Teses / dissertações: "Behavioral coaching"

1

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
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
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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5

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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6

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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Crabill, Thomas V. "Teaching Methods of a Successful College Soccer Coach". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1399642117.

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Garland, Dennis. "Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5743.

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Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe&"174;ConnectTM online conferencing platform. During the intervention, teachers increased their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Exceptional Education

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Hatch, Erin E. "Development and Evaluation of the Effective Coaching for Anxious Children (ECAC) Training Model". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375113901.

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Roll, Stephen. "Credit Counseling, Financial Coaching, and Client Outcomes: An Examination of Program Impacts and Implementation Dynamics". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460908989.

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Braun, Ashlea. "Growing HOPE: Tele-Motivational Interviewing Health Coaching for Overweight and Obese Cancer Survivors". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492550332902946.

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Greenberg, Lori. "Using Video Feedback to Increase Figure Skaters' Performance". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7158.

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Figure skating is a competitive sport that requires intensive training which can be taught in a variety of settings. There are various methods to teaching figure skaters new skills such as positive and corrective feedback, modeling and coaching procedures, and physical guidance. These different approaches may lead to a lack of consistency among coaches. Over the years, these established coaching strategies have not changed substantially as training methods are passed down from coach to student. Also, research in the area of what constitutes effective coaching methods is lacking. Skaters may progress more quickly in skill development if coaches are implementing empirically based successful coaching methods. These teaching approaches may also be enhanced by incorporating the latest technology available. This study evaluated the effectiveness of a video feedback coaching procedure using the Dartfish application. A multiple baseline design was utilized to document the impact of this video feedback coaching procedure on the demonstration of six established figure skating moves, three moves for one skater and three different moves for two other skaters. Results showed utilizing video feedback improved figure skater's performance levels on the targeted moves to an acquisition of 80% accuracy or higher.

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Quinn, Mallory J. "An Evaluation of the POINTE Program to Guide Dance Instructors to use Behavioral Coaching Procedures with their Dance Students". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6932.

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This study evaluated the POINTE Program, a manualized behavioral intervention designed for use by dance instructors to improve student dance performance using behavioral coaching procedures. This study consisted of three phases. Phase 1 was a formative evaluation of the POINTE Program, which assessed the technical adequacy of the manual. Feedback from 3 experts in Applied Behavior Analysis (ABA) and 4 dance instructors were used to improve the manual content in this phase. Overall, the experts and instructors viewed the POINTE Program as providing accurate information on the basic ABA backgrounds and suggesting behavioral coaching procedures appropriate for use in a training context to address the needs of dance students although certain terms and procedures needed clarification, and minimizing ABA terms and creating videos were required based on their feedback before conducting Phase 2 evaluation. In Phase 2, the feasibility of the POINTE Program was examined with 4 instructors and their 4 students using a multiple-baseline design and structured individual interviews. The results indicated the dance instructors could assess their target student’s skills, select and implement a coaching procedure with fidelity, and monitor student progress without much difficulty. They suggested the provision of consultation in the form of performance feedback, addition of session scripts, and clarification over certain aspects of the coaching procedures following their use of the program. In the final phase, the potential efficacy of the refined POINTE Program was examined using a multiple-baseline design with 4 instructors and their 4 students, which demonstrated that dance instructors could successfully implement behavioral coaching procedures with a minimal feedback support through the use of POINTE Program components, demonstrating the feasibility and potential efficacy of the use of the POINTE Program by dance instructors to enhance student dance performance.

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Tai, Sharayah. "Evaluating Behavioral Skills Training to Teach Safer Tackling Skills to Youth Football Players". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6410.

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Concussion rates and head injuries for football players have been on the rise and there is a need for further research in football to increase skills and decrease injuries. Behavioral skills training has been proven to be effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques among six participants from a local Pop Warner football team. Results show safer tackling techniques increased substantially during practice and generalized to games among all six participants.

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Eklund, Adam. "Webbaserade program & coaching för att främja fysisk aktivitet : En systematisk översikt om effekten av webbaserade program & coaching på individer med behov av ökad fysisk aktivitet". Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95259.

