Talent development of high performance coaches in team sports in Ireland.

PubMed

Sherwin, Ian; Campbell, Mark J; Macintyre, Tadhg Eoghan

2017-04-01

Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches' educational backgrounds in team sports in Ireland. Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n = 19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years' experience coaching their sport and were coaching more than 4 hours per week. Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.

The impact of a disease management program (COACH) on the attainment of better cardiovascular risk control in dyslipidaemic patients at primary care centres (The DISSEMINATE Study): a randomised controlled trial

PubMed Central

2012-01-01

Background To evaluate the efficacy of Counselling and Advisory Care for Health (COACH) programme in managing dyslipidaemia among primary care practices in Malaysia. This open-label, parallel, randomised controlled trial compared the COACH programme delivered by primary care physicians alone (PCP arm) and primary care physicians assisted by nurse educators (PCP-NE arm). Methods This was a multi-centre, open label, randomised trial of a disease management programme (COACH) among dyslipidaemic patients in 21 Malaysia primary care practices. The participating centres enrolled 297 treatment naïve subjects who had the primary diagnosis of dyslipidaemia; 149 were randomised to the COACH programme delivered by primary care physicians assisted by nurse educators (PCP-NE) and 148 to care provided by primary care physicians (PCP) alone. The primary efficacy endpoint was the mean percentage change from baseline LDL-C at week 24 between the 2 study arms. Secondary endpoints included mean percentage change from baseline of lipid profile (TC, LDL-C, HDL-C, TG, TC: HDL ratio), Framingham Cardiovascular Health Risk Score and absolute risk change from baseline in blood pressure parameters at week 24. The study also assessed the sustainability of programme efficacy at week 36. Results Both study arms demonstrated improvement in LDL-C from baseline. The least squares (LS) mean change from baseline LDL-C were −30.09% and −27.54% for PCP-NE and PCP respectively. The difference in mean change between groups was 2.55% (p=0.288), with a greater change seen in the PCP-NE arm. Similar observations were made between the study groups in relation to total cholesterol change at week 24. Significant difference in percentage change from baseline of HDL-C were observed between the PCP-NE and PCP groups, 3.01%, 95% CI 0.12-5.90, p=0.041, at week 24. There was no significant difference in lipid outcomes between 2 study groups at week 36 (12 weeks after the programme had ended). Conclusion Patients who received coaching and advice from primary care physicians (with or without the assistance by nurse educators) showed improvement in LDL-cholesterol. Disease management services delivered by PCP-NE demonstrated a trend towards add-on improvements in cholesterol control compared to care delivered by physicians alone; however, the improvements were not maintained when the services were withdrawn. Trial registration National Medical Research Registration (NMRR) Number: NMRR-08-287-1442 Trial Registration Number (ClinicalTrials.gov Identifier): NCT00708370 PMID:23046818

The impact of a disease management program (COACH) on the attainment of better cardiovascular risk control in dyslipidaemic patients at primary care centres (The DISSEMINATE Study): a randomised controlled trial.

PubMed

Selvaraj, Francis Jude; Mohamed, Mafauzy; Omar, Khairani; Nanthan, Sudha; Kusiar, Zainab; Subramaniam, Selvaraj Y; Ali, Norsiah; Karanakaran, Kamalakaran; Ahmad, Fauziah; Low, Wilson H H

2012-10-10

To evaluate the efficacy of Counselling and Advisory Care for Health (COACH) programme in managing dyslipidaemia among primary care practices in Malaysia. This open-label, parallel, randomised controlled trial compared the COACH programme delivered by primary care physicians alone (PCP arm) and primary care physicians assisted by nurse educators (PCP-NE arm). This was a multi-centre, open label, randomised trial of a disease management programme (COACH) among dyslipidaemic patients in 21 Malaysia primary care practices. The participating centres enrolled 297 treatment naïve subjects who had the primary diagnosis of dyslipidaemia; 149 were randomised to the COACH programme delivered by primary care physicians assisted by nurse educators (PCP-NE) and 148 to care provided by primary care physicians (PCP) alone. The primary efficacy endpoint was the mean percentage change from baseline LDL-C at week 24 between the 2 study arms. Secondary endpoints included mean percentage change from baseline of lipid profile (TC, LDL-C, HDL-C, TG, TC: HDL ratio), Framingham Cardiovascular Health Risk Score and absolute risk change from baseline in blood pressure parameters at week 24. The study also assessed the sustainability of programme efficacy at week 36. Both study arms demonstrated improvement in LDL-C from baseline. The least squares (LS) mean change from baseline LDL-C were -30.09% and -27.54% for PCP-NE and PCP respectively. The difference in mean change between groups was 2.55% (p=0.288), with a greater change seen in the PCP-NE arm. Similar observations were made between the study groups in relation to total cholesterol change at week 24. Significant difference in percentage change from baseline of HDL-C were observed between the PCP-NE and PCP groups, 3.01%, 95% CI 0.12-5.90, p=0.041, at week 24. There was no significant difference in lipid outcomes between 2 study groups at week 36 (12 weeks after the programme had ended). Patients who received coaching and advice from primary care physicians (with or without the assistance by nurse educators) showed improvement in LDL-cholesterol. Disease management services delivered by PCP-NE demonstrated a trend towards add-on improvements in cholesterol control compared to care delivered by physicians alone; however, the improvements were not maintained when the services were withdrawn. National Medical Research Registration (NMRR) Number: NMRR-08-287-1442Trial Registration Number (ClinicalTrials.gov Identifier): NCT00708370.

Efficacy of injury prevention related coach education within netball and soccer.

PubMed

Gianotti, Simon; Hume, Patria A; Tunstall, Helen

2010-01-01

In 2004, Netball New Zealand and New Zealand Football adapted a generic 10-point action plan for sports injury prevention, SportSmart, to create NetballSmart and SoccerSmart, as part of their coach education programmes. A small-size descriptive study was conducted in both sports, to assess the efficacy of integrating sports injury prevention into coach education. NetballSmart was evaluated at the end of 2005, via a telephone survey of 217 coaches (53% response rate) who had attended a NetballSmart course earlier in the year. SoccerSmart was evaluated at the start of 2007, via an Internet questionnaire completed by 71 coaches (20% response rate) who had attended a SoccerSmart course in 2006. The evaluations focused on the quality and use of the course resource material, as well as assessing the extent to which coaches had incorporated injury prevention behaviours into player practices. After attending a NetballSmart course, 89% of coaches changed the way they coached, with 95% reported using knowledge from the course and passing it on to players. Ninety-six percent of football/soccer coaches also changed the way they coached, with most change relating to warm-up/cool-down and stretch (65%), technique (63%), fitness (60%) and nutrition/hydration (58%) practices. Although this was a descriptive study in nature, with a small sample size, we conclude that integration of injury prevention content within coach education courses and resources may be a viable and effective strategy to help community coaches--and therefore community players--help reduce their risk of injury. Copyright (c) 2008 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo; Liang, Shuo; Su, Yiliang

2016-01-05

Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

An evaluation of a leadership development coaching and mentoring programme.

PubMed

Le Comte, Lyndsay; McClelland, Beverley

2017-07-03

Purpose The purpose of this paper was to determine the value and impact of the Leadership Development - Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others' problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap.

"The One That Got Away": How Angling as a Culture of Practice Manifests in the Teaching and Learning Relationship within Angling-Based Intervention Programmes

ERIC Educational Resources Information Center

Djohari, Natalie; Brown, Adam; Stolk, Paul

2016-01-01

In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people "disengaged" with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as "novices", emerging in "angler…

Evaluation of an adaptive ice skating programme for children with disabilities.

PubMed

Fragala-Pinkham, Maria A; Dumas, Helene M; Boyce, Megan; Peters, Christine Y; Haley, Stephen M

2009-08-01

To describe an adaptive ice skating programme designed by paediatric therapists. Twenty-two children, ages 5-12 years, with developmental disabilities participated in this once per week skating programme lasting 6 weeks. Ice skating instructors led the group lessons, while university student coaches provided individualized assistance to the children. The programme was evaluated using a summative evaluation design. Outcomes included participant attendance, incidence of injuries, skating skills and parent and student coach survey data. On average, participants attended 83% of the sessions and one minor injury was reported. Participants' parents were very satisfied with the programme and reported improvements in their child's skating skills, leg strength, endurance, balance, self-esteem/confidence and ability to participate in a group. Student coaches also reported high levels of satisfaction with this programme and reported similar improvements in the children they coached. The programme appeared promising, but may require minor modifications.

Mentoring, coaching and action learning: interventions in a national clinical leadership development programme.

PubMed

McNamara, Martin S; Fealy, Gerard M; Casey, Mary; O'Connor, Tom; Patton, Declan; Doyle, Louise; Quinlan, Christina

2014-09-01

To evaluate mentoring, coaching and action learning interventions used to develop nurses' and midwives' clinical leadership competencies and to describe the programme participants' experiences of the interventions. Mentoring, coaching and action learning are effective interventions in clinical leadership development and were used in a new national clinical leadership development programme, introduced in Ireland in 2011. An evaluation of the programme focused on how participants experienced the interventions. A qualitative design, using multiple data sources and multiple data collection methods. Methods used to generate data on participant experiences of individual interventions included focus groups, individual interviews and nonparticipant observation. Seventy participants, including 50 programme participants and those providing the interventions, contributed to the data collection. Mentoring, coaching and action learning were positively experienced by participants and contributed to the development of clinical leadership competencies, as attested to by the programme participants and intervention facilitators. The use of interventions that are action-oriented and focused on service development, such as mentoring, coaching and action learning, should be supported in clinical leadership development programmes. Being quite different to short attendance courses, these interventions require longer-term commitment on the part of both individuals and their organisations. In using mentoring, coaching and action learning interventions, the focus should be on each participant's current role and everyday practice and on helping the participant to develop and demonstrate clinical leadership skills in these contexts. © 2014 John Wiley & Sons Ltd.

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

PubMed

Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

2016-02-01

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

Planning the diffusion of a neck-injury prevention programme among community rugby union coaches.

PubMed

Donaldson, Alex; Poulos, Roslyn G

2014-01-01

This paper describes the development of a theory-informed and evidence-informed, context-specific diffusion plan for the Mayday Safety Procedure (MSP) among community rugby coaches in regional New South Wales, Australia. Step 5 of Intervention Mapping was used to plan strategies to enhance MSP adoption and implementation. Coaches were identified as the primary MSP adopters and implementers within a system including administrators, players and referees. A local advisory group was established to ensure context relevance. Performance objectives (eg, attend MSP training for coaches) and determinants of adoption and implementation behaviour (eg, knowledge, beliefs, skills and environment) were identified, informed by Social Cognitive Theory. Adoption and implementation matrices were developed and change-objectives for coaches were identified (eg, skills to deliver MSP training to players). Finally, intervention methods and specific strategies (eg, coach education, social marketing and policy and by-law development) were identified based on advisory group member experience, evidence of effective coach safety behaviour-change interventions and Diffusion of Innovations theory. This is the first published example of a systematic approach to plan injury prevention programme diffusion in community sports. The key strengths of this approach were an effective researcher-practitioner partnership; actively engaging local sports administrators; targeting specific behaviour determinants, informed by theory and evidence; and taking context-related practical strengths and constraints into consideration. The major challenges were the time involved in using a systematic diffusion planning approach for the first time; and finding a planning language that was acceptable and meaningful to researchers and practitioners.

Easing the transition: the final year of medical education at Maastricht University.

PubMed

van den Akker, Marjan; Dornan, Tim; Scherpbier, Albert J J A; oude Egbrink, Mirjam G A; Snoeckx, Luc H E H

2012-01-01

This manuscript describes the final year of medical education at Maastricht University as it has been operating since 2006. At the time external drivers for the development of a new structure of the final year were: the desire to prepare medical students for lifelong learning, the CanMEDs that were increasingly acknowledged to state the final attainment level of medical education and an increasing recognition of the importance of learning by participating actively and by taking more responsibility. Internal drivers were students' evaluations and our wish to improve instructional design and quality control. The main aim of this new final year is to better prepare students for the transition from the medical master programme to one of the postgraduate training programmes to become a medical specialist. The final year of the medical master programme consists of two 18-weeks participation electives, one in health care and one in research. Students have a higher level of autonomy and responsibility during this final year compared to the preceding medical clerkships to enhance the transition. Portfolios are the key element in examination of SCIP and HELP. Student evaluations of the final year show high scores on coaching and instructiveness. Despite some differences between departments overall scores are very high. Suggestions to improve include the availability of work places and time for education and coaching. Copyright © 2012. Published by Elsevier GmbH.

A systematic review of education programmes to prevent concussion in rugby union.

PubMed

Fraas, Michael R; Burchiel, Jessica

2016-11-01

There is a high incidence of concussion sustained by athletes participating in rugby union, many of which go unreported. A lack of sufficient knowledge about concussion injuries may explain athletes' failure to report. Several rugby union-playing countries have developed injury education and prevention programmes to address this issue. The aim of the current review was to systematically assess the content and level of evidence on concussion education/prevention programmes in rugby union and to make recommendations for the quality, strength, and consistency of this evidence. We searched PubMed, PsycInfo, MEDLINE, SPORTDiscuss, Webofscience, and conducted a manual search for articles. Ten articles were included for review. Of these, six focused on the BokSmart injury prevention programme in South Africa, two focused on the RugbySmart injury prevention programme in New Zealand, one was an analysis of prevention programmes, and one was a systematic review of rugby injury prevention strategies. Despite the initiative to develop concussion education and prevention programmes, there is little evidence to support the effectiveness of such programmes. There is evidence to support education of coaches and referees. In addition, there is scant evidence to suggest that education and rule changes may have the benefit of changing athlete behaviours resulting in a reduction in catastrophic injury.

A cost-benefit analysis of peer coaching for overhead lift use in the long-term care sector in Canada.

PubMed

Tompa, Emile; Dolinschi, Roman; Alamgir, Hasanat; Sarnocinska-Hart, Anna; Guzman, Jaime

2016-05-01

To evaluate whether a peer-coaching programme for patient lift use in British Columbia, Canada, was effective and cost-beneficial. We used monthly panel data from 15 long-term care facilities from 2004 to 2011 to estimate the number of patient-handling injuries averted by the peer-coaching programme using a generalised estimating equation model. Facilities that had not yet introduced the programme served as concurrent controls. Accepted lost-time claim counts related to patient handling were the outcome of interest with a denominator of full-time equivalents of nursing staff. A cost-benefit approach was used to estimate the net monetary gains at the system level. The coaching programme was found to be associated with a reduction in the injury rate of 34% during the programme and 56% after the programme concluded with an estimated 62 lost-time injury claims averted. 2 other factors were associated with changes in injury rates: larger facilities had a lower injury rate, and the more care hours per bed the lower the injury rate. We calculated monetary benefits to the system of $748 431 and costs of $894 000 (both in 2006 Canadian dollars) with a benefit-to-cost ratio of 0.84. The benefit-to-cost ratio was -0.05 in the worst case scenario and 2.31 in the best case scenario. The largest cost item was peer coaches' time. A simulation of the programme continuing for 5 years with the same coaching intensity would result in a benefit-to-cost ratio of 0.63. A peer-coaching programme to increase effective use of overhead lifts prevented additional patient-handling injuries but added modest incremental cost to the system. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Professional Learning and Agency in an Identity Coaching Programme

ERIC Educational Resources Information Center

Vähäsantanen, Katja; Hökkä, Päivi; Paloniemi, Susanna; Herranen, Sanna; Eteläpelto, Anneli

2017-01-01

This article addresses the professional learning that occurred in an identity coaching programme. The arts-based programme aimed to enhance the participants' professional learning, notably through helping them to process their professional identities. Professional learning was seen as resourced by the participants' professional agency, and by the…

Quality versus Quantity Debate in Swimming: Perceptions and Training Practices of Expert Swimming Coaches.

PubMed

Nugent, Frank J; Comyns, Thomas M; Warrington, Giles D

2017-06-01

The debate over low-volume, high-intensity training versus high-volume, low-intensity training, commonly known as Quality versus Quantity, respectively, is a frequent topic of discussion among swimming coaches and academics. The aim of this study was to explore expert coaches' perceptions of quality and quantity coaching philosophies in competitive swimming and to investigate their current training practices. A purposeful sample of 11 expert swimming coaches was recruited for this study. The study was a mixed methods design and involved each coach participating in 1 semi-structured interview and completing 1 closed-ended questionnaire. The main findings of this study were that coaches felt quality training programmes would lead to short term results for youth swimmers, but were in many cases more appropriate for senior swimmers. The coaches suggested that quantity training programmes built an aerobic base for youth swimmers, promoted technical development through a focus on slower swimming and helped to enhance recovery from training or competition. However, the coaches continuously suggested that quantity training programmes must be performed with good technique and they felt this was a misunderstood element. This study was a critical step towards gaining a richer and broader understanding on the debate over Quality versus Quantity training from an expert swimming coaches' perspective which was not currently available in the research literature.

The efficacy of a movement control exercise programme to reduce injuries in youth rugby: a cluster randomised controlled trial

PubMed Central

Hislop, M D; Stokes, K A; Williams, S; McKay, C D; England, M; Kemp, S P T

2016-01-01

Background Injuries to youth rugby players have become an increasingly prominent health concern, highlighting the importance of developing and implementing appropriate preventive strategies. A growing body of evidence from other youth sports has demonstrated the efficacy of targeted exercise regimens to reduce injury risk. However, studies have yet to investigate the effect of such interventions in youth contact sport populations like rugby union. Objective To determine the efficacy of an evidence-based movement control exercise programme compared with a sham exercise programme to reduce injury risk in youth rugby players. Exercise programme compliance between trial arms and the effect of coach attitudes on compliance will also be evaluated. Setting School rugby coaches in England will be the target of the researcher intervention, with the effects of the injury prevention programmes being measured in male youth players aged 14–18 years in school rugby programmes over the 2015–2016 school winter term. Methods A cluster-randomised controlled trial with schools randomly allocated to either a movement control exercise programme or a sham exercise programme, both of which are coach-delivered. Injury measures will derive from field-based injury surveillance, with match and training exposure and compliance recorded. A questionnaire will be used to evaluate coach attitudes, knowledge, beliefs and behaviours both prior to and on the conclusion of the study period. Outcome measures Summary injury measures (incidence, severity and burden) will be compared between trial arms, as will the influence of coach attitudes on compliance and injury burden. Additionally, changes in these outcomes through using the exercise programmes will be evaluated. Trial registration number ISRTCNN13422001. PMID:27900148

Job coach factors associated with community-based employment service programme outcome measures for people with disabilities--a Taiwan case study.

PubMed

Yun-Tung, Wang

2010-01-01

The aim of this study is to explore whether/which job coach factors were significantly associated with the community-based employment service (CBES) programme outcome measures in Taiwan. This study used the 2003-2005 CBES programme for People with Disabilities Database in Taipei City in Taiwan (n = 3924) to do a secondary data analysis using hierarchical multiple linear regression. This study found that 'occurrences of the services provided by the job coaches' variable was definitely the dominant predictor and explained additional 19.6% and 27.8% of the variances of annual salary and annual working month outcome measures, respectively. In addition, among six composition variables of 'occurrences of the services provided by the job coaches', 'occurrences of follow-up guidance', 'occurrences of intensive guidance', and 'occurrences of consultation before interviews with employer/director of human resources' were more powerful than the other three in predicting outcomes. Job coach factors in this study were significantly correlated with CBES programme outcome measures for people with disabilities in Taiwan after controlling for the socio-demographic variables. It indicates that the more inputs in the people with disabilities made by job coaches equates to better outcomes in this Taiwan case study.

Quality versus Quantity Debate in Swimming: Perceptions and Training Practices of Expert Swimming Coaches

PubMed Central

Nugent, Frank J; Comyns, Thomas M; Warrington, Giles D

2017-01-01

Abstract The debate over low-volume, high-intensity training versus high-volume, low-intensity training, commonly known as Quality versus Quantity, respectively, is a frequent topic of discussion among swimming coaches and academics. The aim of this study was to explore expert coaches’ perceptions of quality and quantity coaching philosophies in competitive swimming and to investigate their current training practices. A purposeful sample of 11 expert swimming coaches was recruited for this study. The study was a mixed methods design and involved each coach participating in 1 semi-structured interview and completing 1 closed-ended questionnaire. The main findings of this study were that coaches felt quality training programmes would lead to short term results for youth swimmers, but were in many cases more appropriate for senior swimmers. The coaches suggested that quantity training programmes built an aerobic base for youth swimmers, promoted technical development through a focus on slower swimming and helped to enhance recovery from training or competition. However, the coaches continuously suggested that quantity training programmes must be performed with good technique and they felt this was a misunderstood element. This study was a critical step towards gaining a richer and broader understanding on the debate over Quality versus Quantity training from an expert swimming coaches’ perspective which was not currently available in the research literature. PMID:28713467

Players' and coaches' knowledge and awareness of the BokSmart Safe Six injury prevention programme: an ecological cross-sectional questionnaire study.

PubMed

Sewry, Nicola; Verhagen, Evert; Lambert, Mike; van Mechelen, Willem; Brown, James

2017-11-03

Rugby has a high injury incidence and therefore BokSmart introduced the Safe Six injury prevention programme in 2014 in an attempt to decrease this incidence. In 2015, BokSmart used a 'targeted marketing approach' to increase the awareness and knowledge of the Safe Six . Therefore, the aim of this study was to determine the change in the knowledge of coaches and players of the Safe Six programme, compared with the launch year, following a 'targeted marketing approach'. Ecological cross-sectional questionnaire study SETTING: The 2014-2016 South African rugby union youth week tournaments. Questionnaires were completed by 4502 players and coaches who attended any of the four youth week tournaments during 2014-2016. Logistic regression (adjusted OR, 95% CI) was performed in comparison to year prior to targeted marketing, separately for coaches and players, for changes in awareness and knowledge. The awareness of the Safe Six increased significantly for players in 2015 (1.74 times (95% CI 1.49 to 2.04)) and in 2016 (1.54 times (95% CI 1.29 to 1.84)). Similarly for coaches, there was a 3.55 times (95% CI 1.23 to 9.99) increase in 2015 and a 10.11 times (95% CI 2.43 to 42.08) increase in 2016 compared with 2014. Furthermore, a player was significantly more likely to be aware of the Safe Six if his coach was aware of the programme (p<0.05). The knowledge and awareness of the BokSmart Safe Six of both players and coaches increased in 2015 and 2016 (compared with 2014) since the launch of the programme. Coaches, the Unions/the South African Rugby Union and social media were the largest contributors to knowledge in coaches and players. While the 'targeted marketing approach' was associated with an increase in awareness, future studies should determine if this translates into behavioural change. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Changing drivers' minds: the evaluation of an advanced driver coaching system.

PubMed

Stanton, N A; Walker, G H; Young, M S; Kazi, T; Salmon, P M

2007-08-01

This paper reports on the study of an advanced driver coaching system. The study distinguishes between different types of post-licensure programmes in order to explore a system based on a model of identifying and responding to hazards, called 'information, position, speed, gear and acceleration' (IPSGA). Previous literature has been sceptical about the benefits of advanced driver education; thus, the current study was designed to control for the effects of coaching drivers in the 'IPSGA' system (the treatment group) against the effects of being accompanied (control group 1), as well as the mere effects of time (control group 2). Measures were taken before the driver coaching began (as a baseline measure) and again after 8 weeks (to see if any changes had occurred). These measures included driver knowledge via a post-drive interview, observations of driving skill and driver attitude using a locus of control scale. The results suggest that advanced driver coaching using the IPSGA system had a beneficial effect on all of these measures. Drivers in the coaching condition improved their situation awareness, driving skills and reduced attributions of external locus of control. The study lends support to the case for one-to-one individualized driver coaching using a systematic model of driving.

'Just wait then and see what he does': a speech act analysis of healthcare professionals' interaction coaching with parents of children with autism spectrum disorders.

PubMed

McKnight, Lindsay M; O'Malley-Keighran, Mary-Pat; Carroll, Clare

2016-11-01

There is evidence indicating that parent training programmes including interaction coaching of parents of children with autism spectrum disorders (ASD) can increase parental responsiveness, promote language development and social interaction skills in children with ASD. However, there is a lack of research exploring precisely how healthcare professionals use language in interaction coaching. To identify the speech acts of healthcare professionals during individual video-recorded interaction coaching sessions of a Hanen-influenced parent training programme with parents of children with ASD. This retrospective study used speech act analysis. Healthcare professional participants included two speech-language therapists and one occupational therapist. Sixteen videos were transcribed and a speech act analysis was conducted to identify the form and functions of the language used by the healthcare professionals. Descriptive statistics provided frequencies and percentages for the different speech acts used across the 16 videos. Six types of speech acts used by the healthcare professionals during coaching sessions were identified. These speech acts were, in order of frequency: Instructing, Modelling, Suggesting, Commanding, Commending and Affirming. The healthcare professionals were found to tailor their interaction coaching to the learning needs of the parents. A pattern was observed in which more direct speech acts were used in instances where indirect speech acts did not achieve the intended response. The study provides an insight into the nature of interaction coaching provided by healthcare professionals during a parent training programme. It identifies the types of language used during interaction coaching. It also highlights additional important aspects of interaction coaching such as the ability of healthcare professionals to adjust the directness of the coaching in order to achieve the intended parental response to the child's interaction. The findings may be used to increase the awareness of healthcare professionals about the types of speech acts used during interaction coaching as well as the manner in which coaching sessions are conducted. © 2016 Royal College of Speech and Language Therapists.

