Bibliografias temáticas / Behavioral coaching

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Literatura científica selecionada sobre o tema "Behavioral coaching"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Behavioral coaching"

Seniuk, Holly A., Benjamin N. Witts, W. Larry Williams e Patrick M. Ghezzi. "Behavioral coaching". Behavior Analyst 36, n.º 1 (abril de 2013): 167–72. http://dx.doi.org/10.1007/bf03392301.

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Hagen, Marcia S., e Shari L. Peterson. "Measuring coaching: behavioral and skill-based managerial coaching scales". Journal of Management Development 34, n.º 2 (2 de março de 2015): 114–33. http://dx.doi.org/10.1108/jmd-01-2013-0001.

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Purpose – The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set. Design/methodology/approach – This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis. Findings – Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members. Research limitations/implications – This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted. Practical implications – There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process. Originality/value – This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.

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Chatterjee, Ayan, Martin Gerdes, Andreas Prinz e Santiago Martinez. "Human Coaching Methodologies for Automatic Electronic Coaching (eCoaching) as Behavioral Interventions With Information and Communication Technology: Systematic Review". Journal of Medical Internet Research 23, n.º 3 (24 de março de 2021): e23533. http://dx.doi.org/10.2196/23533.

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Background We systematically reviewed the literature on human coaching to identify different coaching processes as behavioral interventions and methods within those processes. We then reviewed how those identified coaching processes and the used methods can be utilized to improve an electronic coaching (eCoaching) process for the promotion of a healthy lifestyle with the support of information and communication technology (ICT). Objective This study aimed to identify coaching and eCoaching processes as behavioral interventions and the methods behind these processes. Here, we mainly looked at processes (and corresponding models that describe coaching as certain processes) and the methods that were used within the different processes. Several methods will be part of multiple processes. Certain processes (or the corresponding models) will be applicable for both human coaching and eCoaching. Methods We performed a systematic literature review to search the scientific databases EBSCOhost, Scopus, ACM, Nature, SpringerLink, IEEE Xplore, MDPI, Google Scholar, and PubMed for publications that included personal coaching (from 2000 to 2019) and persuasive eCoaching as behavioral interventions for a healthy lifestyle (from 2014 to 2019). The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework was used for the evidence-based systematic review and meta-analysis. Results The systematic search resulted in 79 publications, including 72 papers and seven books. Of these, 53 were related to behavioral interventions by eCoaching and the remaining 26 were related to human coaching. The most utilized persuasive eCoaching methods were personalization (n=19), interaction and cocreation (n=17), technology adoption for behavior change (n= 17), goal setting and evaluation (n=16), persuasion (n=15), automation (n=14), and lifestyle change (n=14). The most relevant methods for human coaching were behavior (n=23), methodology (n=10), psychology (n=9), and mentoring (n=6). Here, “n” signifies the total number of articles where the respective method was identified. In this study, we focused on different coaching methods to understand the psychology, behavioral science, coaching philosophy, and essential coaching processes for effective coaching. We have discussed how we can integrate the obtained knowledge into the eCoaching process for healthy lifestyle management using ICT. We identified that knowledge, coaching skills, observation, interaction, ethics, trust, efficacy study, coaching experience, pragmatism, intervention, goal setting, and evaluation of coaching processes are relevant for eCoaching. Conclusions This systematic literature review selected processes, associated methods, strengths, and limitations for behavioral interventions from established coaching models. The identified methods of coaching point toward integrating human psychology in eCoaching to develop effective intervention plans for healthy lifestyle management and overcome the existing limitations of human coaching.

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Ratiu, Lucia, Oana A. David e Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program". Journal of Rational-Emotive & Cognitive-Behavior Therapy 35, n.º 1 (30 de novembro de 2015): 88–110. http://dx.doi.org/10.1007/s10942-015-0225-8.

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Ratiu, Lucia, Oana A. David e Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program". Journal of Rational-Emotive & Cognitive-Behavior Therapy 34, n.º 4 (21 de outubro de 2016): 244–66. http://dx.doi.org/10.1007/s10942-016-0256-9.