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Bakgrund: Mer och mer forskning kommer fram som styrker fördelarna med regelbunden fysisk aktiv (FA). Ändå har många svårt att röra på sig tillräckligt. I tidigare forskning har interventioner med ett webbaserat program (WBP) och interventioner med coaching fått positiva resultat med att främja FA. Syfte: Syftet med litteraturöversikten var att undersöka effekten av ett webbaserat program tillsammans med coaching för att främja FA hos individer som är i behov av ökad FA. Metod: För att besvara syftet har en litteraturöversikt gjorts med sammanställning av 8 vetenskapliga originalartiklar. Sökningen gjordes med Databasen PubMed. Artiklarna granskades med hjälp av ”Oxford Levels of Evidence 2011” evidensmetod. Resultat: Majoriteten av studierna (n=6 av 8) visade en positiv effekt av WBP och coaching på FA. Två artiklar såg ingen signifikant förbättring. Slutsats: Utifrån den granskade litteraturen så finns det skäl till att använda ett webbaserat program tillsammans med coaching för att främja FA. Mer forskning kräves för att säkerställa effekten av ett WBP och Coaching på FA samt specifikt effekten på den yngre och äldre befolkningen.
Background: More and more research is emerging that demonstrates the benefits of regular physical activity (FA). Still, many have difficulty being physically active. In previous research, interventions with a web-based program (WBP) and interventions with coaching have had positive results in promoting FA. Aim: The purpose of the review is to investigate the effect of a web-based program together with coaching to promote FA in individuals who are in need of increased FA. Method: In order to answer the purpose, a literature review has been compiled with the compilation of 8 scientific original articles. Articles were found using the PubMed database. The articles were reviewed using the "Oxford Levels of Evidence 2011" evidence method. Results: The majority of studies (n = 6 of 8) showed a positive effect of WBP and coaching on FA. Two articles saw no significant improvement. Conclusion: Based on the literature reviewed, there is positive evidence to suggest usage a web-based program together with coaching to promote FA. More research is needed to ensure the effect of a WBP and Coaching on the FA and specifically the effect on the younger and older population.

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Jacox, William. "What Are the Key Qualities and Skills of Effective Team Coaches?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1456160896.

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Young, Rachel. "TEACHING WITH ACOUSTICAL GUIDANCE (TAG) FOR HIGH SCHOOL SHOT PUTTERS". Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449780.

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Applied Behavioral Analysis
M.S.Ed.
Sports are an important part of adolescent development and fitness. Although sports can be extremely beneficial, skill and ability varies greatly from one athlete to another. Teaching with acoustical guidance (TAG), also known as clicker training, has been shown to help athletes improve their skills in such sports as football, gymnastics and even the high jump. The present study compares the use of standard coaching and clicker training to improve accurate shot put technique for two female high school track and field athletes. In comparison with other TAG research, this study is a component analysis that isolated the use of the clicker to increase drill accuracy in the absence of verbal feedback for six component glide drills; as such, other TAG components were not evaluated. The results revealed no systematic effect overall, although a counter-therapeutic effect during the TAG condition was detected for specific drills and specific individuals.
Temple University--Theses

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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.

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Sverduk, Kevin L. "The development of a conceptual model and definition of quality practice from the perspectives of expert coaches". Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2337.

