/guardian acting confident themselves, and helping the student-athlete imagine optimal sport performance. Practical implications for parent(s)/guardian(s) are provided that can help inform parenting education efforts to better clarify the role of the parent/guardian in optimal student-athlete development and performance. The study’s limitation and directions for future research are discussed.
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Hendawi, Rasha, Juan Li, and Shadi Alian. "ADDietCoach." International Journal of E-Health and Medical Communications 12, no. 6 (2021): 1–18. http://dx.doi.org/10.4018/ijehmc.20211101.oa6.
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The aging population worldwide is expected to increase the prevalence of Alzheimer's disease. As there is no medical curative treatment for this disease to date, alternative treatments have been applied to improve the patient's brain and general health. One of these efforts includes providing Alzheimer's patients with proper food and nutrition. In this paper, the authors propose a knowledge-powered personalized virtual coach to provide diet and nutrition assistance to patients of Alzheimer's and/or their informal caregivers. The virtual coach is built on top of an ontology-enhanced knowledge base containing knowledge about patients, Alzheimer's disease, food, and nutrition. Semantics-based searching and reasoning are performed on the knowledge base to get personalized context-aware recommendation and education about healthy eating for Alzheimer's patients. The proposed system has been implemented as a mobile application. Evaluation based on use cases has demonstrated the usefulness of this tool.
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MAT RADZI, NOOR FATIHAH. "Do Job Coach Effective to PWDs Secured a Job in Malaysia." Jurnal Aplikasi Manajemen, Ekonomi dan Bisnis 4, no. 2 (2020): 13–21. http://dx.doi.org/10.51263/jameb.v4i2.91.
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The right to work has been recognized through artice 23(1) of the Universal Declaration of Human Right 1948. But, opportunity and participation of Person With Disabilities (PWDs) in the workforce is still a challenge in Malaysian context. Various efforts and initiatives have been continuously undertaken to secure inclusion of PWDs in the workforce. Malaysia introduced Supported Employment (SE) through Job Coach programme largely provided by the Department of Social Welfare and other Non-Govermental Organizations (NGOs) focuses on helping PWDs in securing employment in the workplace. This conceptual paper discuss about the effectiveness Job Coach to PWDs enhancing participation in the open job market. Implications of the study to the organisation in particular and to the general public at large are also examined and to be considered in order to ensure PWDs inclusion in the workplace and their well-being could be continuously and effectively promoted.
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Denison, Jim. "“Messy Texts”, or the Unexplainable Performance." International Review of Qualitative Research 3, no. 1 (2010): 149–60. http://dx.doi.org/10.1525/irqr.2010.3.1.149.
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Following global efforts to impose an orthodoxy on knowledge generation that is above all, evidence-based, a number of social science scholars have begun to question the very ground on which evidence has been given its cultural and canonical purchase (e.g., Denzin & Giardina, 2008). For coach educators, this debate raises a number of relevant questions. For example, how should evidence be represented when researching coaches' effectiveness? Or, how should evidence be used to help coaches identify and solve problems? Further, what implications does the evidence-based movement have for the development of ethical coaching practices? In this paper, I present two narratives that show how these questions played out in two coaching contexts—one in the field and one in the classroom. I conclude by problematising various apparatuses of knowledge and evidence present in sport that define the conditions of acceptable coach education scholarship (Foucault, 1980).
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Gould, Daniel, Nicole Damarjian, and Russell Medbery. "An Examination of Mental Skills Training in Junior Tennis Coaches." Sport Psychologist 13, no. 2 (1999): 127–43. http://dx.doi.org/10.1123/tsp.13.2.127.
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The effects of mental skills training in youth sport have been well documented (Efran, Lessor, & Spiller, 1994; Li-Wei, Qi-Wei, Orlick, & Zitzelsberger, 1992; Wanlin, Hrycaiko, Martin, & Mahon, 1997). This investigation focused on understanding why mental skills training information is not being used by junior tennis coaches and identifying better ways to convey this information to coaches. Focus-group interviews were conducted with 20 elite junior tennis coaches. Results revealed a need for more mental skills training coach education on content information. Understanding how to teach mental skills was also emphasized, as was the need for coaches to become more comfortable with this process. Coaches suggested that mental skills training information could be made more user-friendly through development of hands-on concrete examples and activities, increased mental skills training resources (particularly audio and video formats), and involvement in mental skills coach education efforts.