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Ducharme, Mary Jo. "The Cognitive-Behavioral Approach to Executive Coaching." Consulting Psychology Journal: Practice and Research 56, n.º 4 (2004): 214–24. http://dx.doi.org/10.1037/1065-9293.56.4.214.

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Baron, Kelly, Sarah Trela-Hoskins, Chelsea Allen, Jennifer Duffecy e Layla Lincoln. "099 A randomized factorial study to understand the components of behavioral sleep extension". Sleep 44, Supplement_2 (1 de maio de 2021): A41. http://dx.doi.org/10.1093/sleep/zsab072.098.

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Abstract Introduction Recent studies have demonstrated that behavioral sleep extension can increase sleep duration among short sleepers. However, little is known about the contribution of the intervention components. The goal of this study is to examine the effects of a fitbit and coaching on sleep extension in a behavioral sleep extension intervention. Methods Participants included adults aged 25 to 65 years with sleep duration <7 hours who were randomized into one of four groups: self-management, Fitbit, coaching, or Fitbit + coaching. The self-management group did not receive any intervention materials. The other three groups received sleep educational materials emailed weekly. The coaching intervention (5-min telephone call) was delivered weekly for 6 weeks to the coaching and Fitbit+coaching groups to enhance motivation. Assessments were completed at baseline, post intervention (6 weeks), and 12-week follow- up. Participants completed self-report questionnaires and actigraphy at study visits. Results were analyzed using mixed models. Results Enrollment and data collection were ended prematurely due to the COVID-19 pandemic. Participants included 32 adults (self-management n=8, coaching n=11, Fitbit n=11, and Fitbit+coaching n=8). Fitbit+coaching group increased hours of sleep by 0.62 h hours more (95% CI: 0.04, 1.20; p=0.047) than the self-management group between their first and second visit. Coaching and the Fitbit groups showed estimated improvements over the self-management group as well: 0.54 h and 0.39 h, respectively, though their differences were not found to be statistically significant (p=0.081 and p=0.20, respectively). At the 12-week follow-up visit, there were no statistically significant differences between groups but the Fitbit+coaching group did maintain their sleep improvement. Conclusion These results suggest that sleep extension intervention components may affect the pattern of sleep changes, but more research is needed to refine and explore changes in sleep with behavioral interventions. Support (if any) R01NR018891

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Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua e Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching". Assessment for Effective Intervention 44, n.º 2 (15 de maio de 2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.

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This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

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MacLean, Joanne C., e Packianathan Chelladurai. "Dimensions of Coaching Performance: Development of a Scale". Journal of Sport Management 9, n.º 2 (maio de 1995): 194–207. http://dx.doi.org/10.1123/jsm.9.2.194.

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The purpose of this study was to define the dimensions of coaching performance for coaches and to develop a scale to measure those dimensions. The literature-based model used in this study espoused the use of three broad categories—behavioral product factors, behavioral process factors related to the task, and behavioral process factors related to maintenance of the organization. Each of these broad categories was further subdivided into two classes to yield a model of six dimensions of coaching performance. The dimensions explored were (a) team products, (b) personal products, (c) direct task behaviors, (d) indirect task behaviors, (e) administrative maintenance behaviors, and (f) public relations behaviors. Seventy-seven administrators and 363 coaches from Canadian Intercollegiate Athletic Union institutions responded to the coaching performance scale for the purposes of this study. Item-to-total correlations, confirmatory factor analysis, and internal consistency estimates supported the conceptual model and yielded a psychometrically sound Scale of Coaching Performance (SCP).

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Cumming, Sean P., Ronald E. Smith e Frank L. Smoll. "Athlete-Perceived Coaching Behaviors: Relating Two Measurement Traditions". Journal of Sport and Exercise Psychology 28, n.º 2 (junho de 2006): 205–13. http://dx.doi.org/10.1123/jsep.28.2.205.