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An investigation of. quality practice in sport had the dual purposes of developing a conceptual model of quality practice arid proposing a definition of quality practice from the perspectives of expert coaches. Individual, semi-structured interviews were conducted with five expert coaches. The coaches were considered experts because they bad coached teams to World or National championships and worked with athletes who had attained recognizable excellence in their sports (All-American, Olympic Gold Medalist, or All-Pro). In addition the coaches represented individual team, male, and female sports. Analysis of the interviews was conducted using the qualitative methodology known as "grounded theory" (Glaser and Strauss, 1967) . Analysis of the interviews identified 138 meaningful bits of information ("meaning units" Tesch, 1990) . Results recommended a quality practice model consisting of four general dimensions. eight categories and 16 properties. The four general dimensions of the quality practice model were; a. personal factors of athletes, b. coaching philosophy, c. components of practice, and d. effort of athletes. The quality practice model that emerged represented a more comprehensive understanding of quality practice than had previously existed. The second purpose of the study was to propose a definition of "quality practice". The interviews with expert coaches suggested that quality practice as it pertained to sport was: "Quality practice is an effortful activity which is highly structured with specific goals and tasks aimed at thorough performance preparation. It is carried out with a total commitment of optimal intensity, energy, focus, awareness, enthusiasm and competitiveness. Results of the study suggested that "quality practice" existed in a conceptual and definable way. Expert coaches when discussing quality practice recognized the personal factors of athletes, had distinct coaching philosophies, carefully planned the components of practice; and consistently monitored the effort of the athletes.

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Milar?, Sueli Aparecida. "Interven??o breve em organiza??es: mudan?a em coaching de executivos". Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/400.

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The professional profile currently expected from executives in business organizations is not the same of many years ago. Executive coaching is being used by organizations as a tool to help their executives to adapt more efficaciously to the new challenges imposed by globalization. The executive coaching program is based on the evaluation of the individual s performance and his or her difficult to deal with the organizations demands, to help the executives to deal with the development of new competences in reaching the organizational goals. The objective of this study was to evaluate the efficiency of a program of executive coaching. The sample was constituted by ten executives, from different companies located in the metropolitan area of Campinas, whose directors spontaneously looked for the coaching program for their employees; the researcher in her private professional practice developed this coaching program. Evaluations were accomplished at the beginning and at end of the processes and changes were clinically evaluated. The following instruments were employed: EDAO - Operational Scale for Diagnosis of Adaptation, designed to be a measure of the adaptive efficacy; EEM Stage of Change Scale, measures the level of readiness for change: PPA - Personal Profile Analysis, designed to evaluate the individual s predominant or characteristic behavior and AAD Performance Self-Analysis designed to identify the efforts accomplished by the executive concerning the feedback he or she has received from his or her partners and/or chiefs. The last two instruments are usually employed in the researcher's professional practice. Results suggested that the coaching program is efficient in promoting the individual s development as well as new personal competences to reach the organizational goals. It was observed that some profiles added to the management conditions that the executive is submitted in his/her work environment, they can generate inappropriate performance. The study limits are the restricted sample and the researcher herself had accomplished the meetings. New studies can include the executive's follow up after the program, to verify his/her stability and the consolidation of the new developed behaviors.
O perfil profissional que se espera das pessoas no trabalho hoje n?o ? o mesmo que se esperava h? alguns anos atr?s. O coaching de executivos est? sendo usado pelas organiza??es como uma ferramenta para ajudar seus executivos a adaptarem-se mais eficazmente aos desafios impostos pela globaliza??o. O coaching utiliza-se das informa??es obtidas sobre o desempenho e a problem?tica do indiv?duo para, posteriormente, ajud?-lo no desenvolvimento de novas compet?ncias para atingir as metas organizacionais. O objetivo deste estudo foi o de avaliar a efici?ncia de um programa de coaching de executivos para profissionais com n?vel de comando em organiza??es. A amostra ficou constitu?da por dez executivos, de diversas empresas da regi?o metropolitana de Campinas, sendo que seus superiores espontaneamente buscaram o programa desenvolvido pela pesquisadora em sua pr?tica profissional privada. Foram realizadas avalia??es no in?cio e ao final dos processos e as diferen?as clinicamente analisadas. Foram utilizados os seguintes instrumentos: EDAO Escala Diagn?stica Adaptativa Operacionalizada, que fornece uma medida da efic?cia adaptativa; a EEM Escala de Est?gios de Mudan?a, para medir o n?vel de prontid?o para mudan?a: o PPA Personal Profile Analysis, para levantamento da tend?ncia comportamental e AAD Auto-An?lise do Desempenho, para identificar o esfor?o realizado em dire??o aos feedbacks recebidos e da clareza que o executivo possui de poss?veis d?ficits em seu desempenho. Os dois ?ltimos instrumentos s?o usualmente empregados na pr?tica profissional da pesquisadora. Os resultados demonstram que o programa de coaching ? eficiente, permitindo a promo??o e o desenvolvimento de novas compet?ncias pessoais que possibilitam aos executivos atingir suas metas organizacionais. Observou-se que certos perfis adicionados ?s condi??es de gerenciamento a que o executivo est? submetido em seu ambiente de trabalho, poder?o gerar desempenho inadequado. O estudo apresenta limites como o fato da amostra ser restrita e os atendimentos terem sido realizados pela pr?pria pesquisadora. Novos estudos poder?o incluir o acompanhamento do executivo ap?s o programa, para verificar sua estabilidade e a consolida??o dos novos comportamentos desenvolvidos.