Teaching as Coaching: A Case Study of Awareness and Learning in Engineering Education

ERIC Educational Resources Information Center

Gynnild, Vidar; Holstad, Anders; Myrhaug, Dag

2007-01-01

This paper presents a number of case studies in Oceanography, an optional module in the third/fourth year of a Master of Science programme at Norwegian University of Science and Technology. The main objective was to gain more thorough insights into student learning by examining two sets of individual oral examinations. In addition, all students…

Exploring Formalized Elite Coach Mentoring Programmes in the UK: 'We've Had to Play the Game'

ERIC Educational Resources Information Center

Sawiuk, Rebecca; Taylor, William G.; Groom, Ryan

2018-01-01

Formalized mentoring programmes have been implemented increasingly by UK sporting institutions as a central coach development tool, yet claims supporting formal mentoring as an effective learning strategy are often speculative, scarce, ill-defined and accepted without verification. The aim of this study, therefore, was to explore some of the…

Enhancing the Provision of Coach Education: The Recommendations of UK Coaching Practitioners

ERIC Educational Resources Information Center

Nelson, Lee; Cushion, Christopher; Potrac, Paul

2013-01-01

Background: Coach education has been identified as a key vehicle for raising the standard of coaching practice. However, the existing body of literature suggests that coach education has had a limited impact on the learning and development of coaching practitioners. In this respect, it has been contended that coach educations ills might be…

A concept mapping approach to identifying the barriers to implementing an evidence-based sports injury prevention programme.

PubMed

Donaldson, Alex; Callaghan, Aisling; Bizzini, Mario; Jowett, Andrew; Keyzer, Patrick; Nicholson, Matthew

2018-01-20

Understanding the barriers to programme use is important to facilitate implementation of injury prevention programmes in real-word settings. This study investigated the barriers to coaches of adolescent female soccer teams, in Victoria, Australia, implementing the evidence-based FIFA 11+ injury prevention programme. Concept mapping with data collected from 19 soccer coaches and administrators. Brainstorming generated 65 statements as barriers to 11+ implementation. After the statements were synthesised and edited, participants sorted 59 statements into groups (mean, 6.2 groups; range, 3-10 groups). Multidimensional scaling and hierarchical cluster analysis identified a six-cluster solution: Lack of 11+ knowledge among coaches (15 statements), Lack of player enjoyment and engagement (14), Lack of link to football-related goals (11), Lack of facilities and resources (8), Lack of leadership (6) and Lack of time at training (5). Statements in the 'Lack of 11+ knowledge among coaches' cluster received the highest mean importance (3.67 out of 5) and feasibility for the Football Federation to address (3.20) rating. Statements in the 'Lack of facilities and resources' cluster received the lowest mean importance rating (2.23), while statements in the 'Lack of time at training' cluster received the lowest mean feasibility rating (2.19). A multistrategy, ecological approach to implementing the 11+-with specific attention paid to improving coach knowledge about the 11+ and how to implement it, linking the 11+ to the primary goal of soccer training, and organisational leadership-is required to improve the uptake of the 11+ among the targeted coaches. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Group Coaching: A New Way of Constructing Leadership Identity?

ERIC Educational Resources Information Center

Aas, Marit; Vavik, Mette

2015-01-01

This paper focuses on group coaching, one of the newer school leadership development approaches to recently emerge. Using a group-coaching methodology developed at the University of Oslo, we deconstruct the concept of leadership identity as it is reported in texts from students in the National Principal Programme. We suggest that leaders develop…

Start-Up Entrepreneurs and University Students in a Co-Learning Mode: Learning Effects of a Collaborative Entrepreneurial Coaching Programme

ERIC Educational Resources Information Center

Saukkonen, Juha; Nukari, Jussi; Ballard, Sharon; Levie, Jonathan

2016-01-01

Start-up companies have been recognized as key drivers of wealth and job creation. Many students now in universities will therefore find their future employment in start-up companies, or will found them. Success in the start-up environment requires a specific set of skills. There is a growing supply of university education for new venture creation…

Building capacity for medical education research in family medicine: the Program for Innovation in Medical Education (PIME).

PubMed

Archibald, Douglas; Hogg, William; Lemelin, Jacques; Dahrouge, Simone; St Jean, Mireille; Boucher, François

2017-10-23

Despite the apparent benefits to teaching, many faculty members are reluctant to participate in medical education research (MER) for a variety of reasons. In addition to the further demand on their time, physicians often lack the confidence to initiate MER projects and require more support in the form of funding, structure and guidance. These obstacles have contributed to a decline in physician participation in MER as well as to a perceived decay in its quality. As a countermeasure to encourage physicians to undertake research, the Department of Family Medicine at the University of Ottawa implemented a programme in which physicians receive the funding, coaching and support staff necessary to complete a 2-year research project. The programme is intended primarily for first-time researchers and is meant to serve as a gateway to a research career funded by external grants. Since its inception in 2010, the Program for Innovation in Medical Education (PIME) has supported 16 new clinician investigators across 14 projects. We performed a programme evaluation 3 years after the programme launched to assess its utility to participants. This evaluation employed semi-structured interviews with physicians who performed a research project within the programme. Programme participants stated that their confidence in conducting research had improved and that they felt well supported throughout their project. They appreciated the collaborative nature of the programme and remarked that it had improved their willingness to solicit the expertise of others. Finally, the programme allowed participants to develop in the scholarly role expected by family physicians in Canada. The PIME may serve as a helpful model for institutions seeking to engage faculty physicians in Medical Education Research and to thereby enhance the teaching received by their medical learners.

Content, Delivery, and Effectiveness of Concussion Education for US College Coaches.

PubMed

Kroshus, Emily; Baugh, Christine M; Daneshvar, Daniel H

2016-09-01

The primary objective of this study was to examine the proportion of US college coaches who receive annual concussion education from their institution and to describe the content and delivery modalities of this education. This study also tested the hypothesis that coaches receiving concussion education from their institution will have greater knowledge about concussions independent of other individual and institutional characteristics. Cross-sectional online survey. US college sport. College coaches in National Collegiate Athletic Association Division I, II, and III (n = 1818). Self-reported receipt of education from institution, sex, sport coached, division of competition. Concussion identification and management knowledge. Two-thirds of coaches reported receiving informational materials about concussion from their institution. The content of the education most frequently referred to symptoms of a concussion and information about proper management of a concussion. Coaches who received educational materials from their institution were better able to identify symptoms and had more conservative responses to concussion management scenarios. Male coaches of male contact or collision teams less frequently endorsed safe or correct response as compared with female coaches of noncontact or collision teams. Not all US college coaches receive concussion education from their institution. Male Division I coaches of male contact/collision sport are a population for whom targeted educational outreach may be particularly valuable. Education for coaches, delivered by clinicians at many institutions, is an important component of ensuring that coaches are prepared to be informed partners in supporting concussion safety.

Coaching: a new model for academic and career achievement

PubMed Central

Deiorio, Nicole M.; Carney, Patricia A.; Kahl, Leslie E.; Bonura, Erin M.; Juve, Amy Miller

2016-01-01

Background Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners’ achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Context Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. Innovation We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Implication Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians. PMID:27914193

Coaching: a new model for academic and career achievement.

PubMed

Deiorio, Nicole M; Carney, Patricia A; Kahl, Leslie E; Bonura, Erin M; Juve, Amy Miller

2016-01-01

Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning. Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction. We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly. Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.

'Football for Health'--a football-based health-promotion programme for children in South Africa: a parallel cohort study.

PubMed

Fuller, Colin W; Junge, Astrid; DeCelles, Jeff; Donald, James; Jankelowitz, Ryan; Dvorak, Jiri

2010-06-01

To develop, implement and assess an interactive, football-based health education programme for children in South Africa. Prospective cohort study with control group. Two schools in Khayelitsha township, South Africa. 370 children making up two intervention groups (Grade 6: 125; Grade 7: 131) and one control group (Grade 7: 114). Eleven 90 min sessions, each divided into two 45 min halves of Play Football (football skills) and Play Fair (health issues), each session focused on one specific health risk factor. Health knowledge using a 20-item questionnaire; coaches' attitudes towards their training programme using a 10-item questionnaire and children's attitudes towards the health education programme using a six-item questionnaire. Children in the Grade 7 intervention group showed significant (p<0.05) increases in the proportion of correct responses for nine of the 20 health knowledge questions postintervention, and these increases were maintained at 3 months postintervention. The Grade 6 intervention group showed significant increases in the proportion of correct responses for 15 of the 20 health knowledge questions postintervention. The Grade 7 control group showed a significant increase in the proportion of correct responses to one of the 20 health knowledge questions post-Play Football sessions and nine of 20 questions post-Play Fair sessions. Over 90% of the children provided positive attitude responses to the health-education programme. The programme demonstrated that it was possible to implement a football-based health-education programme for children in Africa that achieved significant increases in health knowledge and that was also well received by participants.

Building a clinical leadership community to drive improvement: a multi-case educational study to inform 21st century clinical commissioning, professional capability and patient care.

PubMed

Lynch, Marion; Verner, Elizabeth

2013-01-01

The new NHS requires transformational leadership; people with the knowledge and motivation to make effective change combined with an understanding of the system they work in. The aim of the Practice Leaders' Programme (PLP) is to generate the conditions needed to focus the energy and collaborative creativity required for innovation to enhance leadership skills across the health economy improving patient care. The PLP engaged 60 local leaders from central England in a new approach enabling them to influence others. It has informed educational policy and practice and helped change professional behaviours. Each participant implemented improvements in care and participated in six action learning sets (ALS) and up to six coaching sessions. Evidence of progress, learning and impact was identified in project reports, reflective diaries and evaluations. The ALS brought together key individuals from clinical and management disciplines across a diverse organisation to redesign a system by developing a shared vision for improving the quality of patient care. The links forged, the projects initiated, and the skills cultivated through the PLP produced ongoing benefits and outcomes beyond the course itself. Coaching sessions helped participants focus their efforts to achieve maximum impact and to become resilient in managing service change effectively. The programme has evolved over four years, building on recommendations from external evaluation which identified statistically significant increases in leadership competences. Further enhancement of this programme secured an International Health Improvement Award. Three key findings of positive impact have emerged; personal growth, service improvement, and legacy and sustainability.

Football Fans in Training: the development and optimization of an intervention delivered through professional sports clubs to help men lose weight, become more active and adopt healthier eating habits

PubMed Central

2013-01-01

Background The prevalence of obesity in men is rising, but they are less likely than women to engage in existing weight management programmes. The potential of professional sports club settings to engage men in health promotion activities is being increasingly recognised. This paper describes the development and optimization of the Football Fans in Training (FFIT) programme, which aims to help overweight men (many of them football supporters) lose weight through becoming more active and adopting healthier eating habits. Methods The MRC Framework for the design and evaluation of complex interventions was used to guide programme development in two phases. In Phase 1, a multidisciplinary working group developed the pilot programme (p-FFIT) and used a scoping review to summarize previous research and identify the target population. Phase 2 involved a process evaluation of p-FFIT in 11 Scottish Premier League (SPL) clubs. Participant and coach feedback, focus group discussions and interviews explored the utility/acceptability of programme components and suggestions for changes. Programme session observations identified examples of good practice and problems/issues with delivery. Together, these findings informed redevelopment of the optimized programme (FFIT), whose components were mapped onto specific behaviour change techniques using an evidence-based taxonomy. Results p-FFIT comprised 12, weekly, gender-sensitised, group-based weight management classroom and ‘pitch-side’ physical activity sessions. These in-stadia sessions were complemented by an incremental, pedometer-based walking programme. p-FFIT was targeted at men aged 35-65 years with body mass index ≥ 27 kg/m2. Phase 2 demonstrated that participants in p-FFIT were enthusiastic about both the classroom and physical activity components, and valued the camaraderie and peer-support offered by the programme. Coaches appreciated the simplicity of the key healthy eating and physical activity messages. Suggestions for improvements that were incorporated into the optimized FFIT programme included: more varied in-stadia physical activity with football-related components; post-programme weight management support (emails and a reunion session); and additional training for coaches in SMART goal setting and the pedometer-based walking programme. Conclusions The Football Fans in Training programme is highly acceptable to participants and SPL coaches, and is appropriate for evaluation in a randomised controlled trial. PMID:23496915

Evaluation of RugbySmart: a rugby union community injury prevention programme.

PubMed

Gianotti, Simon M; Quarrie, Ken L; Hume, Patria A

2009-05-01

RugbySmart, a rugby union injury prevention programme, was launched in New Zealand in 2001. It was compulsory for all coaches and referees to complete RugbySmart requirements annually in order to continue coaching or refereeing. After 5 years of implementation the programme partners, Accident Compensation Corporation and New Zealand Rugby Union, evaluated RugbySmart to determine its effectiveness in reducing injuries. The purpose was to evaluate the effect of RugbySmart on reducing injury rates per 100,000 players and resulting injury prevention behaviours. The RugbySmart programme was associated with a decrease in injury claims per 100,000 players in most areas the programme targeted; the programme had negligible impact on non-targeted injury sites. The decrease in injury claims numbers was supported by results from the player behaviour surveys pre- and post-RugbySmart. There was an increase in safe behaviour in the contact situations of tackle, scrum and ruck technique.

Brief Education Intervention Increases Nutrition Knowledge and Confidence of Coaches of Junior Australian Football Teams.

PubMed

Belski, Regina; Donaldson, Alex; Staley, Kiera; Skiadopoulos, Anne; Randle, Erica; O'Halloran, Paul; Kappelides, Pam; Teakel, Steve; Stanley, Sonya; Nicholson, Matthew

2018-05-03

This study evaluated the impact of a brief (20-min) nutrition education intervention embedded in an existing mandatory coach education course for coaches of junior (8-12 years old) Australian football teams. A total of 284 coaches (68% of 415 coaching course participants) completed a presession questionnaire, and 110 coaches (27% of coaching course participants) completed an identical postsession questionnaire. The responses to the pre- and postsession surveys were matched for 78 coaches. Coaches' ratings of their own understanding of the nutritional needs of young athletes (6.81, 8.95; p < .001), the importance of young athletes adhering to a healthy diet (9.09, 9.67; p = .001), their confidence in their own nutrition knowledge (7.24, 8.64; p < .001), and their confidence in advising young athletes on nutrition and hydration practices (6.85, 8.62; p < .001), all significantly improved following the education session. Nearly all coaches (>95%) provided a correct response to six of the 15 nutrition and hydration knowledge questions included in the presession questionnaire. Even with this high level of presession knowledge, there was a significant improvement in the coaches' nutrition and hydration knowledge after the education session across five of the 15 items, compared with before the education session. The results of this study suggest that a simple, short nutrition education intervention, embedded in an existing coach education course, can positively influence the nutrition knowledge and self-efficacy of community-level, volunteer coaches of junior sports participants.

The delivery of injury prevention exercise programmes in professional youth soccer: Comparison to the FIFA 11.

PubMed

O'Brien, James; Young, Warren; Finch, Caroline F

2017-01-01

Injury prevention exercise programmes for amateur soccer have gained considerable attention, but little is known about their relevance and adaptability to professional soccer settings. The first aim of this study was to evaluate the delivery and content of injury prevention exercise programmes used by professional youth soccer teams, compared to the industry standard injury prevention exercise programme for soccer, the Fédération Internationale de Football Association's FIFA 11+. The second aim was to document specific challenges to implementing injury prevention exercise programmes in this context. Prospective observational study. The participants were soccer coaches, fitness coaches and physiotherapists (n=18) from four teams in a professional youth soccer academy. Each team's chosen injury prevention exercise programmes were observed weekly across an entire soccer season (160 sessions). The delivery and content of the programmes were documented on a standardised worksheet and compared to the FIFA 11+. Specific implementation challenges were recorded. Fitness coaches were the primary deliverers of injury prevention exercise programmes, with support from physiotherapists. Multiple delivery formats and locations were employed, along with the extensive use of equipment. Across all injury prevention exercise programme sessions, a median of one FIFA 11+ exercise was performed in its original form and a further four in a modified form. Implementation challenges included poor staff communication, competing training priorities and heavy game schedules. Although the basic components of the FIFA 11+ hold relevance for professional youth male teams, the delivery and content of injury prevention exercise programmes require considerable tailoring for this context. Recognising this will inform the development of improved, context-specific injury prevention exercise programmes, along with corresponding strategies to enhance their implementation. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Behavioral Characteristics of "Favorite" Coaches: Implications for Coach Education

ERIC Educational Resources Information Center

Stewart, Craig; Owens, Lynn

2011-01-01

The purpose of this paper was to use athletes' and former athletes' memories of their favorite coach to improve coach education curriculum. Player preferences of coaching behavior can affect both their attitudes toward their sport experiences and team performance. By identifying positive coaching behaviors as recalled by athletes, coach educators…

"Why Am I Putting Myself through This?" Women Football Coaches' Experiences of the Football Association's Coach Education Process

ERIC Educational Resources Information Center

Lewis, Colin J.; Roberts, Simon J.; Andrews, Hazel

2018-01-01

In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches…

National Standards for Athletic Coaches. ERIC Digest.

ERIC Educational Resources Information Center

Brylinsky, Jody

This digest asserts that the question of coach preparation and training has become a priority issue for many schools and communities, though the research is limited. It examines reasons to have coach education; the scope of sport participation; the status of coach education and training in the United States; National standards for coach education;…

Innovations in coaching and mentoring: implications for nurse leadership development.

PubMed

Fielden, Sandra L; Davidson, Marilyn J; Sutherland, Valerie J

2009-05-01

This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group (n = 15) or a mentoring group (n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be 'support' and coaching was described as 'action', descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.

Physical activity levels during youth sport practice: does coach training or experience have an influence?

PubMed

Schlechter, Chelsey R; Rosenkranz, Richard R; Milliken, George A; Dzewaltowski, David A

2017-01-01

This study examined moderate-to-vigorous physical activity (MVPA) levels in youth during flag football practice and compared youth MVPA in practices led by trained or untrained, and by experienced or inexperienced, coaches. Boys (n = 111, mean age = 7.9 ± 1.2 years) from 14 recreation-level flag football teams wore an accelerometer during two practices. Each team's volunteer head coach reported prior training and coaching experience. Mixed-model team-adjusted means showed the proportion of practice time spent in sedentary (13 ± 1%), MVPA (34 ± 2%) and vigorous (12 ± 1%) activity. Practice contributed ~20 min of MVPA towards public health guidelines. There was no significant difference in percentage time spent in MVPA between teams with trained (mean = 33.3%, 95% CI = 29.4%, 37.2%) and untrained coaches (mean = 35.9%, 95% CI = 25.5%, 42.4%) or between experienced (mean = 34.1%, 95% CI = 30.2%, 38.0%) and inexperienced coaches (mean = 33.8, 95% CI = 27.9%, 39.7%). Although sport provides a setting for youth to accrue MVPA, two-thirds of practice was spent sedentarily or in light activity. Participation in a coach training programme was not associated with higher MVPA. Further research is needed to inform volunteer coach training programmes that provide coaches with skills necessary to increase the percentage of practice time spent in MVPA.

Coaches’ Perceptions of Competence and Acknowledgement of Training Needs Related to Professional Competences

PubMed Central

Santos, Sofia; Mesquita, Isabel; GRAÇA, Amândio; Rosado, António

2010-01-01

The purpose of the present study was to examine coaches’ perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches’ perceptions in function of coaching experience and coaches’ academic background were made applying One-way ANOVA and Tukey’s post hoc multiple comparisons. Factor analysis on coaches’ perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches’ perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs. Key points Coaches’ perceptions of competence and acknowledgement of training needs resulted in three main areas: competences related to annual and multi-annual planning, competences related to practice and competition orientation and, finally, personal and coaching education competences. The professional tasks that coaches had the most need in performing were related to the training orientation. Coaches with higher education degrees (P.E. or others) perceive themselves as more competent than coaches with no higher education. Low experienced coaches perceived themselves less competent than high experienced coaches. Also, they pointed out more training needs in issues related to practice and competition orientation, and annual and multi-annual planning. PMID:24149387

‘Football for Health’—a football-based health-promotion programme for children in South Africa: a parallel cohort study

PubMed Central

Fuller, Colin W; Junge, Astrid; DeCelles, Jeff; Donald, James; Jankelowitz, Ryan; Dvorak, Jiri

2010-01-01

Objectives To develop, implement and assess an interactive, football-based health education programme for children in South Africa. Design Prospective cohort study with control group. Setting Two schools in Khayelitsha township, South Africa. Participants 370 children making up two intervention groups (Grade 6: 125; Grade 7: 131) and one control group (Grade 7: 114). Intervention Eleven 90 min sessions, each divided into two 45 min halves of Play Football (football skills) and Play Fair (health issues), each session focused on one specific health risk factor. Main outcome measures Health knowledge using a 20-item questionnaire; coaches' attitudes towards their training programme using a 10-item questionnaire and children's attitudes towards the health education programme using a six-item questionnaire. Results Children in the Grade 7 intervention group showed significant (p<0.05) increases in the proportion of correct responses for nine of the 20 health knowledge questions postintervention, and these increases were maintained at 3 months postintervention. The Grade 6 intervention group showed significant increases in the proportion of correct responses for 15 of the 20 health knowledge questions postintervention. The Grade 7 control group showed a significant increase in the proportion of correct responses to one of the 20 health knowledge questions post-Play Football sessions and nine of 20 questions post-Play Fair sessions. Over 90% of the children provided positive attitude responses to the health-education programme. Conclusions The programme demonstrated that it was possible to implement a football-based health-education programme for children in Africa that achieved significant increases in health knowledge and that was also well received by participants. PMID:20547667

Effects of a supportive educational nursing care programme on fatigue and quality of life in patients with heart failure: a randomised controlled trial.

PubMed

Wang, Tzu-Chieh; Huang, Jin-Long; Ho, Wen-Chao; Chiou, Ai-Fu

2016-04-01

Fatigue is a common symptom in patients with heart failure that is easy to ignore. In addition, fatigue may affect patients' physical function and psychosocial conditions that can impair their quality of life. An effective nursing care programme is required to alleviate patients' fatigue and improve their quality of life. To investigate the effects of a supportive educational nursing care programme on fatigue and quality of life in patients with heart failure. A randomised controlled trial design was used. Ninety-two patients with heart failure were randomly assigned to an intervention group (n=47) or a control group (n=45). The patients in the intervention group participated in 12 weeks of a supportive educational nursing care programme including fatigue assessment, education, coaching self-care and evaluation. The intervention was conducted by a cardiac nurse during four face-to-face interviews and three follow-up telephone interviews. Fatigue and quality of life were assessed at the baseline and 4 weeks, 8 weeks and 12 weeks after enrollment in both groups. The participants in the intervention group exhibited a significant decrease in the level of fatigue after 12 weeks, whereas those in the control group exhibited no significant changes. Compared with the control group, the intervention group exhibited a significantly greater decrease in the level of fatigue and significantly greater improvement in quality of life after 12 weeks of intervention. The supportive educational nursing care programme was recommended to alleviate fatigue and improve quality of life in patients with heart failure. © The European Society of Cardiology 2015.

The Use of Coaches to Support Special Education Teachers: A Model of Effective Coaching

ERIC Educational Resources Information Center

Roper, Michelle M.

2014-01-01

A three part experiment was conducted to investigate the effects of coaching as a support for special education teachers, and the impact that coaching has on teacher behavior. First, 6 focus group dyad interviews were conducted utilizing a coach and special education teacher, for a total of 12 participants. The purpose of the focus group was to…

The Incredible Years Therapeutic Social and Emotional Skills Programme: A Pilot Study

ERIC Educational Resources Information Center

Hutchings, Judy; Bywater, Tracey; Gridley, Nicole; Whitaker, Christopher J.; Martin-Forbes, Pam; Gruffydd, Stella

2012-01-01

The Incredible Years (IY) universal child Classroom Dinosaur and Teacher Classroom Management programmes are delivered in all 102 primary schools in Gwynedd County, Wales. This article describes a pilot study of the IY Therapeutic (small group) Dinosaur School social and emotional coaching programme, developed as a treatment programme, in one such…

The effect of coach and player injury knowledge, attitudes and beliefs on adherence to the FIFA 11+ programme in female youth soccer.