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For more than two decades, the behavioral categories of the Leadership Scale for Sports (LSS) and the Coaching Behavior Assessment System (CBAS) have been used by a wide range of researchers to measure coaching behaviors, yet little is known about how the behavioral categories in the two models relate statistically to one another. Male and female athletes on 63 high school teams (N = 645) completed the LSS and the athlete-perception version of the CBAS (CBAS-PBS) following the sport season, and they evaluated their coaches. Several of Chelladurai’s (1993) hypotheses regarding relations among behavioral categories of the two models were strongly supported. However, many significant and overlapping correlations between LSS subscales and CBAS-PBS behavioral categories cast doubt upon the specificity of relations between the two instruments. The LSS and the CBAS-PBS accounted for similar and notable amounts of variance in athletes’ liking for their coach and evaluations of their knowledge and teaching ability.

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Teses / dissertações sobre o assunto "Behavioral coaching"

SOUZA, PAULO ROBERTO MENEZES DE. "EXECUTIVE COACHING AND BEHAVIORAL CHANGE PROCESS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18773@1.

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A arena de competição dos negócios está se transformando cada vez mais rapidamente e as organizações precisam de pessoas preparadas para liderar as adaptações e inovações necessárias. O Coaching vem ocupando um espaço no esforço de cumprir a missão de apoiar o desenvolvimento de comportamentos e competências nos executivos, para que as empresas possam perseguir seus objetivos. Para que os executivos experimentem os benefícios do processo de Coaching é fundamental que o coachee tenha clareza e entendimento de que existem comportamentos a melhorar e ter disposição para querer mudar e persistir ao longo do tempo necessário para que o novo comportamento desejado se torne um hábito. O objetivo deste trabalho é analisar a importância e efetividade de se avaliar a capacidade adaptativa e o estágio de mudança do indivíduo no início e no final de um programa de Coaching, como uma etapa estratégica de assessment e melhor planejamento do processo, de forma a escolher com mais rapidez e segurança as ferramentas a serem utilizadas em cada caso. Para cumprir este objetivo, utilizando a Escala de Estágios de Mudanças/EEM, que foi desenvolvida por McConnaughy, Prochaska e Velicer (1983) e o Design de Processo de Coaching, de Souza (2005), foram acompanhados oito executivos num processo de Coaching durante três meses. Os resultados deste estudo sugerem que os programas de Coaching de executivos podem ser ainda mais eficientes utilizando ferramentas de avaliação como a Escala de Estágios de Mudanças. Apesar disso, não podemos perder de vista que se trata de um processo que requer extrema flexibilidade de acordo com cada caso que esteja sendo conduzido. Por isso é desejável que não se padronize os procedimentos de forma genérica. Algumas limitações do modelo foram observadas, conforme abordadas em capítulo próprio, e algumas recomendações de outros estudos e pesquisas também foram mencionadas.
The arena of business competition is becoming ever faster and organizations need people prepared to lead the necessary adaptations and innovations. Coaching has been occupying a space in an effort to fulfill the mission of supporting the development of skills and behaviors in the Executive, so that companies can pursue their goals. For executives to experience the benefits of the process of coaching is essential that the coachee has clarity and understanding that there are behaviors to improve and a willingness to want to change and persist over time to the desired new behavior becomes a habit. The objective of this study is to analyze the importance and effectiveness of assessing the adaptive capacity and the individual s stage of change at the beginning and end of a coaching program as a strategic step for better assessment and planning process in order to choose more speed and security tools to be used in each case. To meet this goal, using the Stages of Change Scale / MES, which was developed by McConnaughy, Prochaska and Velicer (1983) and the Design Process Coaching, de Souza (2005), were followed eight executives in the process of skills development for three months. The results of this study suggest that executive coaching programs can be even more efficient by using assessment tools such as the Stages of Change Scale. Nevertheless, we can not lose sight that this is a process that requires extreme flexibility according to each case that is being conducted. Therefore it is desirable not to standardize the procedures in a generic way. Some limitations of the model were observed, as discussed in a separate chapter, and some recommendations from other studies and research were also mentioned.

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Hoke, Derek J. "The Relationship Between Coaching Mentors, Age, and Adolescent Problem Behaviors". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/931.