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Tanner, Brandi L. "Teachers' sense of efficacy and use of behavioral interventions : consultation effects and sustainability". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002805.

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Sawyer, Mary Rachel. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

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Lewis, Cory. "Under the Influence: Adolescent Girls' Compliance in Competitive Softball". [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1219103-161923/unrestricted/LewisC021204f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-1219103-161923. Includes bibliographical references. Also available via Internet at the UMI web site.

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Thurston, Joan E. "Student-Athlete Perception of Coaching Leadership Behaviors’ Influence on Mental Health Symptoms Associated with Anxiety, Depression, Suicidality, and Substance Abuse". UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/735.

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Abstract Student-athletes are viewed as the epitome of health due to their physical appearance and talent set; however, it is their psychological health that needs significant attention (Etzel, 2006). Psychosocial stressors such as the pressures and demands of being a student and athlete as well as the demands and expectations of the coach have significant impact on the student-athlete’s mental health and well-being (Beauchemin, 2014; Cleary et al., 2011; Lafrenière et al., 2011; Mageau & Vallerand, 2003; Watson, 2005). The purpose of this research is to investigate any correlation between student-athletes’ perceptions of coaching leadership behaviors and the symptoms associated with disorders such as anxiety, depression, suicidality, and substance abuse. The Leadership Scale for Sport (Chelladurai & Saleh, 1980) and the Symptom Assessment Measure instruments are used in this study. An exploratory analysis determined the reliability and construct validity of the instruments. Thirty-three student-athletes from a non-football Division I university engaged in the study, with twenty-eight completing some or all portions of study. All participants are between the ages of eighteen and twenty-four. A linear regression analysis demonstrated no relation between the independent variable, student-athlete perception of coaching leadership behaviors and the dependent variable, symptoms associated with anxiety, depression, suicidal behavior, and substance abuse mental health disorders, (F=.52, p=.49, R2=.061, and Beta coefficient was -0.248). Gender differences is not determined due to the skewed sample consisting of eighty five percent female and fifteen percent male. Though the linear regression analysis indicates no relation between the dependent and independent variable, supplemental contextualization was given to additional questions asked on the Symptoms Assessment Measure. These findings provide evidence that student-athletes perceive that their coach’s leadership behaviors do have influence on their mental health. This reinforces reports that coaches do wield power over their athletes and their influence is related to student-athletes’ psychological well-being (Horn, 2008; Locke et al., 2012; Stebbings et al., 2012).

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Benitezsantiago, Angela Stefanie. "Using Video Feedback to Improve Martial-Arts Performance". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3006.

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Video feedback has great potential to enhance performance in many settings. The following study used video feedback to enhance the martial arts performance of capoeira, an Afro-Brazilian martial art that utilizes acrobatic movements (revesado, au de costa, and macaco). A multiple baseline across behaviors was used for 5 participants where baseline conditions consisted of standard coaching consisting of instruction, modeling, rehearsal, and feedback and continued throughout the study. The intervention consisted of video feedback, in which the participants were filmed attempting a movement and immediately viewed the video afterwards, while receiving positive and corrective feedback from the instructor, using the pause, slow motion, and replay controls. The participant was filmed at least a total of three times per session and each attempt was scored. The target behaviors were scored on a 15-item checklist, resulting in a percentage correct. A second video feedback condition similar to the first was also introduced to some participants, in which participants were able to practice the movements with live feedback before being filmed again. Results show gradual increases in baseline and a more rapid acquisition of the skills during the video feedback conditions.