PubMed

McKay, Carly D; Steffen, Kathrin; Romiti, Maria; Finch, Caroline F; Emery, Carolyn A

2014-09-01

Injury knowledge and beliefs influence uptake of prevention programmes, but the relationship between knowledge, beliefs and adherence remains unclear. To describe injury knowledge and beliefs among youth female soccer coaches and players, and to identify the relationship between these factors, different delivery strategies of the FIFA 11+ programme and adherence. A subcohort analysis from a cluster-randomised controlled trial of 31 female soccer teams (coaches n=29, players (ages 13-18) n=258). Preseason and postseason questionnaires were used to assess knowledge and beliefs. Teams recorded FIFA 11+ adherence during the season. At baseline, 62.8% (95% CI 48.4% to 77.3%) of coaches and 75.8% (95% CI 71.5% to 80.1%) of players considered 'inadequate warm-up' a risk factor for injury. There was no effect of delivery method (OR=1.1; 95% CI 0.8 to 1.5) or adherence (OR=1.0; 95% CI 0.9 to 1.1) on this belief. At baseline, 13.8% (95% CI 1.3% to 26.4%) of coaches believed a warm-up could prevent muscle injuries, but none believed it could prevent knee and ankle injuries. For players, 9.7% (95% CI 6.1% to 13.3%), 4.7% (95% CI 2.1% to 7.3%) and 4.7% (95% CI 2.1% to 7.3%) believed a warm-up would prevent muscle, knee and ankle injuries, respectively. Years of playing experience were negatively associated with high adherence for coaches (OR=0.93; 0.88 to 0.99) and players (OR=0.92; 0.85 to 0.98). There were gaps in injury knowledge and beliefs, which differed for coaches and players. Beliefs did not significantly affect adherence to the FIFA 11+, suggesting additional motivational factors should be considered. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The impact of a continuing education programme on the adoption of nickel-titanium rotary instrumentation and root-filling quality amongst a group of Swedish general dental practitioners.

PubMed

Dahlström, L; Molander, A; Reit, C

2015-02-01

The aim of the study was to test the hypothesis that a further education programme relating to nickel-titanium rotary instrumentation (NTRI), with the concurrent activation of social/professional networks amongst all general dental practitioners (GDPs) in a public dental service in Sweden, would increase the adoption rate and improve root-filling quality. To activate the networks, the GDPs at the 25 clinics elected training coaches from amongst themselves. The coaches were educated by a specialist and were then free to organise and conduct the training of the local GDPs. However, collective hands-on training and discussions were mandatory. Lectures were held by an endodontist. The rate of adoption and root-filling quality was evaluated just before and 6 months after the education. Statistical tests were performed with chi-square using a 95% confidence interval. Nickel-titanium rotary instrumentation was adopted by 88%. Excellent root fillings (score 1) increased from 45% to 59% (P = 0.003). The rate of poor-quality root fillings (score 4 and score 5) was not affected. The quality ratio (score 1/score 5) increased from 5.36 (118/22) to 9.5 (133/14). Eleven dentists (17%) at nine different clinics produced 49% of the poor-quality root fillings (score 4 and score 5). Seventy-three per cent of these dentists stated that they had adopted NTRI. The introduction of NTRI will increase the adoption rate and the frequency of good-quality root fillings. However, it will not overcome the problems associated with dentists producing a low-quality level, even if a local professional network is activated. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Coach Education Online: The Montana Model

ERIC Educational Resources Information Center

Stewart, Craig

2006-01-01

Coach education is important, but expensive--both in cost and time to public and private athletic programs. To provide basic coach education to coaches, new, innovative, inexpensive approaches must be developed. Joint efforts between state high school associations and colleges and universities can meet those needs. The "Montana approach"…

Leadership Coaching for Educators:Bringing Out the Best in School Administrators

ERIC Educational Resources Information Center

Reiss, Karla

2006-01-01

In this resource, educational coach Karla Reiss helps superintendents, principals, and teachers understand the fundamentals of effective leadership coaching programs that result in long-lasting educational change. Using a balance of theory and practice, Reiss offers 11 core competencies adopted by the rapidly growing coaching profession including…

Reflections of a Higher Education Leadership Coach

ERIC Educational Resources Information Center

Nardick, Daryl

2017-01-01

This article shares the insights the author has gained in coaching higher education leaders--department chairs, deans, vice presidents, and faculty--and their teams. It focuses on the attributes of higher education leadership and how the coaching process impacts these attributes; examines common areas of concern that surface during coaching, such…

Coaching Academia: The Integration of Coaching, Educational Development, and the Culture of Higher Education

ERIC Educational Resources Information Center

Cruz, Laura; Rosemond, LaNise

2017-01-01

This article provides a review of the literature on coaching in higher education and how the practice connects with the past, present, and future of the field of educational development. As the field shifts its focus from individual faculty to organizational change, the authors highlight the potential of coaching to play an integrative role in…

Preparing Sports Coaches for the 21st Century: A Qualitative Case Study of A Graduate Sports Coaching Education Program

ERIC Educational Resources Information Center

Kjaer, Jorgen Bagger

2017-01-01

Sports coaching education and research in higher education have received increased attention lately, especially in English-speaking countries such as the U.S., Canada, New Zealand, Australia, and the UK (Potrac, Gilbert, & Denison, 2013). Although research on sports coaching education is on the rise, very few studies have explored formal…

Carl Rogers, Learning and Educational Practice: Critical Considerations and Applications in Sports Coaching

ERIC Educational Resources Information Center

Nelson, Lee; Cushion, Christopher J.; Potrac, Paul; Groom, Ryan

2014-01-01

Discussions about "athlete-centered" coaching and "coach-centered" coach education have started to gain increasing popularity in the field of coaching science. While it has been suggested that these 'learner-centered' approaches arguably align with the theoretical ideals of humanistic psychology, an in-depth…

National Training and Education Standards for Health and Wellness Coaching: The Path to National Certification

PubMed Central

Wolever, Ruth Q.; Lawson, Karen; Moore, Margaret

2015-01-01

The purpose of this article is twofold: (1) to announce the findings of the job task analysis as well as national training and education standards for health and wellness coaching (HWC) that have been developed by the large-scale, collaborative efforts of the National Consortium for Credentialing Health and Wellness Coaches (NCCHWC) and (2) to invite commentary from the public. The rapid proliferation of individuals and organizations using the terms of health and/or wellness coaches and the propagation of private industry and academic coach training and education programs endeavoring to prepare these coaches has created an urgent and pressing need for national standards for use of the term health and wellness coach, as well as minimal requirements for training, education, and certification. Professionalizing the field with national standards brings a clear and consistent definition of health and wellness coaching and accepted practice standards that are uniform across the field. In addition, clear standards allow for uniform curricular criteria to ensure a minimal benchmark for education, training, and skills and knowledge evaluation of professional health and wellness coaches. PMID:25984418

A Worry-Free Retirement in Korea: Effectiveness of Retirement Coaching Education

ERIC Educational Resources Information Center

Cho, Hyejin; Suh, Wookyung; Lee, Jiyoung; Jang, Younju; Kim, Minjung

2016-01-01

This study investigated a retirement coaching educational program using the mixed method research design. A structured survey was distributed to 48 financial planners who had undergone 50-hour retirement education including retirement coaching. The coaching was conducted in two sessions in 2015. Results revealed that first, the retirement coaching…

Peer coaching: the next step in staff development.

PubMed

Waddell, Donna L; Dunn, Nancy

2005-01-01

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs.

PubMed

Cheng, Adam; Grant, Vincent; Huffman, James; Burgess, Gavin; Szyld, Demian; Robinson, Traci; Eppich, Walter

2017-10-01

Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education. Peer coaching offers advantages such as psychological safety and team building, and it can benefit both the educator who is receiving feedback and the coach who is providing it. A feedback form for effective peer coaching includes the following: (1) psychological safety, (2) framework, (3) method/strategy, (4) content, (5) learner centeredness, (6) co-facilitation, (7) time management, (8) difficult situations, (9) debriefing adjuncts, and (10) individual style and experience. Institutional backing of peer coaching programs can facilitate implementation and sustainability. Program leaders should communicate the need and benefits, establish program goals, and provide assessment tools, training, structure, and evaluation to optimize chances of success.

Coach Education and Continuing Professional Development: Experience and Learning to Coach

ERIC Educational Resources Information Center

Cushion, Christopher J.; Armour, Kathy M.; Jones, Robyn L.

2003-01-01

Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand…

The Coach-of-Coaches Model for Preparing Rural Special Education Teachers.

ERIC Educational Resources Information Center

Cegelka, Patricia Thomas; Fitch, Suzanne; Alvarado, Jose Luis

San Diego State University (California) has developed a coach-of-coaches model of providing support, assistance, and supervision to intern-teachers in its rural special education alternative credential program. Coaches, who are fully credentialed teachers with supervisory skills, make a minimum of nine direct and indirect (video analysis)…

Socratic Case-Method Teaching in Sports Coach Education: Reflections of Students and Course Tutors

ERIC Educational Resources Information Center

Roberts, Simon J.; Ryrie, Angus

2014-01-01

Despite reported increases in higher education (HE) sports coach education provision there are very few studies which have investigated student self-learning curricula as a mechanism to prepare sports coaches with the complexities of learning how to coach. Using an action research methodology, this article examines how case-method teaching (CMT)…

Teacher-Coach Role Conflict in School-Based Physical Education in USA: A Literature Review and Suggestions for the Future

ERIC Educational Resources Information Center

Konukman, Ferman; Agbuga, Bulent; Erdogan, Samil; Zorba, Erdal; Demirhan, Giyasettin; Yilmaz, Ilker

2010-01-01

Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different…

[Evaluation of a workplace health promotion program].

PubMed

Forette, Françoise; Brieu, Marie-Anne; Lemasson, Hervé; Salord, Jean-Claude; Le Pen, Claude

2014-01-01

Some studies suggest that a workplace prevention programme could reduce health inequalities related to education level and improve the health status of the employees. The objective of the study was to demonstrate the advantages for a company to implement a health prevention programme in the workplace in order to: 1-improve health literacy 2 - change health-related behaviours 3-improve the company image. A "before - after" methodology was used in a population of 2153 employees of three companies. Three areas of prevention were considered: nutrition, physical activity and prevention of back pain. The successive steps of the EBS programme included general communication, group workshops and individual coaching. Data collection was carried out using anonymous questionnaires sent by e-mail. A global assessment was performed based on the companies' pooled data, with separate analysis according to the steps of the programme. The programme mobilized employees with participation rates ranging from 25% to 45.5%. After completion of the full programme, 77.5% of respondents reported an improvement of their health knowledge versus 50.3% of those who only received general communication. Behavioural modification was observed, especially in the fields of nutrition and back pain.. EBS can be considered to be a vector of the company image for almost 7 out of 10 employees. A health prevention education programme provided by the company in the workplace mobilizes employees and contributes to improvement of health knowledge and behaviour change. All approaches tested were important and applicable to various types of companies or workers.

Portuguese Coaches' Perceptions of and Preferences for Knowledge Sources Related to their Professional Background.

PubMed

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches' perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study's participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches' demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey's HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key pointsCoaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach.Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged.The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations.The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches' perceptions.

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning. Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning. PMID:26336354

Defining the Constructs of Expert Coaching: A Q-Methodological Study of Olympic Sport Coaches

ERIC Educational Resources Information Center

DeWeese, Brad Heath

2012-01-01

The purpose of this study was to enhance the development of coaches for participation at International level competition through the improvement of coaching education programming. Although many studies have alluded to the benefit of various coaching education tactics, no study to date had set out to determine the constructs that define an expert…

Examining the Nature of Critical Incidents during Interactions between Special Education Teachers and Virtual Coaches

ERIC Educational Resources Information Center

Snyder, Kathleen

2013-01-01

Coaching is a powerful tool for improving special education teachers' use of evidence-based practices. Recent technological advances have great potential to influence the manner in which coaching is implemented. Virtual coaching is an innovative cycle of coaching that utilizes video-conferencing and bug-in-ear technology in internet-mediated…

How educational innovations and attention to competencies in postgraduate medical education relate to preparedness for practice: the key role of the learning environment.

PubMed

Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Rietzschel, Eric F; Cohen-Schotanus, Janke; Brand, Paul L P

2015-12-01

Many training programmes in postgraduate medical education (PGME) have introduced competency frameworks, but the effects of this change on preparedness for practice are unknown. Therefore, we explored how elements of competency-based programmes in PGME (educational innovations, attention to competencies and learning environment) were related to perceived preparedness for practice among new consultants. A questionnaire was distributed among 330 new consultants. Respondents rated how well their PGME training programme prepared them for practice, the extent to which educational innovations (portfolio, Mini-CEX) were implemented, and how much attention was paid to CanMEDS competencies during feedback and coaching, and they answered questions on the learning environment and general self-efficacy. Multiple regression and mediation analyses were used to analyze data. The response rate was 43 % (143/330). Controlling for self-efficacy and gender, the learning environment was the strongest predictor of preparedness for practice (B = 0.42, p < 0.001), followed by attention to competencies (B = 0.29, p < 0.01). Educational innovations were not directly related to preparedness for practice. The overall model explained 52 % of the variance in preparedness for practice. Attention to competencies mediated the relationship between educational innovations and preparedness for practice. This mediation became stronger at higher learning environment values. The learning environment plays a key role in determining the degree to which competency-based PGME prepares trainees for independent practice.

The Compatibility of Action Learning with Inner Game Coaching

ERIC Educational Resources Information Center

Aitkenhead, Andy

2009-01-01

Using "inner game" coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable…

The development and evaluation of a web-based programme to support problem-solving skills following brain injury.

PubMed

Powell, Laurie Ehlhardt; Wild, Michelle R; Glang, Ann; Ibarra, Summer; Gau, Jeff M; Perez, Amanda; Albin, Richard W; O'Neil-Pirozzi, Therese M; Wade, Shari L; Keating, Tom; Saraceno, Carolyn; Slocumb, Jody

2017-10-24

Cognitive impairments following brain injury, including difficulty with problem solving, can pose significant barriers to successful community reintegration. Problem-solving strategy training is well-supported in the cognitive rehabilitation literature. However, limitations in insurance reimbursement have resulted in fewer services to train such skills to mastery and to support generalization of those skills into everyday environments. The purpose of this project was to develop and evaluate an integrated, web-based programme, ProSolv, which uses a small number of coaching sessions to support problem solving in everyday life following brain injury. We used participatory action research to guide the iterative development, usability testing, and within-subject pilot testing of the ProSolv programme. The finalized programme was then evaluated in a between-subjects group study and a non-experimental single case study. Results were mixed across studies. Participants demonstrated that it was feasible to learn and use the ProSolv programme for support in problem solving. They highly recommended the programme to others and singled out the importance of the coach. Limitations in app design were cited as a major reason for infrequent use of the app outside of coaching sessions. Results provide mixed evidence regarding the utility of web-based mobile apps, such as ProSolv to support problem solving following brain injury. Implications for Rehabilitation People with cognitive impairments following brain injury often struggle with problem solving in everyday contexts. Research supports problem solving skills training following brain injury. Assistive technology for cognition (smartphones, selected apps) offers a means of supporting problem solving for this population. This project demonstrated the feasibility of a web-based programme to address this need.

Psychological support for sport coaches: an exploration of practitioner psychologist perspectives.

PubMed

Kelly, Sarah; Thelwell, Richard; Barker, Jamie B; Harwood, Chris G

2018-08-01

In the present study we add to the literature by exploring the degree to which UK practitioner psychologists perceive themselves able to support sport coaches, and how professional training prepares psychologists for coach work across performance domains. Ten participants comprising seven sport and exercise psychologists with Health Care Professions Council (HCPC) practitioner psychologist status and three trainee psychologists studying towards the British Psychological Society (BPS) qualification in sport and exercise psychology (QSEP) were individually interviewed. All participants reported prior experience of working with coaches across all performance domains. We explored: practitioner's understanding of the challenges coaches face within their job; practitioner's experiences of coach work; perspectives about the ways in which practitioners could and should support coaches; and, the degree to which professional training prepares practitioners for coach work. Using recommended procedures of Connelly and Peltzer, content analysis revealed practitioners perceived the challenges faced by coaches are different at grassroots level compared to those working with elite athletes, and that practitioners require skills to provide one-to-one coach support and group-based interventions. All practitioners perceived that training programmes do not adequately equip trainees with skills required for coach work. We discuss the implications for enhancing practitioner training in the UK.

Implementation of concussion legislation and extent of concussion education for athletes, parents, and coaches in Washington State.

PubMed

Chrisman, Sara P; Schiff, Melissa A; Chung, Shana K; Herring, Stanley A; Rivara, Frederick P

2014-05-01

Most states in the United States have passed laws regarding concussions, but little is known regarding the implementation of these laws. Hypothesis/ The purpose of this study was to survey high school coaches 3 years after the passage of a concussion law to evaluate the variation in concussion education and knowledge in the context of this law as well as measure the effects of sport (football vs soccer) and urban versus rural locations. The hypothesis was that concussion education and knowledge would be more extensive in football compared with soccer and in urban locations compared with rural locations. Descriptive epidemiology study. A mixed-methods (paper and online) survey was conducted in 2012 to 2013 on a random sample of public high school football, girls' soccer, and boys' soccer coaches in Washington State, stratified by urban and rural locality. The survey covered the extent of concussion education for coaches, athletes, and parents as well as coaches' concussion knowledge and experience. Of 496 coaches contacted, 270 responded (54.4%). Nearly all coaches answered concussion knowledge questions correctly, and nearly all coaches received education via ≥2 modalities (written, video, slide presentation, test, and in person). Athlete education was less extensive, with 34.7% exposed to ≥2 modalities and 29.5% only signing a concussion information form. Parent education was even more limited, with 16.2% exposed to ≥2 modalities and 57.9% only signing a concussion information form. Significantly more football than soccer coaches gave their athletes an in-person talk about concussions (59.1% vs. 39.4%, respectively; P = .002) and provided concussion education to athletes via ≥2 modalities (44.1% vs. 29.7%, respectively; P = .02). Concussion education for coaches and parents was similar between sports, and concussion education for all parties was similar in urban and rural localities. Three years after the passage of a concussion law in Washington State, high school football and soccer coaches are receiving substantial concussion education and have good concussion knowledge. Concussion education for athletes and parents is more limited. Football players receive more extensive concussion education than do soccer players. Clinicians should be aware that athletes and parents may not be receiving significant concussion education.

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Implementing a collaborative coaching intervention for professionals providing care to children and their families: An exploratory study.

PubMed

Tatla, Sandy K; Howard, Dori; Antunes Silvestre, Alda; Burnes, Stacey; Husson, Meghan; Jarus, Tal

2017-09-01

The growing complexity of healthcare requires family and interprofessional partnerships to deliver effective care. Interprofessional coaching can enhance family-centred practice and collaboration. The purpose of this study was to explore the acceptability and feasibility of collaborative coaching training to improve family centredness within acute paediatric rehabilitation. Using a participatory action design, service providers (SPs; n = 36) underwent a 6-month coaching programme involving coaching workshops, learning triads, and tailored sessions with a licensed coach. The feasibility and acceptability of coaching on SPs' family interactions and care was explored. Measure of Processes of Care (MPOC) and MPOC-SP, a coaching skills questionnaire, and focus groups were used to evaluate the acceptability of coaching training. We found that structured coaching training was feasible and SPs reported significant improvements in their coaching skills; however, MPOC and MPOC-SP scores did not reveal significant differences. Qualitative themes indicated that clinicians are developing coaching competencies and applying these skills in clinical practice. Participants perceived that the coaching approach strengthened relationships amongst colleagues, and they valued the opportunity for interprofessional learning. Findings suggest that coaching offers promise as an approach to facilitate successful patient outcomes and improve processes of care. Preliminary findings indicate that interprofessional coaching training is acceptable, feasible, and can significantly improve SP coaching skills and improve team cohesion. Further research to study the effects of coaching on interprofessional care using validated outcome measures and to assess the impact on service delivery is recommended.

Portuguese Coaches’ Perceptions of and Preferences for Knowledge Sources Related to their Professional Background

PubMed Central

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches’ perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study’s participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches’ demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey’s HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key points Coaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach. Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged. The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations. The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches’ perceptions. PMID:24149644

Learning to Coach in Practice-Based Teacher Education: A Self-Study

ERIC Educational Resources Information Center

Drake, Michael R. A.

2016-01-01

In some forms of practice-based teacher education, one important task for the teacher educator is to undertake in-the-moment coaching during rehearsals of practice. However, being such a coach is a new role for many teacher educators and requires a different skill set to other forms of teacher educator practice. In addition, there is little…

Performance Learning Roadmap A Network-Centric Approach for Engaged Learners

DTIC Science & Technology

2005-01-01

Insurance Corporation Target Corporation Unilever Corporation United Nations Development Programme University of Wisconsin (UWSA)–Madison U.S. Coast Guard...performance support services, including consulting, coaching, mentoring, rapid 14 deployment training, targeted training, analysis , facilitation, and team...services include consulting, coaching, mentoring, rapid deployment training, targeted train- ing, analysis , facilitation, and team collaboration support

Structured Coaching Programs to Develop Staff.

PubMed

Dyess, Susan MacLeod; Sherman, Rose; Opalinski, Andra; Eggenberger, Terry

2017-08-01

Health care environments are complex and chaotic, therein challenging patients and professionals to attain satisfaction, well-being, and exceptional outcomes. These chaotic environments increase the stress and burnout of professionals and reduce the likelihood of optimizing success in many dimensions. Coaching is evolving as a professional skill that may influence the optimization of the health care environment. This article reflects on three coaching programs: Gallup Strengths-Based Coaching, Dartmouth Microsystem Coaching, and Health and Wellness Nurse Coaching. Each approach is presented, processes and outcomes are considered, and implications for educators are offered. Continuing education departments may recognize various coaching approaches as opportunities to support staff professionals achieve not only the triple aim, but also the quadruple aim. J Contin Educ Nurs. 2017;48(8):373-378. Copyright 2017, SLACK Incorporated.

Use of Sports Science Knowledge by Turkish Coaches.

PubMed

Kilic, Koray; Ince, Mustafa Levent

The purpose of this study is to examine the following research questions in Turkish coaching context: a) What are coaches' perceptions on the application of sport science research to their coaching methods? b) What sources do coaches utilize to obtain the knowledge they need? c) What barriers do coaches encounter when trying to access and apply the knowledge they need for their sport? In addition, differences in research questions responses were examined based on gender, years of coaching experience, academic educational level, coaching certificate level, coaching team or individual sports, and being paid or unpaid for coaching. The participants were 321 coaches (255 men, 66 women) from diverse sports and coaching levels working in Ankara. The questionnaire "New Ideas for Coaches" by Reade, Rodgers and Hall (2008) was translated, adapted into Turkish, and validated for the current study. According to our findings among Turkish coaches, there is a high prevalence of beliefs that sport science contributes to sport (79.8%);however, there are gaps between what coaches are looking for and the research that is being conducted. Coaches are most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches in getting current information. The barriers to coaches' access to sport science research are finding out the sources of information, being able to implement the sport science knowledge into the field of coaching, lack of monetary support in acquiring knowledge, and language barriers. Also, differences in perceptions and preferences for obtaining new information were identified based on coaches' gender, coaching contexts (i.e., professional-amateur), coaching settings (i.e., team/individual), and their other demographic characteristics (i.e., coaching experience, coaching educational level, and coaching certificate level). Future coach education programs should emphasize the development of coaches' competencies in identifying and accessing eligible sports science knowledge sources and lack of money for acquiring information while also tailoring the messages based on differences in coaching contexts, coaching settings, and coaches' demographic characteristics so as to ensure successful knowledge transfer.

Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research

ERIC Educational Resources Information Center

McQuade, Sarah; Davis, Louise; Nash, Christine

2015-01-01

Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in…

What Can Physical Educators Learn from Coaches?

ERIC Educational Resources Information Center

Jefferies, Stephen C.

2005-01-01

Nearly 20 year ago, Daryl Siedentop wrote that in good high school physical education programs, PE teachers rarely coached. His point was not that coaching developed bad teaching habits, but rather that it was difficult to successfully combine both jobs. The planning and preparation needed to effectively teach or successfully coach takes time.…

Changing the Face of Coach Education: Using Ethno-Drama to Depict Lived Realities

ERIC Educational Resources Information Center

Morgan, Kevin; Jones, Robyn L.; Gilbourne, David; Llewellyn, David

2013-01-01

Background: Coaching holistically and viewing coaching as interdisciplinary, where different knowledges meet, interconnect and dissect, has increasingly gained recognition. In an effort to engage more effectively with this agenda and to educate coaches to meet the integrated, fluid nature of their work, Jones and Turner advocated a problem-based…

The "Health Coaching" programme: a new patient-centred and visually supported approach for health behaviour change in primary care.