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This study examined coaches as potential mentors who could influence adolescent problem behaviors. By using the National Longitudinal Study of Adolescent Health (Add Health), this study compared adolescents who self-reported not having any adult mentors in their life against adolescents who self-reported having a coach mentor in their life on various problem behaviors (i.e., sexual attitudes and behaviors, tobacco, marijuana, steroid, and alcohol use). This study also looked ages of adolescents to see what, if any, influences age presented. Results of this study indicated that in some areas coaches might have a positive effect, albeit slight. When age was analyzed it became apparent there were significant differences between younger and older adolescents' problem behaviors. Discussion addressed implications, theory, limitations, and directions for future research related to coaches as mentors of adolescents.

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Borges, Nicodemos Batista. "Coaching analítico-comportamental: estudos sobre efetividade de coaching feito por um analista do comportamento". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16747.

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Made available in DSpace on 2016-04-29T13:17:55Z (GMT). No. of bitstreams: 1 Nicodemos Batista Borges.pdf: 2109507 bytes, checksum: 5a55d0e8a08002aaabf16983894e8192 (MD5) Previous issue date: 2015-03-27
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Coaching has been a growing intervention practice in Brazil and worldwide. Despite the increase in demand for this service, there are few researches to ground this practice. Behavior Analysis is a multidimensional field of knowledge, which object of study is behavior. It has well developed body of basic and advanced research and theoreticalphilosophical axis, and it has also produced a set of technologies for behavioral change. This thesis aims, in general, to discuss and this intervention practice through the optical lens of Behavior Analysis. More specifically, the thesis consists of a brief discussion of coaching and behavior analysis and presentation of three studies. Study 1 aimed to discuss the effectiveness of coaching using traditional measurements (scales and inventories), but using single subject design, respecting tradition in Behavior Analysis when delineating studies. Also, a second goal was to verify the effectiveness of the To do technique/tool, often used by those who work with coaching. Study 2 is a case study aimed to verify the effectiveness of coaching, conducted by a behavior analyst, to develop and/or maintain behaviors which prepare the individual for retirement, as in having career plans, financial reserve, care for relationships which can support her in old age (such as family, emotional and social relationships) and health care. Study 3 is a case study aimed to assess the effectiveness of coaching, conducted by a behavior analyst, to develop autonomy of thought or the Tracking kind of behavior. These studies had as participant two clients who were looking for coaching service, one behavior analyst coaching professional, and an external observer. The interventions consisted of ten individual coaching meetings for each client. In such meetings, the objectives of each client were discussed and individualized interventions were performed in order to handle contingencies that established and/or maintained behaviors related to coaching objectives. To measure result, different measurement were used, from conventional such as scales and inventories (e. g. BDI, STAI, etc.) to direct measurements of the evolution of behavior occurring during coaching meetings. The results of the studies indicated that coaching conducted by an behavior analyst was effective for both clients irrespective of the means of measurement used, both if resorting to comparison of results of traditional scoring instruments obtained before and after coaching (Study 1), as through measurements derived from direct observations. The interventions were effective in promoting both the engagement for retirement (Study 2) and the freedom of thought (Study 3). In addition, Study 1 presents evidence that the To the technique /tool is effective in evoking behaviors related to coaching objectives, that is, commitment
Coaching tem sido uma prática de intervenção crescente no Brasil e no restante do mundo. Apesar do aumento da procura por este tipo de serviço, ainda são poucas as pesquisas que dão sustentação a esta prática. A Análise do Comportamento é um campo do saber multidimensional que tem como objeto de estudo o comportamento. Tem um corpo bem desenvolvido de pesquisas básicas, aplicadas e eixo teórico-filosófico, além de ter produzido uma série de tecnologias de mudança comportamental. A presente tese visa, de modo geral, discutir e aproximar este campo do saber desta prática de intervenção. Mais especificamente, a tese é composta de uma breve discussão a respeito de coaching e Análise do Comportamento e da apresentação de três estudos. O Estudo 1 visou discutir a efetividade do coaching, utilizando-se de medidas tradicionais (escalas e inventários), porém lançando mão de um delineamento de sujeito único, característico das pesquisas na área de Análise do Comportamento. Além disso, teve um segundo objetivo que foi verificar a efetividade da técnica/ferramenta To do , frequentemente utilizada por quem trabalha com coaching. O Estudo 2 caracteriza-se por ser um estudo de caso cujo objetivo foi verificar a efetividade do coaching, feito por um analista do comportamento, em desenvolver e/ou manter comportamentos que preparem o indivíduo para a aposentadoria, no sentido de ter planos de carreira, reserva financeira, zelar por relacionamentos que possam dar suporte na velhice (como familiar, afetivo e social) e cuidar da saúde. O Estudo 3 caracteriza-se por ser um estudo de caso cujo objetivo é verificar a efetividade do coaching, feito por um analista do comportamento, para desenvolver autonomia de pensamento ou comportamento do tipo Tracking. Para estes estudos, foram participantes da pesquisa duas pessoas que procuravam um serviço de coaching, um profissional de coaching analista do comportamento e um observador externo. As intervenções consistiram de um pacote de dez reuniões de coaching individuais para cada cliente. Nestas reuniões foram discutidos os objetivos de cada um e foram feitas as intervenções individualizadas visando manejar contingências que instalassem e/ou mantivessem os comportamentos relacionados aos objetivos do coaching. Como medidas de resultado, foram utilizadas diferentes medidas, desde as convencionais como escalas e inventários (e. g. BDI, IDATE, etc.) até medidas diretas da evolução dos comportamentos que ocorriam nas reuniões de coaching. Os resultados dos estudos indicaram que o coaching feito por um analista do comportamento foi efetivo para ambos os clientes independente do meio de mensuração utilizado, tanto lançando mão de comparações de resultados de escores de instrumentos tradicionais obtidos antes e após o coaching (Estudo 1), como por meio de medidas oriundas de observações diretas. As intervenções foram capazes de promover tanto o engajamento para aposentadoria (Estudo 2), quanto autonomia de pensamento (Estudo 3). Além disso, o Estudo 1 apresenta evidências que a técnica/ferramenta To do é efetiva em evocar comportamentos relacionados aos objetivos do coaching, ou seja, comprometimento