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Kravig, Seth Dayton. "Coaching Behavior Preferences of Interscholastic Athletes". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4200/.

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The purpose of this study was to determine whether coaching behavior preferences of interscholastic athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnaire (CBQ; Martin & Barnes, 1999) was administered to 372 interscholastic athletes. The mean scores of the participants' responses to each subscale on the CBQ were the dependent variables and gender and type of sport were the independent variables. Descriptive statistics revealed that female and male interscholastic athletes who perform on coactive, mixed, and interactive sport teams preferred coaches who engage in supportive and instructional behaviors, as opposed to non-responses or negative responses. A 2 (Gender) X 3 (Type of Sport) MANOVA and discriminant function analyses indicated that gender and the degree of interdependency between group members affects preferred coaching behavior. Thus, coaches should consider situational factors and personal characteristics when working with interscholastic athletes.

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Jamison, Jamie L. "The Importance of Front-Line Supervisor Coaching Ability and Performance to Employment Decisions and Coaching Culture Success". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829429.

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This qualitative exploratory single case study was completed to analyze the role of how middle managers evaluate coaching ability of front-line supervisors, address unsuccessful coaching, and learn how those determinants factor into the manager’s employment decision respective to retaining or hiring a front-line supervisor. The investigation occurred at a regional company in the Midwest of the United States that had previously attempted to enact a coaching culture program. Focus was placed on senior leaders and hiring/middle manager viewpoints and interviews were conducted with nine middle managers and three senior leaders. Additional data points included document analysis, direct observation, and expert testimony from a consultant who had worked with over 100 companies to implement a coaching culture. Data were analyzed through an eclectic two-phase coding system with emphasis upon hypothesis coding, word frequency, and thematic coding reassembly. Identified themes were then investigated through a lens of assertion development, and decision modeling. Five critical conclusions emerged and those findings aligned to how companies evaluate coaching ability and use those assessments in hiring decisions. Each of the five findings have a direct effect on the success of implementing a coaching culture. (1) Leaders should fully align on organizational coaching expectations, behaviors, and definitions. (2) Organizations need a robust coaching supervision program to evaluate current front-line supervisors. (3) Companies need to develop a comprehensive interviewing process to ascertain the coaching ability of potential candidates for the front-line supervisor role. (4) Leaders should also mitigate factors that inhibit coaching activity particularly emphasizing the importance of the coaching dyad. (5) Companies need to ensure the quality and consistency of coaching throughout the organization.

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Ejakpomewhe, Robinson. "Influence of Succession Planning on Knowledge Transfer". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4215.

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The problem was the lack of effective succession planning strategies to facilitate the transfer of technical expertise from retiring employees to younger employees. A rebound of oil exploration activities in Nigeria would adversely affect the drilling sector due to lack of preparation and succession planning to meet the demand for technical expertise. The purpose of this case study was to explore how a succession planning program contributes to knowledge transfer and development of expertise for business continuity and prevents loss of knowledge in the oil-drilling sector in Nigeria. Twenty-four participants from one oil-drilling contractor in Nigeria participated in the study. The conceptual framework was guided by knowledge creation theory, succession planning concepts, and transformational leadership theory. Data collection included semistructured face-to-face interviews supplemented with document review. Data analysis involved a traditional text method where data coder pace each piece of data into various categories by hand. This study revealed 4 themes: individual development program, mentoring, on-the-job training, and 360-degree communication. Findings may affect oil-drilling practices by contributing to enhanced succession planning and knowledge transfer initiatives. The implication for positive social change may include the development of individuals for leadership roles and could add to the organization talent bench, and reduce knowledge gaps while ensuring business continuity.