PubMed

Neuner-Jehle, Stefan; Schmid, Margareta; Grüninger, Ueli

2013-07-17

Health related behaviour is an important determinant of chronic disease, with a high impact on public health. Motivating and assisting people to change their unfavourable health behaviour is thus a major challenge for health professionals. The objective of the study was to develop a structured programme of counselling in primary care practice, and to test its feasibility and acceptance among general practitioners (GPs) and their patients. Our new concept integrates change of roles, shared responsibility, patient-centredness, and modern communication techniques-such as motivational interviewing. A new colour-coded visual communication tool is used for the purpose of leading through the 4-step counselling process. As doctors' communication skills are crucial, communication training is a mandatory part of the programme. We tested the feasibility and acceptance of the "Health Coaching" programme with 20 GPs and 1045 patients, using questionnaires and semistructured interviewing techniques. The main outcomes were participation rates; the duration of counselling; patients' self-rated behavioural change in their areas of choice; and ratings of motivational, conceptual, acceptance, and feasibility issues. In total, 37% (n=350) of the patients enrolled in step 1 completed the entire 4-Step counselling process, with each step taking 8-22 minutes. 50% of ratings (n=303) improved by one or two categories in the three-colour circle, and the proportion of favourable health behaviour ratings increased from 9% to 39%. The ratings for motivation, concept, acceptance, and feasibility of the "Health Coaching" programme were consistently high. Our innovative, patient-centred counselling programme for health behaviour change was well accepted and feasible among patients and physicians in a primary care setting. Randomised controlled studies will have to establish cost-effectiveness and promote dissemination.

A Survey of Practicing Sleep Coaches.

PubMed

Ingram, David G; Mindell, Jodi A; Puzino, Kristina; Walters, Russel M

2018-01-01

Sleep coaches are individuals of various backgrounds who offer services to families struggling with behavioral childhood sleep problems. We conducted a survey of coaches to further elucidate scope of practice, practice patterns, geographic distribution, education, training, and beliefs regarding qualification requirements. A Web-based survey was completed by 142 individuals who identified as a sleep coach. Coaches were distributed across 17 countries and 5 continents. Overall, 65% of coaches served clients in countries beyond their home country. Within the United States, coaches were generally located in more affluent and well-educated zip codes near large metropolitan centers, 91% served clients beyond their home state, and 56% served clients internationally. Educational background varied across coaches (12% high school degree, 51% bachelor's degree, 32% master's degree, 2% doctoral degree, 1.5% JD degree). Few coaches (20%) were or had been licensed health care providers or carried malpractice insurance (38%). Coaches usually provided services for children < 4 months of age to about 6 years of age, and were much less likely to provide services for children with comorbid neurodevelopmental (32%) or significant medical disorders (19%). Coaches reported an average of 3 new and 6 total clients per week and working 20 hr per week on average. Most coaches (76%) felt that a formal sleep coach training program was the most important qualification for practice. These results highlight a diversity of background, training, and geographical distribution of sleep coaches, and may help inform discussions regarding guidelines for training and credentialing of sleep coaches.

Advocating for Coaching Education with the New "National Coaching Report"

ERIC Educational Resources Information Center

Bodey, Kimberly J.; Brylinsky, Jody; Kuhlman, Jolynn

2008-01-01

There is much variability in coach preparation across the United States. No one model of coach development seems to fit the needs of all levels of sport competition or the wide variety of consumers. Moreover, there are many entities involved in prescribing requirements such as national governing bodies, state legislatures and boards of education,…

The Open Society and Coach Education: A Philosophical Agenda for Policy Reform and Future Sociological Research

ERIC Educational Resources Information Center

Piggott, David

2015-01-01

Background: The realisation of the strategic importance of high quality coaching to the achievement of national sport policy objectives is resulting in extensive movements to professionalise the coaching industry. Interest in coach education is therefore growing among academics and policy-makers alike. A recent review of literature in this field,…

Consequences of the Use of Private Coaching System to Enter Universities: A Study in Sri Lanka

ERIC Educational Resources Information Center

Siyambalapitiya, Sarath B.

2005-01-01

University admissions for professional degree programmes has become very competitive in many countries in the world. While students have to score high aggregate of marks at the university entrance examinations, other criteria may also have to be met. As a result, additional private coaching outside the normal high school system is being sought by…

"Just Wait Then and See What He Does": A Speech Act Analysis of Healthcare Professionals' Interaction Coaching with Parents of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

McKnight, Lindsay M.; O'Malley-Keighran, Mary-Pat; Carroll, Clare

2016-01-01

Background: There is evidence indicating that parent training programmes including interaction coaching of parents of children with autism spectrum disorders (ASD) can increase parental responsiveness, promote language development and social interaction skills in children with ASD. However, there is a lack of research exploring precisely how…

Patient education as a status passage in life - An ethnographic study exploring participation in a Danish group based patient education programme.

PubMed

Kristiansen, Tine Mechlenborg; Antoft, Rasmus

2016-06-01

In this paper, we apply the theory of status passage to the empirical field of group-based patient education. On the basis of ethnographic fieldwork carried out in the context of a local Danish patient education programme aimed at people diagnosed with rheumatoid arthritis, we illustrate how participation in the programme for the recently diagnosed is a regularised status passage symbolising a transition in life from a novice to a more experienced person with chronic illness. We demonstrate how central properties of status passage are at play and how they are shaped by interactions among the different agents: participants, lay experts and health professionals. We highlight how the unique biographical situation of the individual and the individual timing of participation is an important factor affecting whether the patient education programme succeeds in regularising the status passage. We highlight the ambiguity of the role of the health professionals in directing the status passage of the recently diagnosed. On one hand, health professionals empowered the participants by giving them access to professional knowledge and guidance and thereby supporting the status passage. On the other hand, the effort to direct responsibility back to the participants did not consider individual biographical situations, and thereby risked leaving the participants frustrated and unable to pass. Further, we point to the special significance of the socialising process between the participants, with the recently diagnosed being the novices asking questions and seeking guidance and the lay experts and the experienced participants taking the role of coaches, guiding the recently diagnosed managing the status passage into chronic illness. Copyright © 2016 Elsevier Ltd. All rights reserved.

Survey of the Nutrition Knowledge Of Practicing Male and Female Physical Educator/Coaches.

ERIC Educational Resources Information Center

Webb, James L.; And Others

An assessment was made of the extent of nutrition knowledge of physical education teachers and coaches. The investigation addressed three primary questions: (1) Do practicing physical educator/coaches possess nutritional knowledge comparable to that of college students enrolled in a university basic nutrition class?; (2) Do male and female…

Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

ERIC Educational Resources Information Center

Wilson, Kaitlyn P.; Dykstra, Jessica R.; Watson, Linda R.; Boyd, Brian A.; Crais, Elizabeth R.

2012-01-01

Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early…

Doctor coach: a deliberate practice approach to teaching and learning clinical skills.

PubMed

Gifford, Kimberly A; Fall, Leslie H

2014-02-01

The rapidly evolving medical education landscape requires restructuring the approach to teaching and learning across the continuum of medical education. The deliberate practice strategies used to coach learners in disciplines beyond medicine can also be used to train medical learners. However, these deliberate practice strategies are not explicitly taught in most medical schools or residencies. The authors designed the Doctor Coach framework and competencies in 2007-2008 to serve as the foundation for new faculty development and resident-as-teacher programs. In addition to teaching deliberate practice strategies, the programs model a deliberate practice approach that promotes the continuous integration of newly developed coaching competencies by participants into their daily teaching practice. Early evaluation demonstrated the feasibility and efficacy of implementing the Doctor Coach framework across the continuum of medical education. Additionally, the Doctor Coach framework has been disseminated through national workshops, which have resulted in additional institutions applying the framework and competencies to develop their own coaching programs. Design of a multisource evaluation tool based on the coaching competencies will enable more rigorous study of the Doctor Coach framework and training programs and provide a richer feedback mechanism for participants. The framework will also facilitate the faculty development needed to implement the milestones and entrustable professional activities in medical education.

Investigating the Usability and Efficacy of Customizable Computer Coaches for Introductory Physics Problem Solving

NASA Astrophysics Data System (ADS)

Aryal, Bijaya

2016-03-01

We have studied the impacts of web-based Computer Coaches on educational outputs and outcomes. This presentation will describe the technical and conceptual framework related to the Coaches and discuss undergraduate students' favorability of the Coaches. Moreover, its impacts on students' physics problem solving performance and on their conceptual understanding of physics will be reported. We used a qualitative research technique to collect and analyze interview data from 19 undergraduate students who used the Coaches in the interview setting. The empirical results show that the favorability and efficacy of the Computer Coaches differ considerably across students of different educational backgrounds, preparation levels, attitudes and epistemologies about physics learning. The interview data shows that female students tend to have more favorability supporting the use of the Coach. Likewise, our assessment suggests that female students seem to benefit more from the Coaches in their problem solving performance and in conceptual learning of physics. Finally, the analysis finds evidence that the Coach has potential for increasing efficiency in usage and for improving students' educational outputs and outcomes under its customized usage. This work was partially supported by the Center for Educational Innovation, Office of the Senior Vice President for Academic Affairs and Provost, University of Minnesota.

Career Development and Learning Pathways of Paralympic Coaches With a Disability.

PubMed

Douglas, Scott; Falcão, William R; Bloom, Gordon A

2018-01-01

The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.

Handball coaches' perceptions about the value of working competences according to their coaching background.

PubMed

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey's post hoc multiple comparisons to analyse coaches' perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key pointsThree major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background.The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important.The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches' academic education level.Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background.

Use of Sports Science Knowledge by Turkish Coaches

PubMed Central

KILIC, KORAY; INCE, MUSTAFA LEVENT

2015-01-01

The purpose of this study is to examine the following research questions in Turkish coaching context: a) What are coaches’ perceptions on the application of sport science research to their coaching methods? b) What sources do coaches utilize to obtain the knowledge they need? c) What barriers do coaches encounter when trying to access and apply the knowledge they need for their sport? In addition, differences in research questions responses were examined based on gender, years of coaching experience, academic educational level, coaching certificate level, coaching team or individual sports, and being paid or unpaid for coaching. The participants were 321 coaches (255 men, 66 women) from diverse sports and coaching levels working in Ankara. The questionnaire “New Ideas for Coaches” by Reade, Rodgers and Hall (2008) was translated, adapted into Turkish, and validated for the current study. According to our findings among Turkish coaches, there is a high prevalence of beliefs that sport science contributes to sport (79.8%);however, there are gaps between what coaches are looking for and the research that is being conducted. Coaches are most likely to attend seminars or consult other coaches to get new information. Scientific publications were ranked very low by the coaches in getting current information. The barriers to coaches’ access to sport science research are finding out the sources of information, being able to implement the sport science knowledge into the field of coaching, lack of monetary support in acquiring knowledge, and language barriers. Also, differences in perceptions and preferences for obtaining new information were identified based on coaches’ gender, coaching contexts (i.e., professional-amateur), coaching settings (i.e., team/individual), and their other demographic characteristics (i.e., coaching experience, coaching educational level, and coaching certificate level). Future coach education programs should emphasize the development of coaches’ competencies in identifying and accessing eligible sports science knowledge sources and lack of money for acquiring information while also tailoring the messages based on differences in coaching contexts, coaching settings, and coaches’ demographic characteristics so as to ensure successful knowledge transfer. PMID:27182411

Reflection and Reflective Practice Discourses in Coaching: A Critical Analysis

ERIC Educational Resources Information Center

Cushion, Christopher J.

2018-01-01

Reflection and reflective practice is seen as an established part of coaching and coach education practice. It has become a "taken-for-granted" part of coaching that is accepted enthusiastically and unquestioningly, and is assumed to be "good" for coaching and coaches. Drawing on sociological concepts, a primarily Foucauldian…

Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Templin, Thomas J.; Levesque-Bristol, Chantal; Blankenship, Bonnie Tjeerdsma

2014-01-01

The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience…

Coaching Doctoral Students--A Means to Enhance Progress and Support Self-Organisation in Doctoral Education

ERIC Educational Resources Information Center

Godskesen, Mirjam; Kobayashi, Sofie

2016-01-01

In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students' sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We…

Evaluation of nurses’ changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care: a qualitative study

PubMed Central

Roets-Merken, Lieve M; Vernooij-Dassen, Myrra J F J; Zuidema, Sytse U; Dees, Marianne K; Hermsen, Pieter G J M; Kempen, Gertrudis I J M; Graff, Maud J L

2016-01-01

Objectives To gain insights into the process of nurses’ changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care, and into the factors that contributed to these changes in their perceptions. Design Qualitative study alongside a cluster randomised controlled trial. Setting 17 long-term care homes spread across the Netherlands. Participants 34 licensed practical nurses supporting 54 dual sensory impaired older adults. Intervention A 5-month training programme designed to enable nurses to support the self-management of dual sensory impaired older adults in long-term care. Primary outcomes Nurses’ perceptions on relevance and feasibility of the self-management programme collected from nurses’ semistructured coaching diaries over the 5-month training and intervention period, as well as from trainers’ reports. Results Nurses’ initial negative perceptions on relevance and feasibility of the intervention changed to positive as nurses better understood the concept of autonomy. Through interactions with older adults and by self-evaluations of the effect of their behaviour, nurses discovered that their usual care conflicted with client autonomy. From that moment, nurses felt encouraged to adapt their behaviour to the older adults’ autonomy needs. However, nurses’ initial unfamiliarity with conversation techniques required a longer exploration period than planned. Once client autonomy was understood, nurses recommended expanding the intervention as a generic approach to all their clients, whether dual sensory impaired or not. Conclusions Longitudinal data collection enabled exploration of nurses’ changes in perceptions when moving towards self-management support. The training programme stimulated nurses to go beyond ‘protocol thinking’, discovering client autonomy and exploring the need for their own behavioural adaptations. Educational programmes for practical nurses should offer more longitudinal coaching of autonomy supportive conversational skills. Intervention programming should acknowledge that change is a process rather than an event, and should include self-evaluations of professional behaviours over a period of time. Trial registration number NCT01217502, Post-results. PMID:27856482

Evaluation of nurses' changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care: a qualitative study.

PubMed

Roets-Merken, Lieve M; Vernooij-Dassen, Myrra J F J; Zuidema, Sytse U; Dees, Marianne K; Hermsen, Pieter G J M; Kempen, Gertrudis I J M; Graff, Maud J L

2016-11-17

To gain insights into the process of nurses' changing perceptions when trained to implement a self-management programme for dual sensory impaired older adults in long-term care, and into the factors that contributed to these changes in their perceptions. Qualitative study alongside a cluster randomised controlled trial. 17 long-term care homes spread across the Netherlands. 34 licensed practical nurses supporting 54 dual sensory impaired older adults. A 5-month training programme designed to enable nurses to support the self-management of dual sensory impaired older adults in long-term care. Nurses' perceptions on relevance and feasibility of the self-management programme collected from nurses' semistructured coaching diaries over the 5-month training and intervention period, as well as from trainers' reports. Nurses' initial negative perceptions on relevance and feasibility of the intervention changed to positive as nurses better understood the concept of autonomy. Through interactions with older adults and by self-evaluations of the effect of their behaviour, nurses discovered that their usual care conflicted with client autonomy. From that moment, nurses felt encouraged to adapt their behaviour to the older adults' autonomy needs. However, nurses' initial unfamiliarity with conversation techniques required a longer exploration period than planned. Once client autonomy was understood, nurses recommended expanding the intervention as a generic approach to all their clients, whether dual sensory impaired or not. Longitudinal data collection enabled exploration of nurses' changes in perceptions when moving towards self-management support. The training programme stimulated nurses to go beyond 'protocol thinking', discovering client autonomy and exploring the need for their own behavioural adaptations. Educational programmes for practical nurses should offer more longitudinal coaching of autonomy supportive conversational skills. Intervention programming should acknowledge that change is a process rather than an event, and should include self-evaluations of professional behaviours over a period of time. NCT01217502, Post-results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Teaching Games for Understanding: The Difficulties and Challenges Experienced by Participation Cricket Coaches

ERIC Educational Resources Information Center

Roberts, Simon John

2011-01-01

Background: Recent changes in the structure and delivery of formalised coach education courses such as the United Kingdom Coaching Framework (UKCF) and the United Kingdom Coaching Certificate (UKCC) has manifested in an increased importance on sports coaches adopting holistic and player-centred coaching pedagogy. For one National Governing Body of…

Handball Coaches’ Perceptions About the Value of Working Competences According to Their Coaching Background

PubMed Central

Mesquita, Isabel; Borges, Mario; Rosado, Antonio; Souza, Adriano De

2011-01-01

The purpose of this study was to analyze the value attributed to given working competences, by Portuguese handball coaches according to their coaching background, certification level, coaching experience, and level of education. A sample of 207 handball coaches responded to a questionnaire which included demographic characteristics and a scale focused on perceptions of the level of importance attributed to working competences. Data analysis included an exploratory factorial analysis applying Maximum Likelihood Factoring (MLF) and Oblimin rotation. These factors were submitted to a One-way ANOVA and Tukey’s post hoc multiple comparisons to analyse coaches’ perceptions according to their coaching background. A six factor solution was found where three major domains of competences were highlighted; the first one related to training and competition (e.g. planning and conducting the training, team administration in competition, annual and multi-annual planning, and coaching methodology); the second one related to social and cultural issues and management (e.g. implementation of youth sport development projects, team leadership and coach education) and the third one related to the cognitive background (meta-cognitive competences). The importance ascribed to some working competences was influenced by their coaching experience and certification level. Highly experienced and qualified coaches perceived competences of everyday practice, social, cultural and management issues related to training and competition as more important than the other coaches. This study suggests the need to consider some working competences, until now not explicitly present in the Portuguese coaching education curriculum which could enable coaches to choose the best way to practice/work in a manner that will foster and support their professional development. Key points Three major domains of competences were highlighted by Portuguese handball coaches. The first one related to training and competition, the second one related to social and cultural issues and management and the third one related to the cognitive background. The importance ascribed by Portuguese handball coaches to some working competences was influenced by their coaching experience and certification level, as high experienced coaches and coaches with higher certification levels perceived competences related to training and competition of the everyday practice and social, cultural issues and management as more important. The value attributed by Portuguese handball coaches to working competences did not vary according to the coaches’ academic education level. Portuguese handball coaches valued the meta-cognitive competences, the competences to implement sport development project and related to annual and multi-annual planning independently of their coaching background. PMID:24149314

"The Power of Our Words and Flesh": An Experienced Literacy Coach's Love Letter to Incoming Educators about the Transformational Roles of Relationships and the Body in Learning

ERIC Educational Resources Information Center

Woodcock, Christine; Hakeem, Phyllis

2015-01-01

Framed by the importance of language, and the ways that knowledge is embodied, this study explores the "coaching side" of literacy coaching, providing tips to educators. Phyllis, an experienced coach nearing retirement, wanted to provide insights to incoming teachers as she reflected on the question "Why 'do' we teach, anyway?"…

Culturally Proficient Coaching: Supporting Educators to Create Equitable Schools

ERIC Educational Resources Information Center

Lindsey, Delores B.; Martinez, Richard S.; Lindsey, Randall B.

2006-01-01

Multicultural classrooms require a multifaceted approach to creating inclusive, learning-rich environments that empower all students. To meet this growing need, "Culturally Proficient Coaching" provides educators with a simple, yet comprehensive, new framework: a powerful fusion of the field-tested and respected Cognitive Coaching and Cultural…

A qualitative review of sports concussion education: prime time for evidence-based knowledge translation.

PubMed

Mrazik, Martin; Dennison, Christopher R; Brooks, Brian L; Yeates, Keith Owen; Babul, Shelina; Naidu, Dhiren

2015-12-01

Educating athletes, coaches, parents and healthcare providers about concussion management is a public health priority. There is an abundance of information on sports concussions supported by position statements from governing sport and medical organisations. Yet surveys of athletes, parents, coaches and healthcare providers continue to identify multiple barriers to the successful management of sports concussion. To date, efforts to provide education using empirically sound methodologies are lacking. To provide a comprehensive review of scientific research on concussion education efforts and make recommendations for enhancing these efforts. Qualitative literature review of sports concussion education. Databases including PubMed, Sport Discus and MEDLINE were searched using standardised terms, alone and in combination, including 'concussion', 'sport', 'knowledge', 'education' and 'outcome'. Studies measuring the success of education interventions suggest that simply presenting available information may help to increase knowledge about concussions, but it does not produce long-term changes in behaviour among athletes. Currently, no empirical reviews have evaluated the success of commercially available sports concussion applications. The most successful education efforts have taken steps to ensure materials are user-friendly, interactive, utilise more than one modality to present information and are embedded in mandated training programmes or support legislation. Psychosocial theory-driven methods used to understand and improve 'buy in' from intended audiences have shown promise in changing behaviour. More deliberate and methodologically sound steps must be taken to optimise education and knowledge translation efforts in sports concussion. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The reach and adoption of a coach-led exercise training programme in community football.

PubMed

Finch, Caroline F; Diamantopoulou, Kathy; Twomey, Dara M; Doyle, Tim L A; Lloyd, David G; Young, Warren; Elliott, Bruce C

2014-04-01

To determine the reach and adoption of a coach-led exercise training programme for lower limb injury prevention. Secondary analysis of data from a group-clustered randomised controlled trial. A periodised exercise training warm-up programme was delivered to players during training sessions over an 8-week preseason (weeks 1-8) and 18-week playing season. 1564 community Australian football players. Reach, measured weekly, was the number of players who attended training sessions. Adoption was the number of attending players who completed the programme in full, partially or not at all. Reasons for partial or non-participation were recorded. In week 1, 599 players entered the programme; 55% attended 1 training session and 45% attended > 1 session. By week 12, 1540 players were recruited but training attendance (reach) decreased to <50%. When players attended training, the majority adopted the full programme-ranging from 96% (week 1) to above 80% until week 20. The most common reasons for low adoption were players being injured, too sore, being late for training or choosing their own warm-up. The training programme's reach was highest preseason and halved at the playing season's end. However, when players attended training sessions, their adoption was high and remained close to 70% by season end. For sports injury prevention programmes to be fully effective across a season, attention also needs to be given to (1) encouraging players to attend formal training sessions and (2) considering the possibility of some form of programme delivery outside of formal training.

Coach development programmes to improve interpersonal coach behaviours: a systematic review using the re-aim framework.

PubMed

Evans, M Blair; McGuckin, Matthew; Gainforth, Heather L; Bruner, Mark W; Côté, Jean

2015-07-01

Although evidence supports the effectiveness of interpersonal Coach Development Programmes (CDPs), which are designed to foster coach-athlete relationships, an intervention's impact is shaped by numerous factors over and above effectiveness. The purpose of this systematic review was to examine the extent that published articles describing interpersonal CDP trials reported on indicators of internal and external validity, as conceptualised in the RE-AIM framework (ie, Reach, Effectiveness, Adoption, Implementation and Maintenance). The search strategy was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines, involving a database search and supplemental manual search of key articles and journals. After initial screening, the full-text search strategy involved identifying articles describing CDP trials and then selecting a specific subgroup of articles involving interpersonal CDP trials and excluding ineligible articles. Resulting trials were coded using a 47-item sport coaching adaptation of the RE-AIM coding sheet. 17 published articles met eligibility criteria, representing 10 distinct CDP trials. After attaining coder agreement, global ratings of RE-AIM indicators within interpersonal CDP trials ranged from the low to moderate quality. Whereas indicators of effectiveness and implementation were reported to some extent across all studies, maintenance within sport organisations and a number of specific indicators from across dimensions were rarely reported. These findings inform the future design and evaluation of CDPs that have the potential to be adopted in numerous settings and reach athletes and coaches who can most benefit. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Investigation of the Human Rights Attitudes in Sport among Physical Education Teacher and Coaching Candidates

ERIC Educational Resources Information Center

Semsek, Önder; Mirzeoglu, Nevzat; Çoknaz, Hakki

2017-01-01

Aim of the study is to investigate human rights attitudes in sport among the students who are studying physical education and coaching in Turkey. The research method of this study was survey. 232 physical education students (116 male and 116 female) and 200 coaching students (141 male and 59 female) voluntarily participated in this study. Data was…

Administrative Coaching Practices: Content, Personalization, and Support

ERIC Educational Resources Information Center

Hayashi, Christine A.