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Hendra, Toni, Tryna Nuraini, Atri Widowati, and Hendri Munar. "The Influence of Football Coach Competition on Athlete Achievement Results." International Journal of Educational Dynamics 6, no. 2 (2024): 517–24. http://dx.doi.org/10.24036/ijeds.v6i2.498.
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Football is a very popular sport and in demand by people worldwide, including Indonesia. However, the current achievements of Indonesian football are not yet impressive. One factor thought to influence soccer athletes' performance is competition and the quality of coaches. This research aims to determine the effect of soccer coach competition on athlete achievement results. The research method used is a literature study by analyzing related literature. The research results show that soccer coach competitions have a significant influence on athlete performance results. The higher the level of competition the coaches participate in, the better the athlete's performance results will be. This is because coaches who have experience participating in high competition will have better knowledge, skills, and coaching abilities. The implication of this research is the need for efforts to increase the competence of football coaches through increasing the level of competition they participate in, as well as adequate support and coaching from related parties that Indonesian football achievements can improve.
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Álvarez, Octavio, Isabel Castillo, Vladimir Molina-García, and Inés Tomás. "Transformational Leadership, Task-Involving Climate, and Their Implications in Male Junior Soccer Players: A Multilevel Approach." International Journal of Environmental Research and Public Health 16, no. 19 (2019): 3649. http://dx.doi.org/10.3390/ijerph16193649.
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Despite the well-known positive consequences of transformational coaches in sport, there is still little research exploring the mechanisms through which coaches’ transformational leadership exerts its impact on athletes. Multilevel SEM was used to examine the relationship between coaches’ transformational leadership style, a task-involving climate, and leadership effectiveness outcome criteria (i.e., players’ extra effort, coach effectiveness, and satisfaction with their coach), separately estimating between and within effects. A representative sample of 625 Spanish male soccer players ranging from 16 to 18 years old and nested in 50 teams completed a questionnaire package tapping the variables of interest. Results confirmed that at the team level, team perceptions of transformational leadership positively predicted teams’ perceptions of task climate, which in turn positively predicted the three outcome criteria. At the individual level, players’ perceptions of transformational leadership positively predicted teams’ perceptions of task climate, which in turn positively predicted teams’ extra effort and coach effectiveness. Mediation effects appeared at the team level for all the outcome criteria, and at the individual only for extra effort. Transformational leadership is recommended to enhance task climate, in order to increase players’ extra effort, their perceptions of the effectiveness of their coach, and their satisfaction with his/her leadership style.
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Byrne, Gary, and Tania Cassidy. "“Pleased To Be Sacked”: Coach Pat Lam’s ‘Learnings’ and the Evolution of a Professional Rugby Union Organisation." International Sport Coaching Journal 4, no. 3 (2017): 326–34. http://dx.doi.org/10.1123/iscj.2017-0062.
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In 2012 Pat Lam was dismissed (‘sacked’) as head coach of the Auckland Blues, a professional rugby union team in New Zealand. Within months of his sacking Lam had become the head coach of Connacht Rugby; an improving, but midlower table, professional provincial team in the west of Ireland. The purpose of this ‘best practice’ article is twofold. First, to illustrate how Lam used his dismissal (‘sacking’) from the Auckland Blues as a pivotal opportunity to learn, and develop, as a coach. Specifically his imperative that there needed to be clarity and communication of his coaching philosophy, and his quest for alignment between coach and organisation and his ‘belief triad’ (culture, leadership, the game). Second, in an effort to be more than a catalogue of ‘best practice’ strategies, we use the theoretical concept of ‘interruption’ to explain how disruption, disintegration and arresting problematic coaching situations, such as being dismissed as a head coach, can be instrumental in the development of, and learning by, the coach. In outlining Lam’s ‘best practice’ we draw on primary and secondary data sources, which document his stories of redemption and supports Gould’s (2016) case for greater integration of quality coaching stories into sport coaching scholarship.