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Barnes, Kelly A. "NCAA Division I Athletes Preferences for Coaching Behaviors". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4438/.

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The purpose of this study was to determine whether coaching behavior preferences of NCAA Division I athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnare (CBQ; Martin & Barnes, 1999) was administered to 195 NCAA Division I athletes. Gender and sport type were the independent variables and the participant's mean scores for the subscales on the CBQ were the dependent variables. Descriptive statistics revealed that, overall, NCAA Division I athletes prefer positive and instructional behaviors more than non-responses or negative behaviors. A 2 (gender) x 3 (type of sport) MANOVA and follow-up discriminant function analysis indicated that coaching behavior preferences differed as a function of gender and type of sport played. Thus, NCAA Division I coaches should consider both individual and situational characteristics when working with their athletes to achieve the desired outcome.

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Piuhola, Petriina. "Persuasive features in online health coaching: A case study of coaching provider Lifted". Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209578.

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Human-Computer Interaction (HCI) research typically studies behavior change by measuring behavior outcomes, but this is not always feasible nor the only way to study persuasive technologies. Understanding how users interact with and integrate persuasive systems into their daily lives can also guide the evaluation of such systems. Often times, theories about behavior change in persuasive systems lack contextual specificity, which is why this study explores the online courses of Lifted to understand behavior change within the context of online health coaching. Four coaches and eight users were interviewed about their interactions and perceptions of Lifted’s online health coaching platform to help understand which features of the course platform support user retention. Key features identified as persuasive were those that supported personalization, sense of community or users’ commitment to the course. In the future the identified themes and features can tentatively guide the development and design of online health coaching platforms.
Forskning inom människa-dator interaktion (MDI) brukar fokusera på beteendeförändring genom att mäta utfallet av ett beteende. Detta är inte alltid möjligt att tillämpa eller det enda sättet att studera persuasiva teknologier. Att förstå hur användaren interagerar med persuasiva system och integrerar dem i sina vardagliga liv kan också styra utvärdering av sådana system. De flesta beteendeteorier är inte kontextspecifika, vilket är ett skäl till varför den här studien utforskar onlinekurser av Lifted för att förstå beteendeförändring i kontexten av online hälsocoaching. Fyra tränade och åtta användare intervjuades om deras interaktioner och uppfattning av Lifteds hälsocoaching för att förstå vad de är på plattformen som gör att användarna återvänder. Nyckelfunktioner som identifierades som persuasiva var sådana som stödde personifiering, gemenskapen eller användarnas engagemang i kursen. De identifierade funktionerna kan komma till användning vid utvecklingen av hälsocoachingplattformar.

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Ronayne, Lindsay Seana. "EFFECTS OF COACHING BEHAVIORS ON TEAM DYNAMICS: HOW COACHING BEHAVIORS INFLUENCE TEAM COHESION AND COLLECTIVE EFFICACY OVER THE COURSE OF A SEASON". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091747956.

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Giddings, Amy. "COACHING LEADERSHIP BEHAVIORS IN SUCCESSFUL WOMEN'S COLLEGIATE ROWING PROGRAMS". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/36143.