2016-01-01

This study surveys educators who have completed, or are in their second year of, an administrative coaching program that results in a California Clear Administrative Credential, also known as Tier II. The purpose of the study is to determine the perceptions of these educators regarding whether current practices in administrative coaching programs…

See Me, Hear Me, Coach Me

ERIC Educational Resources Information Center

Rock, Marcia L.; Gregg, Madeleine; Howard, Pamela W.; Ploessl, Donna M.; Maughn, Sharron; Gable, Robert A.; Zigmond, Naomi P.

2009-01-01

Although the idea of educational coaching is not new, the way teachers-in-training across six west Alabama counties are receiving job-embedded support is far from routine. Educational consultants 764 miles away are pioneering the use of virtual coaching for professional development. From their offices at the Pennsylvania Training and Technical…

"Tidy, Toned and Fit": Locating Healthism within Elite Athlete Programmes

ERIC Educational Resources Information Center

Brown, Seth

2017-01-01

Coaches and athletes have been increasingly inundated with power related "truths" about their bodies, health and performance as they construct their subjectivities. Over the last couple of decades in New Zealand, schools have initiated elite athlete programmes (EAPs) for a select few students based primarily on their athletic ability and…

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study

PubMed Central

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Background Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students’ and tutors’ experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. Methods The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Results Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor–student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. Conclusions It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students’ cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process. PMID:27396900

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Background Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. Methods The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Results Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. Conclusions It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

Peer coaching as a technique to foster professional development in clinical ambulatory settings.

PubMed

Sekerka, Leslie E; Chao, Jason

2003-01-01

Few studies have examined how peer coaching is an effective educational and development technique in contexts outside the classroom. This research focused on peer coaching as a platform to study the process of professional development for physicians. The purpose was to identify perceived benefits coaches received from a coaching encounter and how this relates to their own process of professional development. Critical incident interviews with 13 physician coaches were conducted and tape recorded. Themes were identified using a thematic analysis technique. Themes emerged clustering around two distinct benefit orientations. Group 1, reflection and teaching coaches, tended to focus on others and discuss how positively they experienced the encounter. Group 2, personal learning and change coaches, expressed benefits along more personal lines. Peer coaching contributes to physicians' professional development by encouraging reflection time and learning. Peer coaching affords positive impact to those who coach in addition to those who receive the coaching. The two clusters of benefits support the performance, learning, and development theory in that there are multiple modes to describe adult growth and development. Programs of this type should be considered in medical faculty development activities associated with medical education.

The learning and mentoring experiences of Paralympic coaches.

PubMed

Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

2017-04-01

Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

Professional Preparation in Physical Education and Coaching.

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

This booklet is the product of a conference of the American Association of Health, Physical Education, and Recreation, the purpose of which was to revise professional preparation quidelines in dance, physical education, recreation education, and health and safety education. This report includes sections on physical education and coaching and on…

Coaching Psychology: An Approach to Practice for Educational Psychologists

ERIC Educational Resources Information Center

Adams, Mark

2016-01-01

Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve…

Health Coaching: A Developing Field within Health Education

ERIC Educational Resources Information Center

Palmer, Stephen

2004-01-01

The health promotion and health education literature has references to health counselling. Yet, beyond the field of health, coaching has become a popular method to enhance and facilitate individual and group performance in business, sports, and personal areas of life. This paper focuses on the recent development of health coaching by practitioners…

Partnering Principal and Teacher Candidates: Exploring a Virtual Coaching Model in Teacher Education

ERIC Educational Resources Information Center

Stapleton, Joy; Tschida, Christina; Cuthrell, Kristen

2017-01-01

Colleges of education are constantly searching for innovations to develop stronger graduates. This paper describes and shares findings from a study of a virtual coaching partnership model that links a principal candidate with a teacher candidate. Through the use of existing virtual coaching software, this model provides teacher candidates with…

Proposal for Voluntary Coaching Certification and Formulation of the Illinois Athletic Coaching Certification Board.

ERIC Educational Resources Information Center

Buckellew, Wm.; And Others

A proposal developed by the Illinois Association for Professional Preparation in Health, Physical Education, and Recreation and the Illinois Association for Health, Physical Education and Recreation for a program involving voluntary coaching certification in Illinois is described. Topics discussed include: (1) the certifying body's composition and…

Communication and Influencing for ED Professionals: A training programme developed in the emergency department for the emergency department.

PubMed

Rixon, Andrew; Rixon, Sascha; Addae-Bosomprah, Hansel; Ding, Mingshuang; Bell, Anthony

2016-08-01

The objective of the present study is to develop and pilot a communication and influencing skills training programme that meets ED health professionals' needs at an urban district hospital. Qualitative methods within a participatory action research framework were utilised. An interdisciplinary team guided the programme's design and development. A training needs analysis saw team meetings, interviews, focus groups and observations conducted across the ED. Thematic analysis of the data identified health professionals' communication and influencing challenges. The training needs analysis informed the training programme curriculum's development. The pilot programme involved an interdisciplinary group of seven health professionals across 5 × 2 h sessions over 3 months, followed by a post-training survey. Five themes of communication and influencing challenges were identified: participating in effective handovers, involving patients in bedside handovers, effectively communicating with interdepartmental colleagues, asking ED colleagues to do tasks and understanding ED colleagues' roles, expectations and assumptions. Based on these challenges, the formulated RESPECT model (which stands for Relationships, Expectations, Styles, Partnerships, Enquiry, Coaching and Teamwork) informed the training curriculum. The peer coaching model used in the training programme was highly regarded by participants. Communication and Influencing for ED Professionals™ (Babel Fish Group Pty Ltd, Melbourne, Victoria, Australia) addresses a gap for communication programmes developed in the ED for the ED. Future research will evaluate the programme's impact in this ED. © 2016 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Sources, topics and use of knowledge by coaches.

PubMed

Stoszkowski, John; Collins, Dave

2016-01-01

In recent years, the value of social learning approaches as part of the design and delivery of formalised coach development initiatives has gained credence in the literature. However, insight is currently lacking into the fundamental social dimensions that underpin coach learning. Accordingly, this study aimed to explore coaches' perceptions of their actual and preferred methods of acquiring new coaching knowledge, the types of knowledge they currently acquire and/or desire, and their application of new knowledge. Responses to an online survey, completed by practicing coaches (N = 320) in a range of sports and contexts, were analysed descriptively and inductively. Results revealed that coaches preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. Notably, however, formal coach education courses were also reported relatively frequently as a source of recent knowledge acquisition. Nevertheless, critical justification for and application of acquired knowledge was largely absent. Based on the findings, we suggest that, before social learning activities such as mentoring schemes and communities of practice are placed at the centre of formalised coach development provision, coach educators must put in place the support structures to better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on coach learning, aiming to ensure that their informal development is sufficiently open-minded, reflective and critical.

Financial Coaching's Potential for Enhancing Family Financial Security

ERIC Educational Resources Information Center

Collins, J. Michael; Olive, Peggy; O'Rourke, Collin M.

2013-01-01

Financial coaching is an emerging complement to financial education and counseling. As defined in this article, financial coaching is a process whereby participants set goals, commit to taking certain actions by specific dates, and are then held accountable by the coach. In this way, financial coaching is designed to help participants bridge the…

Collegiate coaches' knowledge of the female athlete triad in relation to sport type.

PubMed

Frideres, Jillian E; Mottinger, Sue G; Palao, José M

2016-03-01

The purpose of this study was to determine what coaches of female athletes know about the three components of the female athlete triad with regard to type of sport coached and the characteristics of the coach. The sample consisted of 309 NCAA Division I coaches of female athletes in the sports of: sports with subjective scoring of performance (gymnastics and diving), low body weight sports (cross country and rowing), revealing or fitted clothing (volleyball and swimming), and other (soccer and basketball). An original, self-report questionnaire, and a 4-point Likert scale to measure confidence in answer was used. The variables were: knowledge, confidence, and coach's characteristics (coach's gender, degree held, years of experience in coaching females, continuing education participation specific to the triad and triad components, and type of sport coached). Coaches of low body weight sports scored significantly higher than both coaches of sports requiring fitted clothing and "other" sports in the overall score. They further had significantly more confidence in their answers than coaches of "other" sports. No significant differences in the overall score in any of the types of sport or total values were found regarding gender, experience, and degree. Coaches who had received training about the triad or its components scored significantly higher than coaches who did not receive training. The results demonstrated a lack of information among coaches and that participating in formative training can help to reduce this problem. The results found can help in the design of continuing education for coaches.

Pre-Exercise Screening and Health Coaching in CHD Secondary Prevention: A Qualitative Study of the Patient Experience

ERIC Educational Resources Information Center

Shaw, R.; Gillies, M.; Barber, J.; MacIntyre, K.; Harkins, C.; Findlay, I. N.; McCloy, K.; Gillie, A.; Scoular, A.; MacIntyre, P. D.

2012-01-01

Secondary prevention programmes can be effective in reducing morbidity and mortality from coronary heart disease (CHD). In particular, UK guidelines, including those from the Department of Health, emphasize physical activity. However, the effects of secondary prevention programmes with an exercise component are moderate and uptake is highly…

Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students.

ERIC Educational Resources Information Center

Galbraith, Paul; Anstrom, Kris

1995-01-01

Peer coaching develops from a leadership role on the part of educators of linguistically and culturally diverse (LCD) students, together with an interdisciplinary cooperation between bilingual/English as a Second Language (ESL) and mainstream staff. Peer coaching is a professional development method in which teachers share their expertise and…

E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

ERIC Educational Resources Information Center

Kovalchuck, Vasyl; Vorotnykova, Iryna

2017-01-01

The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring…

Virtual Bugs: An Innovative Peer Coaching Intervention to Improve the Instructional Behaviors of Teacher Candidates

ERIC Educational Resources Information Center

Benson, Tammy; Cotabish, Alicia

2014-01-01

Throughout the evolution of education, various methods of teacher training have emerged to provide general professional development to educators. After trial and error, forms of coaching, including peer coaching, emerged as one of several operational training tools and has been a recommended method of teacher development in recent years (Cotabish…

Experiencing Leadership Like a Coach

ERIC Educational Resources Information Center

Matthews, Nancy

2016-01-01

This note is a reflection on experiences as an educational leader, as well as provides a perspective on educational leadership, based on professional reading. It offers the metaphor of the coach, initiating a case for using a coaching philosophy as a model for a sustained form of leadership. It invites the reader to consider that with a game plan…

Growth in Coaching Skills over a Three-Year Period: Progress toward Mastery.

ERIC Educational Resources Information Center

Edwards, Jennifer L.; Green, Kathy E.

This study examined cognitive coaching conferences between 1994 and 1997 as teachers practiced their coaching skills. Participants were part of a 3-year grant funded by the U.S. Department of Education. The cognitive coaching process was used to provide teachers with support in implementing content standards. Coaches participating in the study…

What Are the Key Qualities and Skills of Effective Team Coaches?

ERIC Educational Resources Information Center

Jacox, William

2016-01-01

The purpose of this dissertation was to identify and understand the key qualities and skills of effective team coaches. The results serve to educate and inform those aspiring to be organizational team coaches, those presently serving as team coaches, those developing curriculum to train team coaches, and those responsible for choosing and hiring…

Failure to Rehire: Why Coaches Get Fired

ERIC Educational Resources Information Center

Stewart, Craig

2014-01-01

The purpose of this work was to identify reasons coaches were not rehired in public school coaching positions. The intent was to use this information for content modification of courses in coach education. At the entry level, coaches are too often concerned only with their particular sport and how to develop successful athletes or winning teams.…

Charting the Research on the Policies and Politics of Coaching

ERIC Educational Resources Information Center

Woulfin, Sarah L.

2014-01-01

Facing relentless pressure to improve student achievement, many states and districts are using coaching as a policy lever to promote changes in practice. This special issue centers on the policies and politics of coaching, and this editorial commentary highlights what we know about the role of coaches and coaching in the field of education. Then I…

The Experience of Critical Self-Reflection by Life Coaches: A Phenomenological Study

ERIC Educational Resources Information Center

Shaw, Deanna Lynn

2012-01-01

The purpose of this study was to describe the experience of critical self-reflection by life coaches. Life coaching is expanding within many disciplines including education, health care, business, social work, and wellness. Life coaching involves a coach working with an individual or groups aimed at effecting change for professional and personal…

Nurse managers' perceptions related to their leadership styles, knowledge, and skills in these areas-a viewpoint: case of health centre wards in Finland.

PubMed

Vesterinen, Soili; Suhonen, Marjo; Isola, Arja; Paasivaara, Leena; Laukkala, Helena

2013-01-01

The purpose of this study was to explore nurse managers' perceptions related to their leadership styles, knowledge, and their skills in these areas in health centre wards in Finland. The data were collected from nurse managers (n = 252) in health centre hospitals in Finland using a structured questionnaire (response rate 63%). Six leadership styles-visionary, coaching, affiliate, democratic, commanding, and isolating-were reflected on. Almost all respondents in every age group considered four leadership styles-visionary, coaching, affiliate, and democratic-to be very important or important. Nurse managers estimated their knowledge and skills in leadership styles to be essentially fairly sufficient or sufficient. Nurse managers' abilities to reflect, understand, and, if necessary, change their leadership style influence the work unit's success and employees' job satisfaction. Nurse managers, especially new nurse managers, need more theoretic, evidence-based education to cope with these expectations and to develop their professional abilities. Together with universities, health care organizations should start planning nurse manager education programmes that focus on strategic issues, leadership, job satisfaction, challenging situations in leadership, change management, work unit management (e.g., economy, efficiency, and resources), and how the nurse managers consider their own wellbeing.

Nurse Managers' Perceptions Related to Their Leadership Styles, Knowledge, and Skills in These Areas—A Viewpoint: Case of Health Centre Wards in Finland

PubMed Central

Suhonen, Marjo; Isola, Arja; Paasivaara, Leena; Laukkala, Helena

2013-01-01

The purpose of this study was to explore nurse managers' perceptions related to their leadership styles, knowledge, and their skills in these areas in health centre wards in Finland. The data were collected from nurse managers (n = 252) in health centre hospitals in Finland using a structured questionnaire (response rate 63%). Six leadership styles—visionary, coaching, affiliate, democratic, commanding, and isolating—were reflected on. Almost all respondents in every age group considered four leadership styles—visionary, coaching, affiliate, and democratic—to be very important or important. Nurse managers estimated their knowledge and skills in leadership styles to be essentially fairly sufficient or sufficient. Nurse managers' abilities to reflect, understand, and, if necessary, change their leadership style influence the work unit's success and employees' job satisfaction. Nurse managers, especially new nurse managers, need more theoretic, evidence-based education to cope with these expectations and to develop their professional abilities. Together with universities, health care organizations should start planning nurse manager education programmes that focus on strategic issues, leadership, job satisfaction, challenging situations in leadership, change management, work unit management (e.g., economy, efficiency, and resources), and how the nurse managers consider their own wellbeing. PMID:23691356

Sports Nutrition and Doping Factors in Synchronized Swimming: Parallel Analysis among Athletes and Coaches.

PubMed

Furjan Mandic, Gordana; Peric, Mia; Krzelj, Lucijana; Stankovic, Sladana; Zenic, Natasa

2013-01-01

Although nutrition and doping are important factors in sports, neither is often investigated in synchronized swimming (Synchro).This study aimed to define and compare Synchro athletes and their coaches on their knowledge of sports nutrition (KSN)and knowledge of doping (KD); and to study factors related to KSN and KD in each of these groups. Additionally, the KSNand KD questionnaires were evaluated for their reliability and validity. Altogether, 82 athletes (17.2 ± 1.92 years of age) and 28 coaches (30.8 ± 5.26 years of age) from Croatia and Serbia were included in the study, with a 99% response rate. The testand retest correlations were 0.94 and 0.90 for the KD and KSN,respectively. Subjects responded equally to 91% queries of the KD and 89% queries of the KSN. Although most of the coache sare highly educated, they declared self-education as the primary source of information about doping and sport-nutrition. Coaches scored higher than their athletes on both questionnaires which defined appropriate discriminative validity of the questionnaires. Variables such as age, sports experience and formal education are positively correlated to KSN and KD scores among athletes. The athletes who scored better on the KD are less prone to doping behavior in the future. These data reinforce the need for systematic educational programs on doping and sports nutrition in synchronized swimming. Special attention should be placed on younger athletes. Key PointsAlthough most of the synchro coaches are highly educated, self-education is declared as the primary source of information about doping and sportnutrition.The knowledge of doping and doping-health hazards are negatively related to potential doping behavior in the future among synchronized swimmersThe data reinforce the need for systematic educational programs on doping and sports nutrition in synchronized swimming.We advocate improving the knowledge of sports nutrition among older coaches and the knowledge of doping among younger coaches, while among athletes,younger swimmers should be targeted.

Sports Nutrition and Doping Factors in Synchronized Swimming: Parallel Analysis among Athletes and Coaches

PubMed Central

Furjan Mandic, Gordana; Peric, Mia; Krzelj, Lucijana; Stankovic, Sladana; Zenic, Natasa

2013-01-01

Although nutrition and doping are important factors in sports, neither is often investigated in synchronized swimming (Synchro).This study aimed to define and compare Synchro athletes and their coaches on their knowledge of sports nutrition (KSN)and knowledge of doping (KD); and to study factors related to KSN and KD in each of these groups. Additionally, the KSNand KD questionnaires were evaluated for their reliability and validity. Altogether, 82 athletes (17.2 ± 1.92 years of age) and 28 coaches (30.8 ± 5.26 years of age) from Croatia and Serbia were included in the study, with a 99% response rate. The testand retest correlations were 0.94 and 0.90 for the KD and KSN,respectively. Subjects responded equally to 91% queries of the KD and 89% queries of the KSN. Although most of the coache sare highly educated, they declared self-education as the primary source of information about doping and sport-nutrition. Coaches scored higher than their athletes on both questionnaires which defined appropriate discriminative validity of the questionnaires. Variables such as age, sports experience and formal education are positively correlated to KSN and KD scores among athletes. The athletes who scored better on the KD are less prone to doping behavior in the future. These data reinforce the need for systematic educational programs on doping and sports nutrition in synchronized swimming. Special attention should be placed on younger athletes. Key Points Although most of the synchro coaches are highly educated, self-education is declared as the primary source of information about doping and sportnutrition. The knowledge of doping and doping-health hazards are negatively related to potential doping behavior in the future among synchronized swimmers The data reinforce the need for systematic educational programs on doping and sports nutrition in synchronized swimming. We advocate improving the knowledge of sports nutrition among older coaches and the knowledge of doping among younger coaches, while among athletes,younger swimmers should be targeted PMID:24421736

Instructional Coaching: Leadership Styles and Practices

ERIC Educational Resources Information Center

Pruett, Maurisa M.

2013-01-01

Principals are traditionally the instructional leaders of a school. However, instructional coaching moves the emphasis from principals to instructional coaches by charging instructional coaches with improving the effectiveness of teachers who are critical to ensuring the successful education of a student. This research analyzed the leadership…

Educating Coaches about Concussion in Sports: Evaluation of the CDC's "Heads Up: Concussion in Youth Sports" Initiative

ERIC Educational Resources Information Center

Covassin, Tracey; Elbin, R. J.; Sarmiento, Kelly

2012-01-01

Background: Concussions remain a serious public health concern. It is important that persons involved in youth sports, particularly coaches, be made aware and educated on the signs and symptoms of concussion. This study assessed the perceptions of youth sport coaches who have received the Centers for Disease Control and Prevention's…

Community-Level Inequalities in Concussion Education of Youth Football Coaches.

PubMed

Kroshus, Emily; Kerr, Zachary Y; Lee, Joseph G L

2017-04-01

USA Football has made the Heads Up Football (HUF) concussion education program available for coaches of youth football players. Existing evidence about the effectiveness of the HUF coach education program is equivocal. For HUF and other programs, there is growing concern that even effective interventions can increase inequalities if there is different uptake or impact by SES or other demographic factors. Understanding how adoption is patterned along these lines is important for understanding equity issues in youth football. This study tested the hypothesis that there will be lower adoption of HUF among coaches of youth football players in lower-SES communities. The authors conducted a cross-sectional study of the association between community-level characteristics and number of USA Football youth league coaches who have completed HUF. Data were collected in 2014 and analyzed in 2015-2016. Implementation of the HUF program was patterned by community-level socioeconomic characteristics. Leagues located in communities with a higher percentage of families with children aged <18 years living below the poverty line and a smaller percentage of non-Hispanic white residents tended to have leagues with smaller percentages of HUF-certified coaches. As interventions are developed that reduce the risks of youth football, it is important to consider not just the effectiveness of these interventions, but also whether they reduce or exacerbate health inequities. These results suggest that relying on voluntary adoption of coach education may result in inequitable implementation. Further study is required to identify and remedy organizational and contextual barriers to implementation of coach education in youth sport. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

The New Educational Practice of Coaching, and the New Profession of the Coach

ERIC Educational Resources Information Center

Klarin, Mikhail

2015-01-01

The article provides a detailed description of coaching as a form of human development and professional activities. The article was written in the midst of developing professional standards of coaching in the Russian Federation. [This article was translated by Peter Golub.

Sportsmanship, Gamesmanship, and the Implications for Coach Education

ERIC Educational Resources Information Center

Stewart, C. Craig

2014-01-01

This article analyzes the responses of hundreds of future coaches from an introductory coaching course regarding the appropriateness of player and coach behaviors in various athletic scenarios. The scenarios epitomize ethical and sportsmanship behaviors across various sports and situations. The students read the situations and expressed their…

Implementing technical refinement in high-level athletics: exploring the knowledge schemas of coaches.

PubMed

Kearney, Philip E; Carson, Howie J; Collins, Dave

2018-05-01

This paper explores the approaches adopted by high-level field athletics coaches when attempting to refine an athlete's already well-established technique (long and triple jump and javelin throwing). Six coaches, who had all coached multiple athletes to multiple major championships, took part in semi-structured interviews focused upon a recent example of technique refinement. Data were analysed using a thematic content analysis. The coaching tools reported were generally consistent with those advised by the existing literature, focusing on attaining "buy-in", utilising part-practice, restoring movement automaticity and securing performance under pressure. Five of the six coaches reported using a systematic sequence of stages to implement the refinement, although the number and content of these stages varied between them. Notably, however, there were no formal sources of knowledge (e.g., coach education or training) provided to inform coaches' decision making. Instead, coaches' decisions were largely based on experience both within and outside the sporting domain. Data offer a useful stimulus for reflection amongst sport practitioners confronted by the problem of technique refinement. Certainly the limited awareness of existing guidelines on technique refinement expressed by the coaches emphasises a need for further collaborative work by researchers and coach educators to disseminate best practice.

Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

ERIC Educational Resources Information Center

Geber, Hilary; Bentley, Alison

2012-01-01

Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences…

Principals' Perception of School Improvement Support through outside Instructional Coaches

ERIC Educational Resources Information Center

Nurik, Inna

2015-01-01

There are numerous variations surrounding the utilization of instructional coaches in education. This paper quantitatively examined the relationship between principals and outside instructional coaches and how this relationship impacts the principals' perception of the coaches' support on the school improvement within the large urban K-12 New York…

Capacity Building and Districts' Decision to Implement Coaching Initiatives

ERIC Educational Resources Information Center

Mangin, Melinda M.

2014-01-01

The United States has experienced tremendous growth in the development of coaching initiatives including professional training programs, state endorsements and resources for coaches. These developments bring attention to the potential for coaching to improve education. They also raise the question of how best to facilitate implementation in local…

Faculty Development through Cognitive Coaching

ERIC Educational Resources Information Center

Bair, Mary Antony

2017-01-01

This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…

Reading Coaches and the Relationship between Policy and Practice

ERIC Educational Resources Information Center

Coburn, Cynthia E.; Woulfin, Sarah L.

2012-01-01

Many educational policy initiatives use instructional coaching to accomplish their goals. Yet we know little about the role of reading coaches in mediating the relationship between policy and teachers' classroom practice. In this article, we investigate the role of reading coaches in mediating the relationship between Reading First policy and…

"The Good, the Bad and the Ugly": A Model for Reflective Teaching Practices in Coaching Pedagogy

ERIC Educational Resources Information Center

Gordon, Evelyn J.

2017-01-01

Coaching should go beyond drills and preparing for the big game. One question many coaches have asked themselves is, "How do I get better?" One way to ensure that future coaches (current students) in sport coaching education are thinking of ways to improve for the future is to teach them to think about the past. This is where reflection…

Teaching Sportsmanship in Physical Education and Youth Sport: Comparing Perceptions of Teachers with Students and Coaches with Athletes

ERIC Educational Resources Information Center

Bolter, Nicole D.; Kipp, Lindsay; Johnson, Tyler

2018-01-01

Background: Promoting good sportsmanship is a common goal of school physical education and many youth sport organizations. Teachers and coaches play a key role in accomplishing this goal. Thus, it is important to gather teachers' and coaches' reports of how they teach sportsmanship as well as youths' perceptions of those behaviors to understand if…

The effect of coach education on reporting of concussions among high school athletes after passage of a concussion law.