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Varley, Amanda. "Coaching in the Collective: How Group Coaching Affects the Progress and Well-being of PhD Students". Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1607688379342405.

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Young, Christine Andrea. "An examination of how coaching behavior influences athletes' sport-confidence and athletes' perceived coaching competence". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323894866.

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Parsons, Mickey. "Positive Psychology Coaching and Its Impact on Midlife Executives". Thesis, California Southern University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10283810.

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Scope of Study: This study was designed to investigate the lived experiences of middle to executive level leaders who participated in positive psychology coaching during midlife. Through personal interviews, participants shared comprehensive descriptions of their experiences in an effort to provide a deep understanding of the ways in which they benefited both personally and professionally while facing challenges typically associated with middle age.

Findings and Conclusions: This study generated three major findings that support this effort (1) participating in positive psychology executive coaching provides focus and confidence that facilitates personal and professional growth during midlife by helping clients identify and overcome real life and work challenges while pursuing their over-arching goals; (2) the coaching experience and associated results largely vary from participant to participant based on their wants, goals and aspirations for the future; and (3) the client’s perception of coaching impact was tied, at least in part to the length of coaching, the quality of their relationship with the coach and a perceived positive experience. These results support the employment of positive psychology interventions as part of an executive coaching engagement, showing that to do so with midlife clients not only supports their goal achievement, but also facilitates resolution of other work and life challenges over time and within a quality client-coach relationship.

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Allen, Kim, Margaret Machara e Debbie Farr. "The Progression and Practice of Family Life Coaching". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/5.

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Coaching is being used in a number of fields, careers, and situations including in the work of family life. Family Life Coaches enable family identified change through the relationship between the family scientist and the family (Allen and Huff, 2014). From a family perspective, rather than presenting as experts, family life coaches utilize coaching techniques to empower families in navigating normative life stages as well as unique life processes. The mission of the Family Life Coaching Association is to create research-based, globally recognized credentials; training standards; and networking opportunities for family life coaches. This workshop will cover the origins of Family Life Coaching, demonstrate a coaching session, and participants will be able to practice coaching techniques and discuss the direction of professionalizing the field of Family Life Coaching.