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Kinesiology
Ph.D.
The purpose of this study was to define the coaching leadership behaviors of successful National Collegiate Athletic Association (NCAA) Division I women's rowing coaches. In defining these behaviors, the purpose was threefold: (1) to determine if any relationships exist between successful coaches, the athlete leadership preferences of their team, or the congruency between the leader behaviors with the preferred leader behaviors of the athletes, (2) to understand what these successful coaches believe contributes most to their actual leadership behaviors, and (3) to determine if there is a general consensus among the athletes concerning their coach's leader behaviors, regardless of position on the team. Participants consisted of 168 female collegiate rowers and coxswains and 22 coaches from NCAA Division I institutions. In addition to demographic questions, each coach was asked to complete the Leadership Scale for Sport (LSS) - Coaches' Version and each athlete was asked to complete both the LSS - Preference version and actual Behavior version. In addition to the questionnaire, five coaches were interviewed to supplement the data gathered. Athletes provided information via the surveys to assess their respective coach's leadership behaviors, while also providing information about their own preferred coaching leadership behaviors. Coaches provided a self-assessment of their own coaching leadership behaviors via the survey or via the survey and substantiated through the interview (if they participated in the interview process). The quantitative data were analyzed using a variety of descriptive and bivariate statistics. Demographically, the participants were quite similar, with little variation in age or race and no variation in gender (athletes). After analyzing the data, statistical significance was found using ANOVA for athletes' assessment of their respective coach's behavior based on their team position. Athletes in the 1st eights ranked the coaches higher in social supportive behaviors than did athletes in other boats. The qualitative data were analyzed using guidelines for phenomenological research. Four themes resulted from this data analysis - coaching knowledge, athlete management, shared values, and team engagement. Each of these themes is considered critical to leading successful women's collegiate rowing teams. Further research would prove helpful using a greater number of athletes and a stronger focus on qualitative methods to garner additional data.
Temple University--Theses

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Halbert, Sarah Anne. "Exploring the relationship between athletic injury and coaching behavior". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1185396703.

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Greim, Erica Marie Greim. "Managerial Coaching and Manager Well-Being: Exploring the Positive and Negative Outcomes of Taking on a Coaching Role". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1522941570781262.

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McFarland, Kenneth P. "Leadership that Scales| A Phenomenological Inquiry into Facilitated Peer-group Coaching". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838140.

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The global marketplace, with its complexity, immediacy, and ubiquitous disruptions places almost impossible demands on its leaders and its leadership ranks. For many years, a top, perennial contender for the “what keeps CEOs up at night” list has been a severe lack in both the quantity and quality of effective leaders. The war for talent has been figuratively bloody and literally protracted. Leadership development and coaching modalities abound, but demand appears to be much greater than the supply of effective and measurable solutions. Nowhere does there appear to be a scalable approach to accelerate into this demand curve.

This descriptive phenomenological inquiry explores the lived experiences of 16 leaders who participated in an experimental Facilitated Peer-group Coaching experience (FPC). FPC is a coaching methodology where participants work on both their own leadership development and the development of their peers. Participants learn to coach and develop each other with the assistance of a trained facilitator. Subjects in this study responded to 20 face-to-face interview questions designed to identify their thoughts, perceptions, feelings and perspectives. The findings and conclusions of this study revealed five developmental fields that catalyze and empower leadership growth. These fields include creating community, self-exploration and illumination, the community mirror, leadership development, and organizational business results. Those fields comprise an ecosystem that presents opportunities for global organizations, coaches and coaching organizations, and academic scholarship.

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Young, James. "Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors". UNF Digital Commons, 2007. https://digitalcommons.unf.edu/etd/211.

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The purpose of this study was to assess the effects of participation in a family coaching program on perceptions of parental self-efficacy, families' use of encouragement, and reinforcement behaviors. A second purpose of the study was to ascertain the lasting effect on families participating in a family involvement intervention that included coaching. Families with prekindergarten and/or kindergarten children attending school in a low-income neighborhood and neighboring child care centers were recruited for the study. The Family Coaching Institute, the family involvement intervention for this study, consisted of three 5-week, 2-hour biweekly sessions. Attendance ranged from 3 to 15 sessions. Child care, dinner, learning activities, materials, books and supplies were provided. Participants were encouraged to use the activities at home with their children between sessions. Pre-intervention and post-intervention interviews were conducted with the participants using scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. Family members also participated in a focus group and completed the Family Involvement Learning Survey 6 months after the intervention. Results of the study indicated there were no statistically significant differences in responses from the beginning to the end of the intervention on the scales designed to measure parental self-efficacy, encouragement, and reinforcement behaviors. These findings are discussed in the context of a response shift bias. In contrast, ratings on the Family Involvement Learning Survey indicated participation in the intervention had a strong impact on family behaviors.