PubMed

Rivara, Frederick P; Schiff, Melissa A; Chrisman, Sara P; Chung, Shana K; Ellenbogen, Richard G; Herring, Stanley A

2014-05-01

Increasing attention has been paid to concussions and especially sports-related concussions in youth. To prevent an inappropriate return to play while symptomatic, nearly all states have now passed legislation on youth sports-related concussions. To determine (1) the incidence of sports-related concussions in high school athletes using a unique system to collect reports on concussions, (2) the proportion of athletes with concussions who play with concussive symptoms, and (3) the effect of the type and modality of coach education on the likelihood of athletes reporting symptoms to the coach or playing with concussive symptoms. Cohort study; Level of evidence, 2. This study was conducted with high school football and girls' soccer athletes playing in fall 2012 and their coaches and parents in 20 urban or rural high schools in Washington State. The main outcome was the incidence of concussions per 1000 athlete-exposures (AEs), the proportion of concussed athletes who played with concussive symptoms, and the association of coach concussion education with coach awareness of athletes with concussive symptoms. Among the 778 athletes, the rate of concussions was 3.6 per 1000 AEs and was identical for the 2 sports studied. The cumulative concussion incidence over the course of the season was similar in girls' soccer (11.1%) and football (10.4%). Sixty-nine percent of concussed athletes reported playing with symptoms, and 40% reported that their coach was not aware of their concussion. Most measures of coach concussion education were not associated with coach awareness of concussions in their athletes, although the modalities of a video and quiz were associated with a lower likelihood of coach awareness. More objective and accurate methods are needed to identify concussions. Changes in athlete attitudes on reporting concussive symptoms will likely not be accomplished through legislation alone.

An Examination of the Relationship between Coaching and Teaching.

ERIC Educational Resources Information Center

Drewe, Sheryle Bergmann

2000-01-01

Examines the relationship between coaching and teaching, noting differences between education and training, education and competition, and physical education (PE) and sport. The paper distinguishes between knowledge and skill and theory and practice and concludes that though there is more to sport than education, and more to PE than sport,…

Elementary School Teacher's Perceptions of the Math Coach Approach to Professional Development

ERIC Educational Resources Information Center

Drust, Janice H.

2013-01-01

An increasingly popular way of supporting teachers is with instructional coaching, which involves the teacher working alongside an instructional coach in the classroom and participating weekly in professional development. Due to a challenge issued to educators from government leaders, schools and districts are considering the coaching model as an…

Making Mentoring Work: The Need for Rewiring Epistemology

ERIC Educational Resources Information Center

Olsson, Cliff; Cruickshank, Andrew; Collins, Dave

2017-01-01

To help produce more expert coaches at the participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of this trend, against the limited literature on coach mentoring and the risks of superficial treatment by coach education systems, this article critically discusses the role of the mentor…

The Nature of Peer Coaching: Definitions, Goals, Processes and Outcomes

ERIC Educational Resources Information Center

Hagen, Marcia S.; Bialek, Tani K.; Peterson, Shari L.

2017-01-01

Purpose: The purpose of this research is to create a definition of peer coaching using literature from various and disparate organizational and educational contexts. This research is intended to clarify what constitutes peer coaching overall, and guide the ever-growing practice of peer coaching. Design/methodology/approach: This research uses a…

Olympic Sports Coaching Education: An International Coach's Perspective

ERIC Educational Resources Information Center

Kiosoglous, Cameron

2016-01-01

The profession of high performance sports coaching is a complex process focused on performance improvement with the goal of producing international sporting success. Rising demand for top-level coaches has been matched with the increasing amount of resources allocated to producing world-class performances. This includes creating and sustaining a…

Knowledge and management of sports concussions among coaches and certified athletic trainers in Alabama.

PubMed

Naftel, Kimberly G; Yust, Elizabeth M; Nichols, Michele H; King, William D; Davis, Drew

2014-07-01

To identify modifiable barriers in resources, knowledge, and management that may improve the care of young athletes with concussions in the state of Alabama. An electronic survey was distributed to 2668 middle and high school coaches of contact sports in Alabama, and a paper survey was completed by 79 certified athletic trainers (ATCs) in 2010. Questions focused on their resource availability, knowledge of concussions based on the 2008 Consensus Statement on Concussion in Sport: the 3rd International Conference on Concussion in Sport (commonly known as the Zurich consensus statement), and management of concussions. A total of 402 (16% response rate) coaches and 55 ATCs (70% response rate) responded to the survey. This study highlights that ATC coverage often is limited to the high school level, football, and competitions. Both coaches and ATCs primarily use physicians to make return-to-play decisions, although coaches (43.7%) usually refer to primary care physicians, whereas ATCs (43.6%) refer to orthopedic or sports medicine physicians. The study also revealed that coaches and ATCs desire education and could expand concussion awareness by providing education to parents and athletes. No overall difference was seen in the knowledge and management of concussions between coaches and ATCs; however, ATCs were more likely to identify symptoms that are positive for concussions (P = 0.04). Both groups had difficulty recognizing subtle symptoms such as trouble sleeping, personality changes, and dizziness; they also were unaware that strenuous mental activities could delay concussion recovery, although ATCs scored significantly better than coaches (P < 0.001). Neither coaches nor ATCs consistently use standardized measures such as the Sports Concussion Assessment Tool 2 (7.5% vs 56.4%) or neuropsychological testing (5.3% vs 14.5%). This study describes coaches' and ATCs' varying knowledge and management techniques and highlights areas in which targeted interventions and outreach could be useful. These areas include increased ATC availability, coach/ATC concussion education, improved parent/athlete education, increased "return to think" awareness, and more consistent use of Sports Concussion Assessment Tool 2.

Nurse-led immunotreatment DEcision Coaching In people with Multiple Sclerosis (DECIMS) - Feasibility testing, pilot randomised controlled trial and mixed methods process evaluation.

PubMed

Rahn, A C; Köpke, S; Backhus, I; Kasper, J; Anger, K; Untiedt, B; Alegiani, A; Kleiter, I; Mühlhauser, I; Heesen, C

2018-02-01

Treatment decision-making is complex for people with multiple sclerosis. Profound information on available options is virtually not possible in regular neurologist encounters. The "nurse decision coach model" was developed to redistribute health professionals' tasks in supporting immunotreatment decision-making following the principles of informed shared decision-making. To test the feasibility of a decision coaching programme and recruitment strategies to inform the main trial. Feasibility testing and parallel pilot randomised controlled trial, accompanied by a mixed methods process evaluation. Two German multiple sclerosis university centres. People with suspected or relapsing-remitting multiple sclerosis facing immunotreatment decisions on first line drugs were recruited. Randomisation to the intervention (n = 38) or control group (n = 35) was performed on a daily basis. Quantitative and qualitative process data were collected from people with multiple sclerosis, nurses and physicians. We report on the development and piloting of the decision coaching programme. It comprises a training course for multiple sclerosis nurses and the coaching intervention. The intervention consists of up to three structured nurse-led decision coaching sessions, access to an evidence-based online information platform (DECIMS-Wiki) and a final physician consultation. After feasibility testing, a pilot randomised controlled trial was performed. People with multiple sclerosis were randomised to the intervention or control group. The latter had also access to the DECIMS-Wiki, but received otherwise care as usual. Nurses were not blinded to group assignment, while people with multiple sclerosis and physicians were. The primary outcome was 'informed choice' after six months including the sub-dimensions' risk knowledge (after 14 days), attitude concerning immunotreatment (after physician consultation), and treatment uptake (after six months). Quantitative process evaluation data were collected via questionnaires. Qualitative interviews were performed with all nurses and a convenience sample of nine people with multiple sclerosis. 116 people with multiple sclerosis fulfilled the inclusion criteria and 73 (63%) were included. Groups were comparable at baseline. Data of 51 people with multiple sclerosis (70%) were available for the primary endpoint. In the intervention group 15 of 31 (48%) people with multiple sclerosis achieved an informed choice after six months and 6 of 20 (30%) in the control group. Process evaluation data illustrated a positive response towards the coaching programme as well as good acceptance. The pilot-phase showed promising results concerning acceptability and feasibility of the intervention, which was well perceived by people with multiple sclerosis, most nurses and physicians. Delegating parts of the immunotreatment decision-making process to trained nurses has the potential to increase informed choice and participation as well as effectiveness of patient-physician consultations. Copyright © 2017 Elsevier Ltd. All rights reserved.

Athletic Coaching Competencies.

ERIC Educational Resources Information Center

Nathanson, Stephen J.

1979-01-01

This article describes a study conducted to identify the competencies appropriate for an athletic coach and to incorporate those competencies into a competency based coaching education program for the four-year colleges and universities within the New York state systems. (JMF)

Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective.

PubMed

Duarte, Tiago; Culver, Diane M

2014-10-02

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology.

Evaluation of Sports Nutrition Knowledge and Recommendations Among High School Coaches.

PubMed

Couture, Steven; Lamarche, Benoit; Morissette, Eliane; Provencher, Veronique; Valois, Pierre; Goulet, Claude; Drapeau, Vicky

2015-08-01

The objectives of this study were to evaluate high school coaches' knowledge in sports nutrition and the nutritional practices they recommend to their athletes. Forty-seven high school coaches in "leanness" and "non-leanness" sports from the greater region of Quebec (women = 44.7%) completed a questionnaire on nutritional knowledge and practices. "Leanness sports" were defined as sports where leanness or/and low bodyweight were considered important (e.g., cheerleading, swimming and gymnastics), and "non-leanness sports" were defined as sports where these factors are less important (e.g., football). Participants obtained a total mean score of 68.4% for the nutrition knowledge part of the questionnaire. More specifically, less than 30% of the coaches could answer correctly some general nutrition questions regarding carbohydrates and lipids. No significant difference in nutrition knowledge was observed between coaches from "leanness" and "non-leanness" sports or between men and women. Respondents with a university education scored higher than the others (73.3% vs. 63.3%, p < .05). Coaches who participated in coaching certification also obtained better results than those without a coaching certification. The most popular source of information about nutrition used by coaches was the Internet at 55%. The two most popular nutrition practices that coaches recommended to improve athlete performance were hydration and consumption of protein-rich foods. Recommendation for nutritional supplements use was extremely rare and was suggested only by football coaches, a nonleanness sport. Findings from this study indicate that coaches need sports nutrition education and specific training.

The Gradual Increase of Responsibility: Scaffolds for Change

ERIC Educational Resources Information Center

Collet, Vicki S.

2011-01-01

My purpose in this collective case study was to identify ways in which teacher education, and coaching specifically, supports teacher change. I was particularly interested in considering what types of feedback are best at what times in the teacher education process. I investigated how coaching and other teacher education processes support…

Promoting Character Development through Coach Education

ERIC Educational Resources Information Center

Power, F. Clark; Seroczynski, A. D.

2015-01-01

Can youth sports build character? Research suggests that the answer to this question leads to 2 further questions: (1) can youth sport coaches be effectively prepared to become character educators, and (2) can character education take place in today's competitive youth sport environment? (Bredemeier & Shields, 2006; Power, 2015; Power &…

Coaching Method in Teaching History of Visual Arts to Students

ERIC Educational Resources Information Center

Faizrakhmanova, Aigul; Averianova, Tatiana; Aitov, Valerie; Kudinova, Gulnara; Lebedeva, Inessa

2018-01-01

Coaching method is used in sports, business, psychology, and economics as a method to increase performance. The great potential of coaching also expands its application in education, namely in teaching History of Visual Arts. The author identifies the basic stages of coaching: goal setting; reality check; courses of action and will to act. The…

Medical team training and coaching in the Veterans Health Administration; assessment and impact on the first 32 facilities in the programme.

PubMed

Neily, Julia; Mills, Peter D; Lee, Pamela; Carney, Brian; West, Priscilla; Percarpio, Katherine; Mazzia, Lisa; Paull, Douglas E; Bagian, James P

2010-08-01

Communication is problematic in healthcare. The Veterans Health Administration is implementing Medical Team Training. The authors describe results of the first 32 of 130 sites to undergo the programme. This report is unique; it provides aggregate results of a crew resource-management programme for numerous facilities. Facilities were taught medical team training and implemented briefings, debriefings and other projects. The authors coached teams through consultative phone interviews over a year. Implementation teams self-reported implementation and rated programme impact: 1='no impact' and 5='significant impact.' We used logistic regression to examine implementation of briefing/debriefing. Ninety-seven per cent of facilities implemented briefings and debriefings, and all implemented an additional project. As of the final interview, 73% of OR and 67% of ICU implementation teams self-reported and rated staff impact 4-5. Eighty-six per cent of OR and 82% of ICU implementation teams self-reported and rated patient impact 4-5. Improved teamwork was reported by 84% of OR and 75% of ICU implementation teams. Efficiency improvements were reported by 94% of OR implementation teams. Almost all facilities (97%) reported a success story or avoiding an undesirable event. Sites with lower volume were more likely to conduct briefings/debriefings in all cases for all surgical services (p=0.03). Sites are implementing the programme with a positive impact on patients and staff, and improving teamwork, efficiency and safety. A unique feature of the programme is that implementation was facilitated through follow-up support. This may have contributed to the early success of the programme.

Literacy Coaches' Perspectives of Themselves as Literacy Leaders: Results from a National Study of K-12 Literacy Coaching and Leadership

ERIC Educational Resources Information Center

Calo, Kristine M.; Sturtevant, Elizabeth G.; Kopfman, Kimberly M.

2015-01-01

As the face of education and the demands on teachers continues to change in the 21st century, so does the role of the literacy coach in schools across the country. This article explores the changing roles and responsibilities of literacy coaches by sharing the results of a study of 270 literacy coaches around the country. In this article, we share…

Quality of life, coach behaviour and competitive anxiety in Winter Youth Olympic Games participants.

PubMed

Ledochowski, Larissa; Unterrainer, Christine; Ruedl, Gerhard; Schnitzer, Martin; Kopp, Martin

2012-12-01

To ensure the highest technical performance, speed, safety, excellent control and to improve competitive performance, a successful regulation of competitive anxiety is necessary. Therefore, it seems crucial to identify factors influencing competitive anxiety of adolescent athletes. Research suggests that people reporting high quality of life are more capable to cope with stressful and challenging situations than others. The aim of this study was to investigate the impact of quality of life, the involvement of parents in sports career and coach's leadership behaviour on competitive anxiety in Winter Youth Olympic Games participants. During the first Winter Youth Olympic Games 2012 in Innsbruck/Austria, 662 (316 women) participants completed questionnaires and single items to assess quality of life, coach's leadership behaviour, parental involvement in sports career and competitive anxiety. Multiple regression analysis revealed positive influences of high quality of life and useful coach instruction on competitive anxiety. The relationship between quality of life, coach behaviour and competitive anxiety in young elite athletes competing at the first Winter Youth Olympic Games should be considered in long-term programmes for reducing competitive stress.

Study protocol: The Technology-Enhanced Coaching (TEC) program to improve diabetes outcomes – A randomized controlled trial

PubMed Central

Heisler, Michele; Mase, Rebecca; Brown, Brianne; Wilson, Shayla; Reeves, Pamela J.

2017-01-01

Background Racial and ethnic minority adults with diabetes living in under-resourced communities face multiple barriers to sustaining self-management behaviors necessary to improve diabetes outcomes. Peer support and decision support tools each have been associated with improved diabetes outcomes. Methods 289 primarily African American adults with poor glycemic control will be recruited from the Detroit Veteran’s Administration Hospital and randomized to Technology-Enhanced Coaching (TEC) or Peer Coaching alone. Participants in both arms will be assigned a peer coach trained in autonomy-supportive approaches. Coaches are diabetes patients with prior poor glycemic control who now have good control. All participants meet face-to-face initially with their coach to review diabetes education materials and develop an action plan. Educational materials in the TEC arm are delivered via a web-based, educational tool tailored with each participant’s personalized health data (iDecide). Over the next six months, Coaches call their assigned participants once a week to provide support for weekly action steps. Data are also collected on an Observational Control group with no contact with study staff. Changes in A1c, blood pressure, other patient-centered outcomes and mediators and moderators of intervention effects will be assessed. Discussion Tailored e-Health tools with educational content may enhance the effectiveness of peer coaching programs to better prepare patients to set self-management goals, identify action plans, and discuss treatment options with their health care providers. The study will provide insights for scalable self-management support programs for diabetes and chronic illnesses that require high levels of sustained patient self-management. PMID:28132876

Coaching and Quality Assistance in Quality Rating Improvement Systems: Approaches Used by TA Providers to Improve Quality in Early Care and Education Programs and Home-Based Settings

ERIC Educational Resources Information Center

Smith, Sheila; Robbins, Taylor; Schneider, Will; Kreader, J. Lee; Ong, Christine

2012-01-01

Quality Rating Improvement Systems (QRISs) commonly offer on-site technical assistance (TA) and coaching to help early care and education settings achieve quality improvements and a higher QRIS rating. In surveys of administrators overseeing statewide QRISs, almost all states reported the use of on-site TA and coaching in both center-based and…

It Takes a Team! Making Sports Safe for Lesbian, Gay, Bisexual, and Transgender Athletes and Coaches. An Education Kit for Athletes, Coaches, and Athletic Directors.

ERIC Educational Resources Information Center

Griffin, Pat; Perrotti, Jeff; Priest, Laurie; Muska, Mike

This educational kit focuses on the safe education of lesbian, gay, bisexual, and transgender (LGBT) students. It includes four sections that examine: (1) "Introduction" (e.g., why it is important to address homophobia in sport, educator responsibilities, and who this educational kit is for); (2) "The Core Program: Video and…

Corporate social responsibility and mental health: the Premier League football Imagine Your Goals programme.

PubMed

Henderson, Claire; O'Hara, Stefanie; Thornicroft, Graham; Webber, Martin

2014-08-01

Football is increasingly used to facilitate recovery in mental health services, often in partnership with football clubs. However, few clubs have made mental health part of their corporate social responsibility programmes until recently. We report the impact on participants of the 'Imagine Your Goals' programme, run by 16 Premier League football clubs in conjunction with England's Time to Change programme to reduce mental health-related stigma and discrimination. Mixed methods evaluation used pre/post measures of well-being, access to social capital, focus groups held early on and towards the end of the two-year programmes, and questionnaires for coaching staff. There were no significant changes to participants' mental well-being scores between baseline and follow-up, nor to the total number of social resources accessible through their networks. However, there was a statistically significant increase at follow-up in the mean score of the personal skills subscale of the Resource Generator-UK. Participants' individual skills were also higher at follow-up. Qualitative data showed programmes had largely met participants' expectations in terms of socializing, providing structure and improving fitness levels, exceeded expectations in relationships with coaching staff and additional activities, but did not always meet them in improving football skills. Participants varied in their knowledge of exit opportunities, depending on which club's programme they attended. A minority of clubs reported difficulties in recruitment and concerns about planning for the future of the projects. Football clubs and the charitable foundations they set up can successfully deliver programmes to people with mental health problems which improve access to personal skills social capital and have other potential benefits.

Noncertified Coaches.

ERIC Educational Resources Information Center

Broderick, Robert

1984-01-01

Due to declining enrollment in teacher education programs, an aging teaching population, fewer job opportunities, and increased community interest in sports, school systems are facing difficulties in obtaining qualified coaching professionals. When noncertified individuals are hired, educators lose control of the sports program. Suggestions for…

Clarification of the Relationship between Awareness of Doping of Competitive Sports Coaches and Their Instructions to Prevent Doping.

PubMed

Yamaguchi, Takumi; Horio, Ikuo; Goto, Masahiro; Miyauchi, Yoshirou; Izushi, Fumio

2016-01-01

It has been 6 years since the establishment of the position of "sports pharmacist" as one type of pharmacist. In the sporting world of Japan, sports pharmacists are expected to promote athletes' awareness of antidoping regulations and provide them with relevant education. However, currently, these pharmacists' main duty is to provide athletes and their coaches with guidance on medication. Using a model for the prediction of athletes' actions, we have worked to promote athletes' awareness of antidoping regulations and encourage sports pharmacists to perform relevant activities, such as antidoping education. As a result, we clarified that athletes' awareness regarding antidoping rules influences their actions when experiencing minor illnesses. In addition, we have proposed approaches to encourage athletes to undertake antidoping activities. The present study aimed to clarify competitive sports coaches' awareness of antidoping regulations, the instructions that those coaches give athletes when they experience minor illnesses, and coaches' awareness of athletes' usage of drugs and supplements. Analysis using a model for the prediction of actions revealed that to promote coaches' awareness of antidoping regulations, education aimed at raising their level of knowledge of doping is warranted. Furthermore, coaches were aware of the necessity of continuously providing athletes with antidoping instructions, but they did not keep sufficient track of athletes' usage of drugs and supplements. To encourage sports coaches to perform antidoping activities, it is effective to provide them with opportunities to develop their knowledge of doping prevention in their areas.

Effect of nationwide injury prevention programme on serious spinal injuries in New Zealand rugby union: ecological study

PubMed Central

Gianotti, Simon M; Hopkins, Will G; Hume, Patria A

2007-01-01

Objective To investigate the effect of RugbySmart, a nationwide educational injury prevention programme, on the frequency of spinal cord injuries. Design Ecological study. Setting New Zealand rugby union. Participants Population at risk of injury comprised all New Zealand rugby union players. Intervention From 2001, all New Zealand rugby coaches and referees have been required to complete RugbySmart, which focuses on educating rugby participants about physical conditioning, injury management, and safe techniques in the contact phases of rugby. Main outcome measures Numbers of all spinal injuries due to participation in rugby union resulting in permanent disablement in 1976-2005, grouped into five year periods; observed compared with predicted number of spinal injuries in 2001-5. Results Eight spinal injuries occurred in 2001-5, whereas the predicted number was 18.9 (relative rate=0.46, 95% confidence interval 0.19 to 1.14). Only one spinal injury resulted from scrums over the period; the predicted number was 9.0 (relative rate=0.11, 0.02 to 0.74). Corresponding observed and predicted rates for spinal injuries resulting from other phases of play (tackle, ruck, and maul) were 7 and 9.0 (relative rate=0.83, 0.29 to 2.36). Conclusions The introduction of the RugbySmart programme coincided with a reduction in the rate of disabling spinal injuries arising from scrums in rugby union. This study exemplifies the benefit of educational initiatives in injury prevention and the need for comprehensive injury surveillance systems for evaluating injury prevention initiatives in sport. PMID:17513314

Sports Nutrition Knowledge Assessment of Physical Educators and Coaches.

ERIC Educational Resources Information Center

Conkle, M. Terence; Tishler, Anne G.

This study assessed the sports nutrition knowledge of current and prospective physical educators/coaches (HPEs) to determine the need for improved education in this area and to compare the nutrition knowledge of HPEs with that of foods and nutrition students (FNSs) and general college students (GENs). A researcher-developed 4-point Likert-type…

Creating a Supportive Environment among Youth Football Players: A Qualitative Study of French and Norwegian Youth Grassroots Football Coaches

ERIC Educational Resources Information Center

Larsen, Torill; Van Hoye, Aurelie; Tjomsland, Hege Eikeland; Holsen, Ingrid; Wold, Bente; Heuzé, Jean-Philippe; Samdal, Oddrun; Sarrazin, Philippe

2015-01-01

Purpose: The health promoting benefits of sport participation are under-utilized and should be further developed, particularly at the grassroots level. The purpose of this paper is to examine how grassroots coaches in youth football perceive their coaching practices after participating in a community-based coach education program aimed at…

Knowledge Construction and Personal Relationship: Insights about a UK University Mentoring and Coaching Service

ERIC Educational Resources Information Center

Hargreaves, Eleanore

2010-01-01

This article examines interview data from 12 mentors/coaches and eight of their clients in order to explore a mentoring and coaching service among UK university staff. Both mentors/coaches and clients were administrative or academic employees of the Institute of Education or affiliated colleges at London University, UK. Their roles related to the…

Becoming a Coach in Developmental Adaptive Sailing: A Lifelong Learning Perspective

PubMed Central

Duarte, Tiago; Culver, Diane M.

2014-01-01

Life-story methodology and innovative methods were used to explore the process of becoming a developmental adaptive sailing coach. Jarvis's (2009) lifelong learning theory framed the thematic analysis. The findings revealed that the coach, Jenny, was exposed from a young age to collaborative environments. Social interactions with others such as mentors, colleagues, and athletes made major contributions to her coaching knowledge. As Jenny was exposed to a mixture of challenges and learning situations, she advanced from recreational para-swimming instructor to developmental adaptive sailing coach. The conclusions inform future research in disability sport coaching, coach education, and applied sport psychology. PMID:25210408

The impact of a self-development coaching programme on medical and dental students' psychological health and academic performance: a randomised controlled trial.