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AS, Andi Indahwaty, Nur Arifah, Muhammad Rachmat, and Ummu Kalsum. "Training ‘leader as coach’ for direct supervisors in hospitals." Community Empowerment 8, no. 8 (2023): 1257–62. http://dx.doi.org/10.31603/ce.9441.
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Coaching is a process to assist employees in clarifying career goals, dealing with potential problems at work and improving employee performance. The performance of the Batara Siang Hospital in Pangkep Regency was low. It was reflected from the number of Outpatient and Inpatient visits during 2017-2020 has been decreased. In 2019, the data revealed that 4 (four) service elements were low from the community. As one of the efforts to improve hospital performance through improving human resources (HR) performance. The performance of HR is determined how their leader manage the staff. A new approach to management is needed in which leaders function as a coach for their subordinates. Therefore, the aims of this community service program are to conduct training for all level of managers regarding how to be a coach at Batara Siang Hospital, Pangkep Regency. The training participants were 35 managers. The method used is the provision of education in the form of lectures, discussions, and simulations. The evaluation results showed that there were differences in participants' knowledge between before and after participating in the training. It is hoped that the training participants will be able to provide guidance to their subordinates in the hospital so that it can have an impact on improving hospital performance.
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Cooper, Coyte G. "Grappling with Growth: The Innovative Use of Traditional and New Media Marketing to Enhance Interactions with Consumers." Case Studies in Sport Management 1, no. 1 (2012): 23–29. http://dx.doi.org/10.1123/cssm.1.1.23.
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Upon being hired as an assistant wrestling coach at a National Collegiate Athletic Association (NCAA) Division I program, you have learned that your head coach has given you the task of spearheading the marketing efforts for the upcoming season. With little knowledge in this area, you have decided to apply to the National Wrestling Coaches Association (NWCA) Leadership Academy in August at their annual convention. After being accepted, you have learned that a primary emphasis of the academy is providing coaches with the skill sets necessary to be the CEO of their program. As you attend the different sessions at the academy, there are a variety of different traditional and new media marketing initiatives that are presented as potential strategies to grow programs at the local level. With a goal of increasing attendance and social media followers, you are now presented with the challenge of developing a plan to better market the program moving forward.
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Stara, Vera, Elvira Maranesi, Johanna Möller, et al. "Technology-Enabled Senior Living: A Preliminary Report on Stakeholder Perspectives." Healthcare 12, no. 3 (2024): 381. http://dx.doi.org/10.3390/healthcare12030381.
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Background: The integration of stakeholders is crucial in developing smart living technologies to support the autonomy of elderly populations. Despite the clear benefits of these technologies, there remains a significant gap in comprehensive research. Methods: This study presents the viewpoints of 19 stakeholders from Europe and Japan, focusing on the sustainability of smart living solutions for Active and Healthy Ageing (AHA). Data were gathered through qualitative semi-structured interviews and analysed using a Framework Analysis approach. Results: Analysis of the interviews revealed six key sustainability categories: addressing the unmet needs of older adults, functionalities of the smart living coach, integration within organizations, identified barriers, financial considerations, and the social role of the smart living coach. Conclusions: This research underscores the importance of evaluating user needs through the involvement of various stakeholders, including the elderly, their caregivers, professionals, technicians, service providers, and government bodies. Collaborative efforts are essential to generate new evidence demonstrating the value of smart living solutions in facilitating Active and Healthy Ageing.
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Kizi, Ismoiljonova Mubinakhon Umidjon, and Khusanboy Madaminjonovich Muminov. "KHADICHA SULAYMANOVA IS THE FIRST UZBEK LEGAL SCIENTIST." International Journal Of History And Political Sciences 4, no. 1 (2024): 41–44. http://dx.doi.org/10.37547/ijhps/volume04issue01-07.
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This article analyzes academician Khadicha Sulaimanova's development of science, efforts to establish a legal state, exemplary life path and scientific and cultural heritage, her becoming the first female Uzbek lawyer and judge, development of legal science, justice of the Uzbek SSR activities in the positions of minister and chief judge, being recognized as a coach, academician and public figure, participation in international scientific conferences, as well as the events leading up to his death are shown in sequence.