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Ingalls, Joan Stueve. "Cognition and athletic behavior : an investigation of the NLP principle of congruence /". Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10740806.

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Reiff, Cadie Elizabeth. "The Effects of Coaching Styles on Athletes' Willingness to Self-Report Injury". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami162681487553751.

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Ormond, Thomas C. "An analysis of teaching and coaching behavior in invasion game activities /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424135874.

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Mann, Mallory Elizabeth. "Burnout, motivation, and perceived coaching behavior in female intercollegiate athletes assessing relationships over a competitive season /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259509028.

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Gregory, Jane Brodie. "Employee Coaching: The Importance of the Supervisor/Subordinate Relationship and Related Constructs". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1267548406.

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Bird, Patricia E. "Hearing God- peer coaching and the role of high quality connections in spiritual development". Thesis, United Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10055451.

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The context for this qualitative case study evaluation was a 400 member United Methodist Church in southwest Michigan. Incongruence existed between the congregants' claimed spiritual development and minimal supernatural manifestations. Significant instruction has not resulted in change. The purpose of this project was to develop, implement, and evaluate a leadership training. The hypothesis was that peer coaching is an effective method to accelerate spiritual intimacy as measured by hearing God. Data analysis revealed three themes related to hearing God: hindrances, helps, and hearing. Hindrances must be addressed through helps in order to hear.

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Turick, Robert Michael. "Coaching Motivations Behind Over-Signing in College Football". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400199034.

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Cakioslu, Asli. "Leadership And Satisfaction In Soccer: Examination Of Congruence And Players". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1067388/index.pdf.

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The main purpose of this study was to investigate the relationship among preferred and perceived leadership, their congruence and satisfaction with leadership. The second purpose was to investigate the differences among the offensive, the defensive and the mid-field players of soccer teams in preferred leadership, perceived leadership and satisfaction with leadership. The five leader behaviors which were measured were: training and instruction, social support, positive feedback, democratic behavior, and autocratic behavior. The four aspects of leadership satisfaction, which were measured, were: individual performance satisfaction, team performance satisfaction, training and instruction satisfaction, and personal treatment satisfaction. The subjects of the study were 138 male university soccer players 7 of 9 universities in Ankara Region of Turkey. The athletes consisted of 38 offensive players, 49 defensive players, and 51 mid-field players. Data was collected through Leadership Scale for Sport (LSS) preference version and perception version, and Athlete Satisfaction Questionnaire (ASQ). The study employed hierarchical regression procedures to test the congruence hypothesis derived from the multidimensional model of leadership. Results indicated athlete satisfaction was not dependent on the congruence between preferred and perceived leadership behavior. Additionally, results showed that there were no differences among the offensive, defensive, and mid-field players in preferred leadership, perceived leadership, and satisfaction with leadership. Further research is needed with the multidimensional theory of leadership in varying sport groups and with greater number of participants to identify other situational and behavioral factors associated with athletic performance.

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Gion, Cody. "Effects of a Multifaceted Classroom Intervention on Racial Disproportionality". Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24196.

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The present study is an examination of a classroom-based intervention with five critical components of (a) defining and teaching desired behavior with cultural consideration, (b) increasing acknowledgement for African American students, (c) responding to unwanted behavior using an instructional approach, (d) using disaggregated data by race to guide intervention implementation, and (e) providing coaching to enhance intervention implementation. The study is a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade. Results from the study indicate a functional relation between intervention implementation and increased rates of praise and decreased rates of reprimands for African American students. In addition, data show equitable increases in praise across both racial groups and decreases in reprimand disparities between racial groups during intervention. Teachers implementing the intervention found it to be acceptable, effective, and a good fit within their school and classroom contexts. The findings from this study suggest this intervention may help to close the discipline gap between African American students and their peers.

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Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior". DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.

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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive ways. Parents were better able to understand what the children were communicating with their behaviors, and what supports they needed in order to get their needs met in an appropriate way. Challenging behavior decreased for the children who participated. They also were better able to communicate their needs and handle disappointment.

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