PubMed

Aboalshamat, Khalid; Hou, Xiang-Yu; Strodl, Esben

2015-08-19

Psychological distress is well-documented worldwide among medical and dental students. Few studies have assessed the impact of self-development coaching programs on the students' psychological health. The aim of the study was to evaluate the effect of a self-development coaching programme on the psychological health and academic performance of preclinical medical and dental students at Umm Al-Qura University, Saudi Arabia. Four-hundred and twenty-two participants (n = 422, 20-22 years) fulfilled the study requirements and were invited into a parallel-randomised controlled trial that was partially blinded. Participants were stratified by faculty, gender, and academic year, and then randomised. A total of 156 students participated in the intervention group (IG) and 163 students participated in the control group (CG). The IG received the selfdevelopment programme, involving skills and strategies aimed to improve students' psychological health and academic performance, through a two-day workshop. Meanwhile, the CG attended an active placebo programme focussing on theoretical information that was delivered through a five-hour workshop. Both programmes were conducted by the same presenter during Week 1 of the second semester of the 2012-2013 academic year. Data were gathered immediately before (T1), one week after (T2) and five weeks (T3) after the intervention. Psychological health was measured using the Depression Anxiety Stress Scale (DASS-21), the General Self-Efficacy (GSE), and the Satisfaction With Life Scale (SWLS). Academic performance was measured using students' academic weighted grades (WG). Student cognitive and emotional perceptions of the intervention were measured using the Credibility/Expectancy Questionnaire (CEQ). Data from 317 students, who completed the follow ups, were analysed across the three time periods (IG, n = 155; CG, n = 162). The baseline variables and demographic data of the IG and CG were not significantly different. The IG showed short-term significant reductions in depression and anxiety in compared to CG from T1 to T2. The short-term changes in stress, GSE and SWLS of the IG were not significantly different from those of the CG. While both groups showed a significant change on most of the psychological variables from T1 to T3, no significant differences were found between the groups in this period. In addition, no significant difference was found in WG between the IG and CG after the intervention. No harms relevant to the intervention were reported. The investigated self-development coaching programme showed only a short-term improvement on depression and anxiety compared with an active control. There was no effect of the intervention on academic performance. ACTRN12614000896673.

Coaching the Coach: A Program for Development of Faculty Portfolio Coaches.

PubMed

Kopechek, Jack; Bardales, Cheryl; Lash, A Todd; Walker, Curtis; Pfeil, Sheryl; Ledford, Cynthia H

2017-01-01

Faculty coaching is recognized as an essential element for effective use of portfolios in undergraduate medical education, yet best practices for training these coaches are uncertain. New portfolio coaches participated in a multifaceted training program that included orienting modules, a 7.5-hr training workshop featuring analysis of reflective writing, an Observed Structured Teaching Exercise (OSTE), and subsequent longitudinal coaches' meetings for timely task training. Four desired coaching skills were emphasized in the initial training: creating a safe environment, explicitly using performance data, asking questions that elicit reflection, and guiding the student to develop future goals and plans. We collected and analyzed several outcomes: (a) coaches' self-assessment at key intervals, (b) open-ended written responses to three coaching vignettes, (c) video recordings of the OSTE, and (d) subsequent student evaluation of the coach. In an attempt to capture learning from the workshop, both the responses to written vignettes and the video-recorded encounters were coded for presence or absence of the four desired skills. Our portfolio and coaching program was instituted as part of a major undergraduate medical education reform. A new cohort of 25 coaches is enrolled with each matriculating student class, and each coach is assigned to work individually with 8-10 students, forming a coaching relationship that continues over 4 years. Coaches are compensated at 5% full-time equivalent. On coach self-assessment, the majority of coaches reported significant improvement in their perceived ability to assess a student's level of reflection, enhance reflection, use performance data, and guide a student to develop goals and plans. After two semesters, coach perception of improved abilities persisted. Students rated coaches as excellent (82%), reporting that coaches created safe environments (99%), promoted insight (92%), and aided in goal setting (97%). Written responses to vignettes before the OSTE found that several coaches omitted desired behaviors; however, posttraining responses showed no discernable pattern of learning. Coding of the OSTE, in contrast, documented that all coaches demonstrated all four of the desired skills. Although coaches reported learning related to key skills, learning was not apparent when responses to written vignettes were examined. In contrast, skills were demonstrated in the OSTE, perhaps due to the added structured tasks as well as anticipation of feedback. In conclusion, this portfolio coach training program achieved its desired aim of providing students with portfolio coaches who demonstrated the desired skills, as reported by both coaches and students.

Pursuing Improvement in Clinical Reasoning: Development of the Clinical Coaching Interactions Inventory.

PubMed

Jessee, Mary Ann; Tanner, Christine A

2016-09-01

Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Reliability was established with Kuder-Richardson Formula 20 (KR-20). CVI (S-CVI/Ave) was .91, and KR-20 was .70. The CCII identified differences in clinical coaching behaviors in university faculty supervisors and staff nurse preceptor supervisors. The CCII advances the measurement of clinical coaching interactions from qualitative to quantitative. Ultimately, results from use of this inventory may facilitate the design of prelicensure clinical coaching strategies that promote the improvement of students' clinical reasoning skill. [J Nurs Educ. 2016;55(9):495-504.]. Copyright 2016, SLACK Incorporated.

Assessing Student Leadership Development From Mentoring, Coaching, and Advising.

PubMed

Bureau, Daniel A; Lawhead, Justin

2018-06-01

Leadership educators must demonstrate the contributions their programs make to the learning and development of students. This chapter provides an overview of assessment principles for educators to apply in their practices of mentoring, coaching, and advising. © 2018 Wiley Periodicals, Inc.

The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments

ERIC Educational Resources Information Center

Ottley, Jennifer Riggie; Coogle, Christan Grygas; Rahn, Naomi L.

2015-01-01

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with pre-service and in-service early childhood educators. Data from two…

Using Shared Online Blogs to Structure and Support Informal Coach Learning--Part 1: A Tool to Promote Reflection and Communities of Practice

ERIC Educational Resources Information Center

Stoszkowski, John; Collins, Dave

2017-01-01

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes and better provide coaches with the professional skills they need to deal with the complex nature of…

The Pitfalls of Collegial Coaching: An Analysis of Collegial Coaching in Medical Education and Its Influence on Stimulating Reflection and Performance of Novice Clinical Teachers

ERIC Educational Resources Information Center

Truijen, Karin J. P.; van Woerkom, Marianne

2008-01-01

Purpose: Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain…

Coaches Mentoring Coaches: Follow-Up on the Denver Conference on Forensics Education.

ERIC Educational Resources Information Center

Larson-Casselton, Cindy

The topic of mentoring is one which has drawn renewed interest in the forensic community. Mentoring does exist in forensic coaching. A mentor can be seen both as one who makes a map for the protege and as a guide more interested in developing the traveler than fixing the road. Experienced coaches tend to see themselves and their mentors as trusted…

The Social Validity of Bug-in-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments

ERIC Educational Resources Information Center

Ottley, Jennifer R.; Coogle, Christan Grygas; Rahn, Naomi L.

2015-01-01

Coaching is a promising method for providing professional development, which takes many forms. One such form is real-time coaching through bug-in-ear technology. This study explored the social validity of bug-in-ear coaching when provided as a form of professional development with preservice and in-service early childhood educators. Data from two…

Perceived Leadership Behavior of Physical Education Teacher-Coaches: When They Teach vs. when They Coach

ERIC Educational Resources Information Center

Kwon, Hyungil Harry; Pyun, Do young; Kim, May

2010-01-01

The objective of the study was to see whether a teacher-coach exhibits different types of leadership behavior when s/he teaches a PE class and coaches a group of athletes. The participants in this study were 17-18 year old second-year preuniversity students from two local junior colleges in Singapore. A total of 159 students of mixed gender…

Bug-in-Ear Coaching: Impacts on Early Childhood Educators' Practices and Associations with Toddlers' Expressive Communication

ERIC Educational Resources Information Center

Ottley, Jennifer Riggie; Hanline, Mary Frances

2014-01-01

Many early childhood educators struggle to meet the communication needs of children with delays and disabilities. The purpose of this study was to examine the functional relation between bug-in-ear coaching and the frequency of educators' correct use of targeted communication strategies, as well as associations with children's expressive…

The Preventing Australian Football Injuries with Exercise (PAFIX) Study: a group randomised controlled trial

PubMed Central

Finch, C; Lloyd, D; Elliott, B

2009-01-01

Background: Knee injuries are a major injury concern for Australian Football players and participants of many other sports worldwide. There is increasing evidence from laboratory and biomechanically focused studies about the likely benefit of targeted exercise programmes to prevent knee injuries. However, there have been few international studies that have evaluated the effectiveness of such programmes in the real-world context of community sport that have combined epidemiological, behavioural and biomechanical approaches. Objective: To implement a fully piloted and tested exercise training intervention to reduce the number of football-related knee injuries. In so doing, to evaluate the intervention’s effectiveness in the real-world context of community football and to determine if the underlying neural and biomechanical training adaptations are associated with decreased risk of injury. Setting: Adult players from community-level Australian Football clubs in two Australian states over the 2007–08 playing seasons. Methods: A group-clustered randomised controlled trial with teams of players randomly allocated to either a coach-delivered targeted exercise programme or usual behaviour (control). Epidemiological component: field-based injury surveillance and monitoring of training/game exposures. Behavioural component: evaluation of player and coach attitudes, knowledge, behaviours and compliance, both before and after the intervention is implemented. Biomechanical component: biomechanical, game mobility and neuromuscular parameters assessed to determine the fundamental effect of training on these factors and injury risk. Outcome measures: The rate and severity of injury in the intervention group compared with the control group. Changes, if any, in behavioural components. Process evaluation: coach delivery factors and likely sustainability. PMID:19494090

The effects of a coaching project in nursing on the coaches' training motivation, training outcomes, and job performance: an experimental study.

PubMed

Kushnir, Talma; Ehrenfeld, Mally; Shalish, Yael

2008-06-01

Coaching is known to benefit both the trainees and the coaches, yet research in nursing has mainly focused on the benefits to the trainees. There is little knowledge regarding the psycho-educational effects of being a coach. To determine the effects of participation in a coaching project in nursing, on the coaches' training motivation, skills acquisition, self-efficacy, professional attitudes, transfer of training and professional performance. It was hypothesized that participation in the project would significantly improve all these outcomes among the coaches but not in a control group. An experimental study. An innovative educational program was instituted over the last 10 years in an academic School of Nursing in Israel. Recent graduates in nursing (i.e., coaches) assisted junior students in their studies. All graduates of one class were randomly assigned to either the experimental (22 coaches) or control group (30 similar graduates who would not be coaches). The groups were similar in the demographic details and grade-point average. Research instruments included self-report measures and performance in a simulation test (Objective Structured Clinical Examination). Compared with the control group the coaches improved in training motivation, self-efficacy and behavioral transfer of several nursing skills. Participation also prevented deterioration of some skills (e.g., medication management, communication skills). This stability was in contrast with the decline in most outcomes in the control group. The coaches also obtained positive behavioral transfer and demonstrated superior professional performance (OSCE). Professional attitudes were not affected. Participation in the project enabled the coaches to enhance some of their professional skills, and improve their training motivation and self-efficacy in performing complex nursing skills. Coaching made an important contribution in facilitating the nurses' passage from school to the professional work field and could be a form of staff development.

Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reform to Teacher Practice

NASA Astrophysics Data System (ADS)

Laxton, Katherine E.

This dissertation takes a close look at how district-level instructional coaches support teachers in learning to shifting their instructional practice, related to the Next Generation Science Standards. This dissertation aims to address how re-structuring professional development to a job-embedded coaching model supports individual teacher learning of new reform-related instructional practice. Implementing the NGSS is a problem of supporting professional learning in a way that will enable educators to make fundamental changes to their teaching practice. However, there are few examples in the literature that explain how coaches interact with teachers to improve teacher learning of reform-related instructional practice. There are also few examples in the literature that specifically address how supporting teachers with extended professional learning opportunities, aligned with high-leverage practices, tools and curriculum, impacts how teachers make sense of new standards-based educational reforms and what manifests in classroom instruction. This dissertation proposes four conceptual categories of sense-making that influence how instructional coaches interpret the nature of reform, their roles and in instructional improvement and how to work with teachers. It is important to understand how coaches interpret reform because their interpretations may have unintended consequences related to privileging certain views about instruction, or establishing priorities for how to work with teachers. In this dissertation, we found that re-structuring professional development to a job-embedded coaching model supported teachers in learning new reform-related instructional practice. However, individual teacher interpretations of reform emerged and seemed to be linked to how instructional coaches supported teacher learning.

Safety Tips from the Expert Witness.

ERIC Educational Resources Information Center

Gray, Gary R.

1995-01-01

Many physical educators and coaches use the potential for liability to guide their decisions about conducting activities. By understanding expert witnesses' roles in negligence actions, surer planning, teaching, and coaching are possible. The paper describes issues that expert witnesses examine in negligence actions against physical educators,…

Professional Development Settings: More than Time, Place, Activity

ERIC Educational Resources Information Center

Rosemary, Catherine A.; Feldman, Naomi

2009-01-01

Like authors who create settings as integral components of engaging narratives, thoughtful literacy coaches and other educators who plan and implement professional development consider elements of settings to engage teachers in continuous learning. Many teacher educators, researchers, administrators, literacy coaches, and K-12 teachers understand…

The Reflective Dispositional Coaching Process: An Action Research Project

ERIC Educational Resources Information Center

Bell, Edwin D.; Grant, Kathy; Fisk-Moody, Patricia

2007-01-01

The authors implemented an action research project to help teacher education candidates to reflect upon, assess, and ultimately strengthen teacher candidate dispositions through the Reflective Dispositional Coaching Model. The teacher education faculty agreed that candidate dispositions should address four areas: (a) professionalism, (b)…

Leadership Power Perceptions of Soccer Coaches and Soccer Players According to Their Education

PubMed Central

Konter, Erkut

2012-01-01

The purpose of this study was to analyze the leadership power perceptions of soccer coaches and soccer players according to their educational levels. Data were collected from 165 male soccer coaches and 870 male soccer players. Adapted versions of the “Power in Soccer Questionnaire-Other”, the “Power in Soccer Questionnaire-Self” and an “information form” were used for data collection, and collected data were analyzed by the Kruskal-Wallis and the Mann-Whitney Tests. Analysis of the Power in Soccer Questionnaire-Other revealed significant differences between soccer players’ level of education and their perception of Coercive Power (p<.003), and no significant differences related to Referent Power, Legitimate Power and Expert Power. Analysis of the Power in Soccer Questionnaire-Self also revealed the only significant difference between coaches’ level of education and their perception of Legitimate Power (p<.001), and no significant differences with regard to others. Different perception of leadership powers between coaches and players might create communication and performance problems in soccer. PMID:23486640

Toward a Multidimensional Perspective on Teacher-Coach Role Conflict

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Templin, Thomas J.

2012-01-01

Research grounded in role theory and occupational socialization theory point to the potential consequences of occupying the roles of physical education teacher and athletic coach concurrently. Specifically, time constraints and inconsistencies in role requirements, organization, rewards, and modes of accountability in teaching and coaching create…

New Principal Coaching as a Safety Net

ERIC Educational Resources Information Center

Celoria, Davide; Roberson, Ingrid

2015-01-01

This study examines new principal coaching as an induction process and explores the emotional dimensions of educational leadership. Twelve principal coaches and new principals--six of each--participated in this qualitative study that employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser & Strauss, 1998; Spradley, 1979). The major…

Learning Developmental Coaching

ERIC Educational Resources Information Center

Hunt, James M.; Weintraub, Joseph R.

2004-01-01

This article describes an educational intervention designed to promote the ability and willingness of MBA students to lead through coaching. MBA leadership students are trained to serve as coaches for undergraduate business students in a developmental assessment center. In this compelling context, their main source of influence is the ability to…

Effects of coaching on educators' and preschoolers' use of references to print and phonological awareness during a small-group craft/writing activity.

PubMed

Milburn, Trelani F; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-04-01

The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Thirty-one educators and 4 children from each of their classrooms (N = 121) were randomly assigned to an experimental group (21 hr of in-service workshops plus 5 coaching sessions) and a comparison group (workshops alone). The in-service workshops included instruction on how to talk about print and phonological awareness during a post-story craft/writing activity. All educators were video-recorded during a 15-min craft/writing activity with a small group of preschoolers at pretest and posttest. All videotapes were transcribed and coded for verbal references to print and phonological awareness by the educators and children. Although at posttest, there were no significant group differences in the educators' or the children's references to print as measured by rate per minute, both the educators and the children in the experimental group used a significantly higher rate per minute of references to phonological awareness relative to the comparison group. Professional development that included coaching with a speech-language pathologist enabled educators and children to engage in more phonological awareness talk during this activity.

Effects of Coaching on Standardized Admission Examinations. Revised Statistical Analyses of Data Gathered By Boston Regional Office of the Federal Trade Commission.

ERIC Educational Resources Information Center

Federal Trade Commission, Washington, DC. Bureau of Consumer Protection.

The effect of commercial coaching on Scholastic Aptitude Test (SAT) scores was analyzed, using 1974-1977 test results of 2,500 non-coached students and 1,568 enrollees in two coaching schools. (The Stanley H. Kaplan Educational Center, Inc., and the Test Preparation Center, Inc.). Multiple regression analysis was used to control for student…

Acceptability and feasibility of the 'DASH for Asthma' intervention in a randomized controlled trial pilot study.

PubMed

Blonstein, Andrea C; Lv, Nan; Camargo, Carlos A; Wilson, Sandra R; Buist, A Sonia; Rosas, Lisa G; Strub, Peg; Ma, Jun

2016-08-01

'DASH for Asthma' (n 90) was a 6-month randomized controlled trial that demonstrated potential benefits of a DASH (Dietary Approaches to Stop Hypertension) behavioural intervention for improving diet quality and asthma control by comparing intervention to usual care in adults with uncontrolled asthma. The present study examined acceptability and feasibility of the intervention from the perspective of intervention participants and lifestyle coaches. Grounded in Social Cognitive Theory, the 3-month intensive stage, including three individual and eight group sessions, focused on diet modifications and behavioural self-regulation. The 3-month maintenance stage contained telephone consultations. Participants and lifestyle coaches completed surveys including 5-point Likert scales and open-ended questions. We analysed data using descriptive and inductive content analyses. Forty-six intervention participants (survey response rate was 65-72 %) and two lifestyle coaches. Participants and lifestyle coaches were highly satisfied (all mean ratings >4) with individual and group sessions. Participants identified mastery of knowledge and skills (awareness, goal setting, self-monitoring, problem solving), social learning (class members sharing experiences and ideas) and good coaching skills (reflective listening, empathy, motivational counselling) as important contributors to self-efficacy and programme satisfaction. Participants also valued personalized feedback received in individual sessions. Lifestyle coaches viewed participant engagement as a facilitator to effective sessions. Finally, participants and lifestyle coaches identified food tasting as beneficial for observational learning and facilitation of participant engagement. High class attendance and self-monitoring rate also reflected the high engagement among participants. The DASH behavioural intervention was feasible and highly acceptable to participants with uncontrolled asthma and lifestyle coaches.

The Evolution of Student-Coach's Pedagogical Content Knowledge in a Combined Use of Sport Education and the Step-Game-Approach Model

ERIC Educational Resources Information Center

Araújo, Rui Manuel Flores; Hastie, Peter Andrew; de Assunção Bessa Pereira, Cristiana Helena; Mesquita, Isabel Maria Ribeiro

2017-01-01

Background: One of the essential elements within Sport Education is the inclusion of student roles and responsibilities. While previous research has examined students' performance in officiating tasks, the examination of student-coaches' pedagogical content knowledge (PCK) within peer-assisted tasks of Sport Education has been scarce. Indeed, the…

Coaching Pre-Service Teachers for Teaching Mathematics: The Views of Students

ERIC Educational Resources Information Center

Averill, Robin; Drake, Michael; Harvey, Roger

2013-01-01

Using rehearsals and in-the-moment coaching is being explored in mathematics teacher education courses at two New Zealand universities. This paper describes the perceptions of students, gathered using questionnaires, from two classes at our institution using different approaches for incorporating rehearsals and coaching. Students believed…

Coaches, Sexual Harassment and Education

ERIC Educational Resources Information Center

Fasting, Kari; Brackenridge, Celia

2009-01-01

Sexual harassment in sport has become an active research field within the past decade yet we know relatively little about the characteristics of the harassing coach. How are harassing coaches characterised by their victims, that is, the athletes themselves? Do they demonstrate specific kinds of behaviours? One purpose of this article is to address…

Coaches as System Leaders

ERIC Educational Resources Information Center

Fullan, Michael; Knight, Jim

2011-01-01

The role of school leadership--of principals and coaches--must be played out on a systems level to get widespread and sustainable improvement. Successful, whole-system education reform relies on capacity building, teamwork, pedagogy, and systemic reform. The strategies of good coaches and the right drivers for whole-system reform go hand in hand.…

Quality Coaching Counts

ERIC Educational Resources Information Center

Gould, Daniel

2016-01-01

Scholastic sport is a double-edged sword that can have positive or negative effects. Whether those effects are positive or negative depends on those who wield that sword--chiefly, the school's sports coach. While it is clear that coaches make a difference in ensuring that educational athletics lead to beneficial outcomes for student-athletes, a…

Coaching: An Apprenticeship Approach for the 21st Century

ERIC Educational Resources Information Center

Salavert, Roser

2015-01-01

Coaching, an apprentice-based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves…

Exploring physical activity behaviour - needs for and interest in a technology-delivered, home-based exercise programme among patients with intermittent claudication.

PubMed

Cornelis, Nils; Buys, Roselien; Fourneau, Inge; Dewit, Tijl; Cornelissen, Véronique

2018-02-01

Supervised walking is a first line therapy in peripheral arterial disease (PAD) with complaints of intermittent claudication. However, uptake of supervised programmes is low. Home-based exercise seems an appealing alternative; especially since technological advances, such as tele-coaching and tele-monitoring, may facilitate the process and support patients when adopting a physically active lifestyle. To guide the development of such an intervention, it is important to identify barriers of physical activity and the needs and interests for technology-enabled exercise in this patient group. PAD patients were recruited at the vascular centre of UZ Leuven (Belgium). A questionnaire assessing PA (SF-International Physical Activity Questionnaire), barriers to PA, and interest in technology-supported exercise (Technology Usage Questionnaire) was completed. Descriptive and correlation analyses were performed. Ninety-nine patients (76 men; mean age 69 years) completed the survey. Physical activity levels were low in 48 %, moderate in 29 %, and high in 23 %. Intermittent claudication itself is the most important barrier for enhanced PA, with most patients reporting pain (93 %), need for rest (92 %), and obstacles worsening their pain (74 %) as barriers. A total of 93 % participants owned a mobile phone; 76 % had Internet access. Eighty-seven reported the need for an exercise programme, with 67 % showing interest in tele-coaching to support exercise. If technology was available, three-quarter stated they would be interested in home-based tele-coaching using the Internet (preferably e-mails, 86 %); 50 % via mobile phone, 87 % preferred text messages. Both were inversely related to age (rpb = 0.363 and rpb = 0.255, p < 0.05). Acquaintance with elastic bands or gaming platforms was moderate (55 and 49 %, respectively), but patients were interested in using them as alternatives (84 and 42 %). Interest in platforms was age-dependent (rs = -0.508, p < 0.01). PAD patients show significant interest in technology-delivered exercise, offering opportunities to develop a guided home-based exercise programme.