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GÜL, MINE, AHMET VATANSEVER, and OĞUZHAN ALPAT. "INVESTIGATION OF THE POSITIONAL COMPETITION LEVELS OF U17 – U19 AND A-TEAM FOOTBALL PLAYERS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 05 (2024): 53–63. http://dx.doi.org/10.37602/ijrehc.2024.5505.
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By measuring the reflections of competition in football, it is aimed to determine the status of factors that directly affect individual and team performance, such as development effort, teammate support, supporting a teammate, communication, personal awareness, knowing the coach and coach preference. In the study, the "Positional Competition Scale in Sports" was applied to the football players. While there are differences compared to other athletes in the categories of teammate support and coach preference of football players between the ages of 14-16, there are differences compared to other athletes in the sub-categories of development effort and self-awareness of football players in the 14-16 age group. Get 1-3 years of education in the education age category. When the team category was evaluated, it was determined that the U19 and U17 groups made a difference in the teammate support and coach preference subcategory. There seems to be a general difference in forwards compared to defenders and midfielders. As a result, it is understood that young athletes have more in-team group support in terms of regular training process, and that they make significant progress in the development effort categories in terms of being included in the team and taking responsibility, compared to other subgroups. and self-awareness.
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Berebitsky, Dan, and Christine Andrews-Larson. "Teacher Advice-Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (2017): 1–40. http://dx.doi.org/10.1177/016146811711901006.
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Background/Context Teachers’ relationships with principals, instructional coaches, and other teachers have important implications for the improvement of their instructional practice and student learning. In particular, teachers who access content-specific instructional expertise through their social networks are more likely to exhibit and sustain evidence of instructional improvement; teachers who seek advice from colleagues with knowledge of both content and pedagogy have evidenced growth in their own knowledge and improved classroom instructional practice. Purpose/Objective In this paper, we extend the literature by examining how formal role relates to the relationship between expertise and advice-seeking in the context of urban middle school mathematics teachers’ social networks. Specifically, we first explore how network centrality varies across formal role group (i.e., teacher, instructional coach, and principal/assistant principal), and second, we investigate how centrality relates to expertise within each formal role group. Research Design We draw on a variety of data sources taken from a 4-year observational study of a sample of 30 schools and 533 teachers, coaches, and administrators in four large urban school districts. In particular, we rely on data from a network survey to document teachers’ advice-seeking behaviors, and we draw on the broader data set to document formal role and measures of expertise within each role group. Findings/Results The main findings are: (a) coaches were significantly more central than teachers, who are significantly more central than administrators; (b) teachers with greater expertise were more central; (c) while coach expertise was not related to centrality, teachers were more likely to nominate a coach if they perceived the coach to have expertise and be evaluative; and (d) administrators were rarely nominated. Conclusions/Recommendations Findings indicate that teachers are accessing information from those with expertise and experience, which suggests that advice-seeking among teachers may be self optimizing. Furthermore, teachers’ advice-seeking seems to be shaped both by their efforts to access expertise and in response to accountability pressures. This calls for caution against the misalignment of formal role and expertise. Our findings suggest that those in a social network whose social status is elevated to the formal role of coach are more sought out for advice, particularly if they are perceived to have evaluative power. This can inform what administrators can expect of teachers’ informal advice-seeking as well as how advice-seeking patterns are likely to shift if a teacher is made a coach.
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Rapi, M. "Managing Islamic Education to Overcome Juvenile Delinquency." Al-Ulum 15, no. 2 (2015): 371. http://dx.doi.org/10.30603/au.v15i2.208.
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Reconstructing patterns of Islamic education to be basic values of religion provides the scope of Islamic education development. Education is an effort to preserve, transfer and transform cultural good values in all its aspects to the younger generation. Patterns of Islamic education in tackling juvenile delinquency including efforts to improve Muslim education strategies concerning the issue of how the implementation of the educational goals of the educational process by looking at the situation and condition, and also how to keep the process there are no disturbances, internally and externally, regarding institutional or social environments. The application of preventive methods (prevention), curative (treatment) and rehabilitative (quarantine) are pivotal for an educator or school organizers, to coach young people in schools can be focused well; therefore, at least it is to reduce misbehavior frequency among adolescents.