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Meierhoefer, Axel. "The Shift in Coaching Dynamics during Long-Term Business Coaching Relationships". Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1309895512.

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Horne, Jason Brock. "Instructional Coaching: Teachers‘ Perceptions of Practice and Effectiveness". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1458.

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The purpose of this quantitative study was to investigate K-12 teachers' perceptions of instructional coaching. Specifically, this researcher assessed the perception of instructional coaching as a whole, support for hiring practices for instructional coaches, the value of instructional coaching for improving teaching practices, the value of instructional coaching for improving student achievement, and the perception of instructional coaches being in supervisory role. Participants in this study were located in three different school systems in Northeast Tennessee. All data were collected through an online survey distributed to 848 teachers resulting in a 62% return rate with 536 participant responses. Research reinforced the view that more research needs to be conducted to determine the effectiveness of instructional coaching. The data from 5 survey questions measured on a 4-point Likert-type scale were analyzed using one-sample t tests. Results indicated that teachers differ on their perception of instructional coaching based on grade level and their years of experience. No group had a statistically significant positive support for instructional coaching.

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Mulqueen, Danah. "Using Video Modeling and Video Feedback to Improve Olympic Weightlifting Technique". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5280.

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Behavioral coaching procedures have been evaluated and enhanced over the years to find the most effective interventions for athletic performance in a variety of sports settings. Different types of feedback have been evaluated for effectiveness in teaching and improving skills. The purpose of this study was to examine the effects of video modeling and video feedback to improve technique for three novice individuals in a fitness program incorporating Olympic weightlifting. Two weightlifting events, the clean and jerk and snatch, were targeted for intervention. Each lift was broken down into a task analysis, and trainers used the task analysis to score each lift. Video modeling and video feedback was effective in improving all three participant's lifts from baseline. Annie's lifts improved from 37% in baseline to 79% in intervention for the clean and jerk, and 24% to 75% for the snatch. Rich's lifts improved from 79% in baseline to 95% following intervention for clean and jerk, and 58% to 89% for the snatch. Fran improved from 60% to 87% on the clean and jerk, and from 51% to 84% on the snatch.

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Mais fontes

Livros sobre o assunto "Behavioral coaching"

1949-, Lumsden Joan A., ed. Coaching: An effective behavioral approach. St. Louis: Times Mirror/Mosby, 1987.

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McGunnigle, William C. Cognitive-behavioral coaching strategies for children and families. Northvale, N.J: Jason Aronson, 1999.

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Cognitive Behavioural Coaching in Practice: An Evidence Based Approach. Hove, England: Routledge, 2012.

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Neenan, Michael. Cognitive Behavioural Coaching. Editado por Michael Neenan. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Coaching distinctive features: Routledge, 2018. http://dx.doi.org/10.4324/9781351188555.

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Dryden, Windy. Rational Emotive Behavioural Coaching. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315159737.

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Dryden, Windy. Very Brief Cognitive Behavioural Coaching (VBCBC). 1 Edition. | New York : Routledge, 2017. | Series: Coaching psychology: Routledge, 2017. http://dx.doi.org/10.4324/9781315272405.

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

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Reeves, Douglas B. Renewal Coaching Workbook. Hoboken: John Wiley & Sons, 2010.

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The coaching secret. New York: Prentice Hall Business, 2009.

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Machon, Andrew. The coaching secret. New York: Prentice Hall Business, 2009.

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Capítulos de livros sobre o assunto "Behavioral coaching"

Eldridge, Fiona, e Sabine Dembkowski. "Behavioral Coaching". In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 298–318. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch16.

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Heller, Lois Jane, Celette Sugg Skinner, A. Janet Tomiyama, Elissa S. Epel, Peter A. Hall, Julia Allan, Lara LaCaille et al. "Telephone Coaching". In Encyclopedia of Behavioral Medicine, 1959. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101765.