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Braun, Courtney, and Katherine A. Tamminen. "Coaches’ interpersonal emotion regulation and the coach-athlete relationship." Movement & Sport Sciences - Science & Motricité, no. 105 (2019): 37–51. http://dx.doi.org/10.1051/sm/2019011.
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Researchers have examined the impact of coaches’ emotional expressions and emotional intelligence on athlete outcomes (Allan, V., & Côté, J. (2016). A cross-sectional analysis of coaches’ observed emotion-behavior profiles and adolescent athletes’ self-reported developmental outcomes. Journal of Applied Sport Psychology, 28, 321–337; Thelwell, R.C., Lane, A.M., Weston, N.J., & Greenlees, I.A. (2008). Examining relationships between emotional intelligence and coaching efficacy. International Journal of Sport and Exercise Psychology, 6, 224–235; van Kleef, G.A., Cheshin, A., Koning, L.F., & Wolf, S.A. (2018). Emotional games: How coaches’ emotional expressions shape players’ emotions, inferences, and team performance. Psychology of Sport & Exercise). However, there is little research examining coaches’ use of specific strategies to regulate their athletes’ emotions. The purpose of the present study was to explore the strategies coaches used to try and regulate their athletes’ emotions, and to explore the relationship and contextual factors influencing coaches’ IER strategy use. A longitudinal multiple case study approach was used (Stake, R.E. (2006). Multiple case study analysis. New York: The Guilford Press) with five cases, each consisting of one male coach and two individual varsity sport athletes (N = 15). Participants completed individual interviews, a two-week audio diary period, and a follow-up interview. Data were inductively and deductively analyzed and a conceptual model was developed outlining athletes’ emotions and emotion regulation, coaches’ IER, the coach-athlete relationship, and contextual factors. Participants described a bidirectional association between the coach-athlete relationship and coaches’ IER. A number of factors influenced athletes’ and coaches’ use of emotion regulation strategies and contributed to the quality of the coach-athlete relationship. The IER strategies that coaches used may reflect instrumental, performance-related motives, and coaches’ IER efforts may also contribute to coaches’ emotional labour.
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Marnfeldt, Kelly, Lilly Estenson, Julia Rowan, and Kathleen Wilber. "Caregiving and COVID-19: Perspectives from a Care Coach." Innovation in Aging 5, Supplement_1 (2021): 930. http://dx.doi.org/10.1093/geroni/igab046.3365.
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Abstract Family caregivers of community-dwelling older adults have faced unprecedented caregiving challenges during the COVID-19 pandemic. Examining the accumulated impact on family caregivers can help health and aging service providers design resources and supports that are resilient to emergency situations, and reduce negative psychological and physical consequences and risk of abuse within caregiving dyads. Data was collected as part of a pilot intervention in which “Care Coaches” provided telephonic coaching sessions to family caregivers of older adults. We examined Care Coach observations documented after coaching sessions with 24 family caregivers between March 2020 and February 2021. Two coders employed thematic analysis to generate codes and themes. The sample was 70% female, 80% were the spouse or significant other of their care receiver, the mean age was 61, and 53% were Non-Hispanic White. Themes and sub-themes included: (1) increased caregiver burden and diminished care networks due to fear of exposure to or contraction of COVID-19, (2) barriers to accessing in-home personal assistance services and home-delivered meals despite intervention efforts, and (3) the exacerbation of caregiver social isolation due to COVID-19 lockdown policies. Findings highlight the ways in which COVID-19 has amplified caregiver burden through the breakdown of formal and informal support systems. Potential adaptations of community-based services for older adults and their caregivers include remote service liaisons and need assessment of caregiver dyads to assure access to home-based personal assistance services and nutrition support for those at greatest risk of negative consequences during emergency service lapses.
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Erdilanita, Ulma, Amung Ma'mun, and Berliana Berliana. "Coach strategies for fostering positive youth development through sports." Jurnal Ilmu Keolahragaan 8, no. 1 (2025): 29–37. https://doi.org/10.26418/jilo.v8i1.92774.
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Background. Adolescence is a crucial stage of development that significantly influences future well-being. Sport participation has been shown to support positive youth development by enhancing physical health, life skills, and self-esteem. Coaches play a vital role in creating supportive sport environments that foster holistic growth. Objectives. The purpose of this research was to identify and review strategies used by coaches to encourage positive youth development through sport. Methods. The method used is a literature review. Together with colleagues, articles were sorted through the Taylor & Francis database. A review was carried out on articles from 2020 to 2024 using the PRISMA flowchart for selection and extraction. Data search was carried out using the keywords "Coach" AND "Positive Youth Development" and "Fostering" AND "Positive Youth Development". Found 956 articles through Taylor & Francis, then analyzed based on title and abstract to form 15 articles. Of the 15 articles, 7 articles were excluded because they only described the positive impact of sport on the positive development of youth but did not focus on the strategies implemented by coaches, so there were 8 articles that met the criteria. Results. The results of the review of 8 articles show the importance of constructive feedback from coaches, community empowerment and effective sports interventions, coach-player collaboration and decision making, maintaining enjoyment in sports, autonomy support to increase motivation in adolescents. Conclusion. These findings may also contribute to efforts to create more inclusive, supportive and empowering sports environments for youth from diverse backgrounds.
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Stefansen, Kari, Gerd Marie Solstad, Åse Strandbu, and Maria Hansen. "Young Athletes’ Perceptions of Coach-Athlete Sexual Relationships: Engaging With Competing Ethics." Sociology of Sport Journal 36, no. 4 (2019): 339–46. http://dx.doi.org/10.1123/ssj.2019-0007.
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In this paper, we use data from focus group interviews with young athletes to explore their thinking about coach-athlete sexual relationships (CASRs). Our aim is to further the understanding of the ambivalence surrounding CASRs in the sports field, which are simultaneously viewed as ethically problematic and acceptable—at least when they involve high-profile adult athletes. Inspired by Swidler’s toolkit approach to culture, we analyze how athletes understand and justify CASRs. We found that three different ethics were activated in the interviews: the safeguarding, love, and athletic-performance ethics. We discuss how these ethics are linked to different underlying “imaginaries,” or cultural frames, about the meaning of sport in society and offer thoughts on how the results can inform sporting organizations’ future prevention efforts.
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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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Ahmed, Nedda H. "Where angels fear to tread? The art librarian as MFA thesis ‘midwife’." Art Libraries Journal 47, no. 4 (2022): 92–98. http://dx.doi.org/10.1017/alj.2022.17.
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As any art librarian who works with MFA students can attest, many artists loathe writing. It's unsurprising, then, that the thesis paper is one of the most stressful, angst-ridden experiences in an art graduate student's career. This paper explores a possible new role for the art librarian as an editor and writing coach – a ‘midwife’ for students working through the thesis writing process. The author shares information on establishing this role and offers guidance for colleagues who may wish to try similar efforts at their institutions.
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Mills, Joseph P., and Jim Denison. "How power moves: A Foucauldian analysis of (in)effective coaching." International Review for the Sociology of Sport 53, no. 3 (2016): 296–312. http://dx.doi.org/10.1177/1012690216654719.
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Knowing how to coach effectively is one ever-present truth across all sports and yet our previous research based on the work of Michel Foucault has illustrated how the effectiveness of endurance running coaches’ everyday coaching practices is limited by their use of various disciplinary techniques. Missing from these analyses was any consideration of Foucault’s conceptualization of how modern power works through the disciplinary instruments or the confession to progress coaches’ practices. To address this gap in this paper, we present data from interviews and observations with 15 male high-performance endurance running coaches in the United Kingdom and the United States to examine how the exercise of disciplinary instruments along with the confession affects endurance running coaches’ understanding of how to coach. In our analysis we show how discipline’s instruments and the confession operate in ways that significantly restrict and limit endurance running coaches’ efforts to develop their athletes and progress their practices. In order to develop effective coaches it is therefore essential that coaches become aware of how power operates in and around their coaching environment.
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Cranmer, Gregory A., Ryan J. Gagnon, and Joseph P. Mazer. "Division-I Student-Athletes’ Affective and Cognitive Responses to Receiving Confirmation From Their Head Coach." Communication & Sport 8, no. 2 (2019): 262–85. http://dx.doi.org/10.1177/2167479518824868.