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Sargent, Elizabeth, e Kathryn N. Tomasino. "Digital Health Coaching". In Encyclopedia of Behavioral Medicine, 1–4. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6439-6_101960-1.

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Sargent, Elizabeth, e Kathryn N. Tomasino. "Digital Health Coaching". In Encyclopedia of Behavioral Medicine, 658–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_101960.

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Bock, Judith, e Charles C. Benight. "SupportNet Coaching". In Secondary Trauma and Burnout in Military Behavioral Health Providers, 67–83. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-95103-1_4.

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Turner, Rebecca, Howard Morgan e Charles I. Story. "Delivering behavioral change with senior executives". In Mastering Executive Coaching, 61–74. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671-5.

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Hembree-Kigin, Toni L., e Cheryl Bodiford McNeil. "Coaching Behavioral Play Therapy Skills". In Parent—Child Interaction Therapy, 49–69. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1439-2_4.

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Luiselli, James K. "Single-Case Evaluation of Behavioral Coaching Interventions". In Behavioral Sport Psychology, 61–78. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0070-7_4.

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Dryden, Windy. "Brief Rational-Emotive, Cognitive-Behavioral Coaching". In Coaching for Rational Living, 181–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74067-6_9.

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David, Oana A., e Michael E. Bernard. "Coaching for Rational Living: Rational-Emotive, Cognitive-Behavioral Perspectives". In Coaching for Rational Living, 3–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74067-6_1.

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Trabalhos de conferências sobre o assunto "Behavioral coaching"

Gupta, Itika, Barbara Di Eugenio, Brian Ziebart, Bing Liu, Ben Gerber e Lisa Sharp. "Modeling Health Coaching Dialogues for Behavioral Goal Extraction". In 2019 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2019. http://dx.doi.org/10.1109/bibm47256.2019.8983138.

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Jackson, Sharon, e Dorota Joanna Bourne. "Online Coaching Program as a Tool for Behavioral Change Facilitation". In Annual International Conference on Human Resource Management and Professional Development in the Digital Age – HRM&PD 2017. Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-2349_hrmpd17.26.

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Cortellazzo, Laura, Sara Bonesso e Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Resumo:

Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

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Mohan, Kanu Priya. "Training of Coaching and Mentoring for the Educational Reform: A Qualitative Evaluation of the Learning Outcomes among the Trainees". In 6th Annual International Conference on Cognitive and Behavioral Psychology (CBP 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-1865_cbp17.18.

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Derro, Mary Ellen, e P. A. Trisha Jansma. "Coaching Valuable Systems Engineering Behaviors". In 2008 IEEE Aerospace Conference. IEEE, 2008. http://dx.doi.org/10.1109/aero.2008.4526679.

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Mynbayeva, Aigerim. "Coaching Methods In Teaching Self-Cognition And Enhancing Methodical Competencies Of Teachers". In icCSBs 2019 - 8th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.02.14.

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Gruebler, Anna, Vincent Berenz e Kenji Suzuki. "Coaching robot behavior using continuous physiological affective feedback". In 2011 11th IEEE-RAS International Conference on Humanoid Robots (Humanoids 2011). IEEE, 2011. http://dx.doi.org/10.1109/humanoids.2011.6100888.

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Dai, Ying. "Coaching Leadership, Job Motivation and Employee Innovation Behavior". In Proceedings of the 5th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sschd-19.2019.120.

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Suzuki, Kenji, Anna Gruebler e Vincent Berenz. "Coaching robots with biosignals based on human affective social behaviors". In 2013 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2013. http://dx.doi.org/10.1109/hri.2013.6483626.

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"Behavior of Women and Men during Mediation and Family Coaching". In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.147.

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Relatórios de organizações sobre o assunto "Behavioral coaching"

Alegria, Margarita, e Ora Nakash. Shared Decision-Making Coaching for Behavioral Health Providers and Patients. Patient-Centered Outcomes Research Institute® (PCORI), janeiro de 2020. http://dx.doi.org/10.25302/1.2020.cd.12114187ic.

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