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Coach confirmation—a behavior that encompasses coaches’ recognition, endorsement, and acknowledgment of athletes—has been forwarded as an effective coaching behavior that redresses ineffective and antisocial patterns of coaching. Empirical evidence of its effectiveness, however, has been limited to athlete affect and based on data from retrospective samples of former high school athletes. This study addresses these limitations by exploring the effectiveness of coaches’ use of confirmation with collegiate student-athletes and considers its influence on their satisfaction with coaches and sport, competitiveness, and cognitive learning. Data obtained from 177 Division-I student-athletes revealed that coaches’ use of challenge increases student-athletes’ satisfaction, motivation, competitiveness, and learning, whereas the use of acceptance only determines satisfaction. These findings demonstrate that confirmation is an effective coaching behavior, its dimensions function independently, and challenge best fulfills the multidimensional nature of coaching effectiveness. The implications of this data reveal that confirmation theory functions uniquely within the athletic context, and coach effectiveness is largely determined by the implementation of strategies and efforts to refine skill sets and assist in development.
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Rismanian Yazdi, Bita, Peyman Ghafari Ashtiani, and Habibolah Javanmard. "Examine the relationship between emotional intelligence and behavior Coach oriented." Journal of Management and Accounting Studies 5, no. 04 (2019): 50–56. http://dx.doi.org/10.24200/jmas.vol5iss04pp50-56.
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The adaptive changes of the main requirements is to survive and compete effectively. Organizations so that they can remain competitive in turbulent and requires staff and managers who are adaptable. The leadership of an organization to adapt to change and to survive and thrive in the new environment requires special features the general managers encountered to respond to the many problems. One of the most important things that can help leaders and managers in response to these changes is familiar with emotional intelligence of managers and employees. Since managers face many challenges dealing with global climate change, human resource managers face many challenges they should be professional and to adapt to the demands of the employees on their efforts, the main objective of this study was to investigate the relationship between emotional intelligence and behavior of oriented coach. Methodology: To achieve this objective, 15 variables related to emotional intelligence is measured by behavior-oriented coach.Results: The study population consisted of 350 medical staff are teaching hospitals in Yazd province whose members are chosen through classified sampling and to test variables used is simple regression method and Spss software. As well as to collect information from a standard questionnaire was used emotional intelligence and coaching oriented. Conclusion: The results show that between emotional intelligence variables and variables of self-awareness with behavior-oriented coach there is a significant relationship.
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Milistetd, Michel, Pierre Trudel, Isabel Mesquita, and Juarez Vieira do Nascimento. "Coaching and Coach Education in Brazil." International Sport Coaching Journal 1, no. 3 (2014): 165–72. http://dx.doi.org/10.1123/iscj.2014-0103.
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In Brazil, contrary to the situation in many countries, sport coaching at all levels is considered a profession. Following a law passed by the government, those who want to coach are required to earn a university diploma called a ‘Bachelor in Physical Education’. This bachelor’s degree prepares future professionals to work in any of the following areas: health, leisure, and sport performance. Because universities have some fexibility regarding the courses that they offer and can also focus on one or any combination of the three aforementioned areas, we cannot assume that graduate students have acquired the same knowledge and developed the same competencies. Therefore, a broad inquiry of what is provided by different universities was needed to create a picture of the curriculum that future sport coaches will experience. In an effort to situate the Brazilian coaching and coach education system within a worldwide perspective, the data collected are interpreted using the International Sport Coaching Framework (ISCF).
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Ravvin, Norman. "Thoreau and Spadina Dreamers Unite: Idealistic Communities in Canadian Publishing." Text Matters, no. 5 (November 17, 2015): 53–61. http://dx.doi.org/10.1515/texmat-2015-0005.
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The rise of Canadian national identity in the 1960s contributed to a flourishing small press movement across the country. One of the most impressive, long-standing and influential presses of this era was Coach House Press, located near the University of Toronto. Book design, creative forms of editing, collaborative and community-oriented work all became a focus of idealism in the Coach House context, as its founders borrowed from earlier international models, but relied, too, on the Canadian moment to devise new ways to disseminate and create literary culture. More recently, a similar idealistic model in publishing and press work has appeared in Nova Scotia at Kentville’s Gaspereau Press. Gaspereau’s founders, like those at Coach House, have searched for an alternative plan and method- through an in-house dedication to the craft of design and bookmaking- that is unlike that applied by mainstream publishers. One could argue that the two outfits represent a counter-tradition in Canadian cultural life, a dedication to artisanal work, as well as to forms of collaborative editing and design. With the publishing and bookselling industry under great pressure in Canada from shifts in technology and government support, counter-traditional models like Gaspereau Press present the possibility of unique forms of cultural output and marketing. Behind such efforts we recognize philosophies and notions of cultural community that run counter to major trends. This paper examines the history of both presses, specific publications, and the impact of such work on the broader Canadian literary scene.
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Kipchumba, Kevin Kiprotich, Elijah Rintaugu, Francis Mwangi, and Benson Gathoni. "Dispositional goal orientation and perceptions of coach motivational climate on attitudes towards doping among Kenyan endurance runners." PLOS One 20, no. 4 (2025): e0321383. https://doi.org/10.1371/journal.pone.0321383.
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Changing athletes’ attitudes towards doping has been shown as crucial in prevention efforts in combating doping in sports, with dispositional goal orientation and perceptions of coach motivational climate identified as factors shaping doping attitudes among athletes. The purpose of this study was to examine the relationships between dispositional goal orientation and motivational climate on attitudes towards doping among Kenyan Endurance runners. A cross-sectional survey design was used to collect data from 323 Kenyan runners with 215 males (66.6%) and 108 females (33.3%). The study assessed athletes’ goal orientation through the Task and Ego Goal Orientation Sport Questionnaire, perceptions of coach motivational climate through Perceived Motivational Climate in Sport Questionnaire, and attitudes towards doping through Performance Enhancement Attitude Scale. Descriptive statistics, correlation analysis, Mann-Whitney U tests and Kruskal-Wallis H tests was used for data analysis. The study found significant inverse relationships between mastery climate and doping attitudes (rho = -.242; p <.001), as well as between task orientation and doping attitudes (rho = -.158; p <.004). Conversely, performance climate (rho =.362; p <.001) and ego orientation (rho =.362; p <.001) showed significant positive relationships with doping attitudes. There were no significant differences in doping attitudes based on age (U = 11582.500, p <.191), gender (U = 11437.500, p <.827) and athlete’s length of experience (χ2 (2) = 1.359, p <.507). The study concludes that fostering mastery-oriented coach motivational climate and promoting task-oriented goal orientation could effectively cultivate anti-doping attitudes among athletes and enhance clean sport.
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Arthur, Calum Alexander, Tim Woodman, Chin Wei Ong, Lew Hardy, and Nikos Ntoumanis. "The Role of Athlete Narcissism in Moderating the Relationship Between Coaches’ Transformational Leader Behaviors and Athlete Motivation." Journal of Sport and Exercise Psychology 33, no. 1 (2011): 3–19. http://dx.doi.org/10.1123/jsep.33.1.3.
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Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass’s (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior–coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation.
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Weiss, Maureen R., Hailee J. Moehnke, and Lindsay E. Kipp. "A united front: Coach and teammate motivational climate and team cohesion among female adolescent athletes." International Journal of Sports Science & Coaching 16, no. 4 (2021): 875–85. http://dx.doi.org/10.1177/17479541211006905.
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Based on theory and research on athlete motivation and sport cohesion, this study examined the concurrent association of perceived coach and peer motivational climates with team cohesion among female adolescent athletes. Participants ( N = 235) included 14- to 18-year-old competitive volleyball players who completed self-report measures of motivational climates and team cohesion in the latter part of the season. Canonical correlation analysis revealed that all coach and peer task-involving dimensions were positively related, and peer intra-team conflict (ego-involving dimension) was negatively related, to team cohesion. Task-involving dimensions of coach cooperative learning and peer effort and relatedness support contributed most strongly to the relationship as did task cohesion. Multiple regression analyses showed that elements of both coach and peer climates were related to task and social cohesion. Findings extend past research by simultaneously examining coaches and peers as social sources of team cohesion among female adolescent athletes. Specific strategies are offered for how coaches can enhance team cohesiveness by directly shaping a task-involving climate, minimizing an ego-involving climate, and fostering a teammate task-involving climate that promotes positive peer interactions and relationships.