Increasing girls’ physical activity during an organised youth sport basketball program: a randomised controlled trial protocol

PubMed Central

2014-01-01

Background Participation in organised youth sports (OYS) has been recommended as an opportunity to increase young peoples’ moderate-to-vigorous physical activity (MVPA) levels. Participants, however, spend a considerable proportion of time during OYS inactive. The purpose of this study, therefore, was to investigate whether coaches who attended coach education sessions (where education on increasing MVPA and decreasing inactivity during training was delivered) can increase players’ MVPA during training sessions over a 5-day basketball program compared to coaches who did not receive coach education sessions. Methods/design A convenience sample of 80 female players and 8 coaches were recruited into the UWS School Holiday Basketball Program in Greater Western Sydney, Australia. A two-arm, parallel-group randomised controlled trial was employed to investigate whether coaches who attended 2 coach education sessions (compared with a no-treatment control) can increase their players’ MVPA during training sessions over a 5-day basketball program. Objectively measured physical activity, directly observed lesson context and leader behaviour, player motivation, players’ perceived autonomy support, and coaching information (regarding training session planning, estimations on player physical activity and lesson context during training, perceived ability to modify training sessions, perceived importance of physical activity during training, intention to increase physical activity/reduce inactivity, and likelihood of increasing physical activity/reducing inactivity) were assessed at baseline (day 1) and at follow-up (day 5). Linear mixed models will be used to analyse between arm differences in changes from baseline to follow-up on all outcomes. Discussion The current trial protocol describes, to our knowledge, the first trial conducted in an OYS context to investigate the efficacy of an intervention, relative to a control, in increasing MVPA. This study’s findings will provide evidence to inform strategies targeting coaches to increase MVPA in OYS, which could have major public health implications, given the high proportion of children and adolescents who participate in OYS globally. Trial registration This trial is registered with the Australian New Zealand Clinical Trials Registry, ACTRN12613001099718. PMID:24751173

Coaching and Mentoring in Higher Education: A Learning-Centred Approach

ERIC Educational Resources Information Center

Carnell, Eileen; MacDonald, Jacqui; Askew, Susan

2006-01-01

This handbook sets out a clear organisational rationale of coaching and mentoring and provides structured activities for self-reflection or groups. It will be particularly suitable for Higher Education institutions which are considering the development of mentoring as part of their effective professional relationships and working practices. This…

Coach behaviours and practice structures in youth soccer: implications for talent development.

PubMed

Cushion, Chris; Ford, Paul R; Williams, A Mark

2012-01-01

Coaches are central to talent development in youth soccer and what they say and do impacts on players' achievements and well-being. Researchers have systematically observed coach behaviour and practice activities within this setting (i.e. 'what coaches do'). We review this research in light of contemporary discussion that highlights a potential 'theory-practice' divide. Our main example focuses on the discrepancy between coaching behaviour and research from the sports science sub-discipline areas of motor learning and skill acquisition that relate to how best to design practice sessions and provide instruction (i.e., 'what coaches should probably do'). The underlying reasons for this discrepancy are discussed and recommendations made to address this disparity in research, education and coach behaviours.

Group health coaching: strengths, challenges, and next steps.

PubMed

Armstrong, Colin; Wolever, Ruth Q; Manning, Linda; Elam, Roy; Moore, Margaret; Frates, Elizabeth Pegg; Duskey, Heidi; Anderson, Chelsea; Curtis, Rebecca L; Masemer, Susan; Lawson, Karen

2013-05-01

There is great need for cost effective approaches to increase patient engagement and improve health and well-being. Health and wellness coaching has recently demonstrated great promise, but the majority of studies to date have focused on individual coaching (ie, one coach with one client). Newer initiatives are bringing a group coaching model from corporate leadership development and educational settings into the healthcare arena. A group approach potentially increases cost-effective access to a larger number of clients and brings the possible additional benefit of group support. This article highlights some of the group coaching approaches currently being conducted across the United States. The group coaching interventions included in this overview are offered by a variety of academic and private sector institutions, use both telephonic and in-person coaching, and are facilitated by professionally trained health and wellness coaches as well as trained peer coaches. Strengths and challenges experienced in these efforts are summarized, as are recommendations to address those challenges. A working definition of "Group Health and Wellness Coaching" is proposed, and important next steps for research and for the training of group coaches are presented.

Training the Trainers of Tomorrow Today - driving excellence in medical education.

PubMed

Fellow-Smith, Elizabeth; Beveridge, Ed; Hogben, Katy; Wilson, Graeme; Lowe, John; Abraham, Rachel; Ingle, Digby; Bennett, Danielle; Hernandez, Carol

2013-01-01

Training the Trainers of Tomorrow Today (T4) is a new way to deliver "Training for Trainers". Responding to local dissatisfaction with existing arrangements, T4 builds on 3 essential requirements for a future shape of training: 1. Clinical Leadership and a Collaborative Approach 2. Cross-Specialty Design and Participation 3. Local Delivery and Governance Networks Design principles also included: 3 levels of training to reflect differing needs of clinical supervisors, educational supervisors and medical education leader, mapping to GMC requirements and the London Deanery's Professional Development Framework; alignment of service, educational theory and research; recognition of challenges in delivering and ensuring attendance in busy acute and mental health settings, and the development of a faculty network. The delivery plan took into account census of professional development uptake and GMC Trainee Surveys. Strong engagement and uptake from the 11 Trusts in NW London has been achieved, with powerful penetration into all specialties. Attendance has exceeded expectations. Against an initial 12 month target of 350 attendances, 693 were achieved in the first 8 months. Evaluation of content demonstrates modules are pitched appropriately to attendees needs, with positive feedback from trainers new to the role. Delivery style has attracted high ratings of satisfaction: 87% attendees rating delivery as "good\\excellent". External evaluation of impact demonstrated improved training experiences through changes in supervision, the learning environment and understanding of learning styles. We have addressed sustainability of the programme by advertising and recruiting Local Faculty Development Trainers. Volunteer consultants and higher trainees are trained to deliver the programme on a cascade model, supported by the Specialty Tutors, individual coaching and educational bursaries. The Trainers are local champions for excellence in training, provide a communication between the programme and local providers, are a repository of expertise in their service, and trouble shoot local barriers to engagement.

The Effectiveness of a Peer Coaching Education on Control and Management of Type 2 Diabetes in Women: A Protocol for a Randomized Controlled Trial.

PubMed

Aalaa, Maryam; Sanjari, Mahnaz; Aghaei Meybodi, Hamid Reza; Amini, Mohammad Reza; Qorbani, Mostafa; Adibi, Hossien; Mehrdad, Neda

2017-04-01

Diabetes Education by Peer Coaching is a strategy which helps the patients with diabetes in the field of behavioral and emotional problems. However, the results of studies in this field in other countries could not be generalized in our context. So, the current study aimed to examine the effectiveness of Diabetes Education by Peer Coaching on Diabetes Management. Outcome variables for patients and peer coaches are measured at baseline and in3,6 and 12 months. The primary outcome consisted of Fasting Blood Sugar (FBS) and HbA1c. Secondary outcomes included Blood Pressure (BP), Body Mass Index (BMI,) Waist-Hip Ratio (WHR), Lipid Profile, diabetes self-care activities, diabetes-related quality of life, depression, and Social Capital levels.Initial analyses compared the frequency of baseline levels of outcome and other variables using a simple Chi-square test, t-test and the Mann-Whitney- U test. Sequential measurements in each group were evaluated by two-way analysis of variance. If significant differences in baseline characteristics were found, analyses were repeated adjusting for these differences using ANOVA and logistic regression for multivariate analyses. Additional analyses were conducted to look for the evidence of effect modification by pre-specified subgroups. The fact is that self-control and self-efficacy in diabetes management and treatment of diabetes could be important components. It seems that this research in this special setting with cultural differences would provide more evidence about peer-coaching model. It seems that if the peer-coaching model improves learning situations between patients with diabetes by offering one-on-one Diabetes Self Management Education, it could be an interactive approach to diabetic education. Trial Registration Number: IRCT201501128175N3.

Effects of Coaching on Educators' and Preschoolers' Use of References to Print and Phonological Awareness during a Small-Group Craft/Writing Activity

ERIC Educational Resources Information Center

Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

Purpose: The current study investigated the effects of coaching as part of an emergent literacy professional development program to increase early childhood educators' use of verbal references to print and phonological awareness during interactions with children. Method: Thirty-one educators and 4 children from each of their classrooms (N = 121)…

Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

ERIC Educational Resources Information Center

Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

2018-01-01

To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

The Efficacy of Math Coaching: An Evaluative Case Study

ERIC Educational Resources Information Center

Dobbins, C. Neelie

2010-01-01

There is a lack of implementation of instructional strategies to assist middle school teachers in improving mathematics education for their students. Coaching is one solution to this problem, but its impact on student achievement is unclear. This case study evaluated the relationship between coaching and teacher efficacy and the impact of these…

Coaching via Electronic Performance Feedback to Support Home Visitors' Use of Caregiver Coaching Strategies

ERIC Educational Resources Information Center

Krick Oborn, Kellie M.; Johnson, LeAnne D.

2015-01-01

Recommended practices for Part C early childhood special education home visitors encourage use of caregiver coaching strategies to enhance learning opportunities within the natural routines of infants and toddlers. The purpose of this study was to evaluate the effects of a multicomponent professional development intervention on home visitors' use…

The Potential of Group Coaching for Leadership Learning

ERIC Educational Resources Information Center

Flückiger, Bev; Aas, Marit; Nicolaidou, Maria; Johnson, Greer; Lovett, Susan

2017-01-01

Despite group coaching being used to facilitate goal-focused change in a range of organizational contexts, there is little research evidence of its use or efficacy in continuing professional development programs for educational leaders. In the first part of this article we define coaching and consider the benefits and challenges of several forms…

Impact of Coaching on Preservice Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms

ERIC Educational Resources Information Center

Rakap, Salih

2017-01-01

The purpose of the present study was to examine the impact of training plus coaching on special education preservice teachers' use of embedded instruction learning trials (EILTs) within ongoing activities of inclusive preschool classrooms. A multiple baseline across participants design was used to investigate the relationships between coaching and…

Elite Coaching and the Technocratic Engineer: "Thanking the Boys at Microsoft!"

ERIC Educational Resources Information Center

Williams, Shaun; Manley, Andrew

2016-01-01

The primary purpose of this article is to provide an in-depth understanding of the manner in which surveillance technologies have become readily appropriated and utilised by elite Rugby Union coaches. It is conceded that positions adopted by populist writings commonly categorise the act of coaching as an educational activity that harnesses…

Teaching Better, Together: Literacy Coaching as Collaborative Professional Development

ERIC Educational Resources Information Center

Mraz, Maryann; Salas, Spencer; Mercado, Leonardo; Dikotla, Masennya

2016-01-01

This article draws from the combined experiences of the authors as teacher educators in very different parts of the world to describe the stance literacy coaching represents for English language teaching (ELT) contexts. They begin by defining how literacy coaching is portrayed in the research literature. They continue with a model of four broad…

A Descriptive Analysis of Instructional Coaches' Data Use in Science

ERIC Educational Resources Information Center

Snodgrass Rangel, Virginia; Bell, Elizabeth R.; Monroy, Carlos

2017-01-01

A key assumption of accountability policies is that educators will use data to improve their instruction. In practice, however, data use is quite hard, and more districts are looking to instructional coaches to support their teachers. The purpose of this descriptive analysis is to examine how instructional coaches in elementary and middle school…

The Coach's Playbook Against Drugs. Portable Guide.

ERIC Educational Resources Information Center

Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention.

This booklet helps coaches educate student athletes in middle, junior high, and high school about the dangers of drugs. Athletic coaches have a special relationship with athletes and other students but often underestimate their influence on them. When they talk to their players and students about the dangers of drugs, the message is more effective…

Mentoring and Coaching in Academia: Reflections on a Mentoring/Coaching Relationship

ERIC Educational Resources Information Center

Carmel, Roofe G.; Paul, Miller W.

2015-01-01

The changing landscape in Higher Education has made it more difficult for less experienced academics to find persons willing and able to invest in, and support their professional development. Mentoring and coaching provide psychosocial assistance in the work space, which assists mentees to deal more effectively with role ambiguity, role conflict…

Development of a systematic career coaching program for medical students.

PubMed

Hur, Yera; Cho, A Ra; Kwon, Mihye

2018-03-01

This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school's curriculum and educational environment.

The Importance of Sports Performance Factors and Training Contents From the Perspective of Futsal Coaches

PubMed Central

Serrano, João; Shahidian, Shakib; Sampaio, Jaime; Leite, Nuno

2013-01-01

The aim of this study was to identify the importance assigned by futsal coaches with different education levels to the sports performance factors (technical, tactical, physical and psychological) and to the training contents. The sample was divided into three groups (novice: n=35, intermediate: n=42; and elite coaches: n=15) depending on the degree of specific education, coaching experience and the level of the teams trained. To achieve this goal, the coaches answered a questionnaire previously validated by specialists in sport sciences. The results showed significant differences between the novice and elite group in small-sided games, inferiority games, opposition and execution timing of the training and drill items. The analyses also showed significant differences between the novice and intermediate group in inferiority games and opposition of the training and drill items. Although, no differences were identified between groups for the remaining performance factors and training and drill items considered, the identified trends provide a baseline related to the knowledge that contributes to the development of expertise of futsal coaches. PMID:24235991

The effectiveness of peer health coaching in improving glycemic control among low-income patients with diabetes: protocol for a randomized controlled trial.

PubMed

Ghorob, Amireh; Vivas, Maria Mercedes; De Vore, Diana; Ngo, Victoria; Bodenheimer, Thomas; Chen, Ellen; Thom, David H

2011-04-01

Although self-management support improves diabetes outcomes, it is not consistently provided in health care settings strained for time and resources. One proposed solution to personnel and funding shortages is to utilize peer coaches, patients trained to provide diabetes education and support to other patients. Coaches share similar experiences about living with diabetes and are able to reach patients within and beyond the health care setting. Given the limited body of evidence that demonstrates peer coaching significantly improves chronic disease care, this present study examines the impact of peer coaching delivered in a primary care setting on diabetes outcomes. The aim of this multicenter, randomized control trial is to evaluate the effectiveness of utilizing peer coaches to improve clinical outcomes and self-management skills in low-income patients with poorly controlled diabetes. A total of 400 patients from six primary health centers based in San Francisco that serve primarily low-income populations will be randomized to receive peer coaching (n = 200) or usual care (n = 200) over 6 months. Patients in the peer coach group receive coaching from patients with diabetes who are trained and mentored as peer coaches. The primary outcome is change in HbA1c. Secondary outcomes include change in: systolic blood pressure, body mass index (BMI), LDL cholesterol, diabetes self-care activities, medication adherence, diabetes-related quality of life, diabetes self-efficacy, and depression. Clinical values (HbA1c, LDL cholesterol and blood pressure) and self-reported diabetes self-efficacy and self-care activities are measured at baseline and after 6 months for patients and coaches. Peer coaches are also assessed at 12 months. Patients with diabetes, who are trained as peer health coaches, are uniquely poised to provide diabetes self management support and education to patients. This study is designed to investigate the impact of peer health coaching in patients with poorly controlled diabetes. Additionally, we will assess disease outcomes in patients with well controlled diabetes who are trained and work as peer health coaches. ClinicalTrials.gov identifier: NCT01040806.

Individual-level outcomes from a national clinical leadership development programme.

PubMed

Patton, Declan; Fealy, Gerard; McNamara, Martin; Casey, Mary; Connor, Tom O; Doyle, Louise; Quinlan, Christina

2013-08-01

A national clinical leadership development programme was instituted for Irish nurses and midwives in 2010. Incorporating a development framework and leadership pathway and a range of bespoke interventions for leadership development, including workshops, action-learning sets, mentoring and coaching, the programme was introduced at seven pilot sites in the second half of 2011. The programme pilot was evaluated with reference to structure, process and outcomes elements, including individual-level programme outcomes. Evaluation data were generated through focus groups and group interviews, individual interviews and written submissions. The data provided evidence of nurses' and midwives' clinical leadership development through self and observer-reported behaviours and dispositions including accounts of how the programme participants developed and displayed particular clinical leadership competencies. A key strength of the new programme was that it involved interventions that focussed on specific leadership competencies to be developed within the practice context.

Teach to Compete

ERIC Educational Resources Information Center

Shields, David Light; Funk, Christopher

2011-01-01

After years of working with athletes and coaches of all ages, the authors have come to the conclusion that young people need to be taught how to compete. Rather than assume students understand competition, it is vital that they are educated about it. Coaches and physical educators have both a unique opportunity and profound responsibility to teach…

Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning

ERIC Educational Resources Information Center

Norwood, Kathryn J.

2013-01-01

The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic…

Levels of Job Satisfaction of Coaches Providing Education to Mentally Retarded Children in Turkey

ERIC Educational Resources Information Center

Ilhan, Ekrem Levent

2012-01-01

The purpose of this research is to determine the levels of job satisfaction of sports coaches who are providing education to mentally retarded children and to examine as well as their job satisfaction according to different variables. Survey method was preferred as the data collection tool and "Minnesota Satisfaction…

Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective

ERIC Educational Resources Information Center

Morgan, Kevin

2017-01-01

The purpose of this article is to re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories. In doing so, an interdisciplinary perspective is promoted where the three aforementioned…

Group Health Coaching: Strengths, Challenges, and Next Steps

PubMed Central

Wolever, Ruth Q.; Manning, Linda; Elam, Roy; Moore, Margaret; Frates, Elizabeth Pegg; Duskey, Heidi; Anderson, Chelsea; Curtis, Rebecca L.; Masemer, Susan; Lawson, Karen

2013-01-01

There is great need for cost effective approaches to increase patient engagement and improve health and well-being. Health and wellness coaching has recently demonstrated great promise, but the majority of studies to date have focused on individual coaching (ie, one coach with one client). Newer initiatives are bringing a group coaching model from corporate leadership development and educational settings into the healthcare arena. A group approach potentially increases cost-effective access to a larger number of clients and brings the possible additional benefit of group support. This article highlights some of the group coaching approaches currently being conducted across the United States. The group coaching interventions included in this overview are offered by a variety of academic and private sector institutions, use both telephonic and in-person coaching, and are facilitated by professionally trained health and wellness coaches as well as trained peer coaches. Strengths and challenges experienced in these efforts are summarized, as are recommendations to address those challenges. A working definition of “Group Health and Wellness Coaching” is proposed, and important next steps for research and for the training of group coaches are presented. PMID:24416678

Nutritional Knowledge of UK Coaches

PubMed Central

Cockburn, Emma; Fortune, Alistair; Briggs, Marc; Rumbold, Penny

2014-01-01

Athletes obtain nutritional information from their coaches, yet their competency in this area is lacking. Currently, no research exists in the UK which has a different coach education system to many other countries. Therefore, the aim of this study was to evaluate the sports nutrition knowledge of UK coaching certificate (UKCC) level 2 and 3, hockey and netball qualified coaches. All coaches (n = 163) completed a sports nutrition questionnaire to identify: (a) if they provided nutritional advice; (b) their level of sport nutrition knowledge; and (c) factors that may have contributed to their level of knowledge. Over half the coaches provided advice to their athletes (n = 93, 57.1%), even though they were not competent to do so. Coaches responded correctly to 60.3 ± 10.5% of all knowledge questions with no differences between those providing advice and those who did not (p > 0.05). Those coaches who had undertaken formal nutrition training achieved higher scores than those who had not (p < 0.05). In conclusion, UK sports coaches would benefit from continued professional development in sports nutrition to enhance their coaching practice. PMID:24727434

Bearing the burden of doubt: female coaches' experiences of gender relations.

PubMed

Norman, Leanne

2010-12-01

Based on interview research, this study examined how master female coaches based in the United Kingdom experienced relations with men within their profession. Using a feminist cultural studies approach to examine how sport promotes and maintains a gender order unfavorable to women, we found that female coaches felt the need to continually prove themselves and often experienced coaching as a hostile and intimidating culture. Participants reported a gradual reduction in such unwelcoming behavior from men, seemingly because they had proved to be no threat to the existing patriarchal structure. A critical exploration of coaching is needed to understand how masculine hegemony leads to women's relative powerlessness as coaches. Furthermore, the findings present a case for a greater emphasis on sociocultural education within the UK coaching curricula.

Increasing girls' physical activity during a short-term organized youth sport basketball program: A randomized controlled trial.

PubMed

Guagliano, Justin M; Lonsdale, Chris; Kolt, Gregory S; Rosenkranz, Richard R; George, Emma S

2015-07-01

To evaluate the short-term efficacy of coach education on basketball players' physical activity (PA) intensity during practices. Intervention effects on players' motivation were also investigated. Randomized controlled trial. This study took place over the course of a 5-day organized youth sport (OYS) basketball program in 2 sports centres in Greater Western Sydney, Australia (September, 2013). A convenience sample of 76 players and 8 coaches were recruited. Players were girls aged 9 to 12 years. Following the first 2 days of the basketball program, coaches allocated into the intervention condition attended 2 coach education sessions where strategies to increase moderate-to-vigorous physical activity (MVPA) and decrease inactivity were discussed. Each coach education session lasted approximately 2h. Compared to the control group, players in the intervention group spent a significantly higher proportion of practice time in MVPA (mean difference [MD]=14.6%; standard error [SE]=2.2%), vigorous PA (VPA; MD=12.6%; SE=1.9%), moderate PA (MD=2.0%; SE=0.5%) and a significantly lower proportion of practice time inactive (MD=-14.5%; SE=2.3%) from baseline to follow-up. There were no significant changes in motivation from baseline to follow-up in either group. Brief coach education sessions can increase MVPA and decrease inactivity without deleterious effects on players' motivation. Also, substantial increases in VPA were found, which is an important finding because VPA has been associated with health benefits, over and above benefits accrued from lower-intensity activity. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Reducing musculoskeletal injury and concussion risk in schoolboy rugby players with a pre-activity movement control exercise programme: a cluster randomised controlled trial

PubMed Central

Hislop, Michael D; Stokes, Keith A; Williams, Sean; McKay, Carly D; England, Mike E; Kemp, Simon P T; Trewartha, Grant

2017-01-01

Background Injury risk in youth rugby has received much attention, highlighting the importance of establishing evidence-based injury reduction strategies. Aim To determine the efficacy of a movement control exercise programme in reducing injuries in youth rugby players and to investigate the effect of programme dose on injury measures. Methods In a cluster-randomised controlled trial, 40 independent schools (118 teams, 3188 players aged 14–18 years) were allocated to receive either the intervention or a reference programme, both of which were to be delivered by school coaches. The intervention comprised balance training, whole-body resistance training, plyometric training, and controlled rehearsal of landing and cutting manoeuvres. Time-loss (>24 hours) injuries arising from school rugby matches were recorded by coaches and medical staff. Results 441 time-loss match injuries (intervention, 233; control, 208) were reported across 15 938 match exposure-hours (intervention, 9083; control, 6855). Intention-to-treat results indicated unclear effects of trial arm on overall match injury incidence (rate ratio (RR)=0.85, 90% confidence limits 0.61 to 1.17), although clear reductions were evident in the intervention arm for concussion incidence (RR=0.71, 0.48 to 1.05). When trial arm comparisons were limited to teams who had completed three or more weekly programme sessions on average, clear reductions in overall match injury incidence (RR=0.28, 0.14 to 0.51) and concussion incidence (RR=0.41, 0.17 to 0.99) were noted in the intervention group. Conclusion A preventive movement control exercise programme can reduce match injury outcomes, including concussion, in schoolboy rugby players when compared with a standardised control exercise programme, although to realise the greatest effects players should complete the programme at least three times per week. PMID:28515056

Reducing musculoskeletal injury and concussion risk in schoolboy rugby players with a pre-activity movement control exercise programme: a cluster randomised controlled trial.

PubMed

Hislop, Michael D; Stokes, Keith A; Williams, Sean; McKay, Carly D; England, Mike E; Kemp, Simon P T; Trewartha, Grant

2017-08-01

Injury risk in youth rugby has received much attention, highlighting the importance of establishing evidence-based injury reduction strategies. To determine the efficacy of a movement control exercise programme in reducing injuries in youth rugby players and to investigate the effect of programme dose on injury measures. In a cluster-randomised controlled trial, 40 independent schools (118 teams, 3188 players aged 14-18 years) were allocated to receive either the intervention or a reference programme, both of which were to be delivered by school coaches. The intervention comprised balance training, whole-body resistance training, plyometric training, and controlled rehearsal of landing and cutting manoeuvres. Time-loss (>24 hours) injuries arising from school rugby matches were recorded by coaches and medical staff. 441 time-loss match injuries (intervention, 233; control, 208) were reported across 15 938 match exposure-hours (intervention, 9083; control, 6855). Intention-to-treat results indicated unclear effects of trial arm on overall match injury incidence (rate ratio (RR)=0.85, 90% confidence limits 0.61 to 1.17), although clear reductions were evident in the intervention arm for concussion incidence (RR=0.71, 0.48 to 1.05). When trial arm comparisons were limited to teams who had completed three or more weekly programme sessions on average, clear reductions in overall match injury incidence (RR=0.28, 0.14 to 0.51) and concussion incidence (RR=0.41, 0.17 to 0.99) were noted in the intervention group. A preventive movement control exercise programme can reduce match injury outcomes, including concussion, in schoolboy rugby players when compared with a standardised control exercise programme, although to realise the greatest effects players should complete the programme at least three times per week. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Intention to use sport concussion guidelines among community-level coaches and sports trainers.

PubMed

Newton, Joshua D; White, Peta E; Ewing, Michael T; Makdissi, Michael; Davis, Gavin A; Donaldson, Alex; Sullivan, S John; Seward, Hugh; Finch, Caroline F

2014-09-01

Sporting bodies have developed guidelines for managing community-level players with suspected concussion in response to international consensus statements on concussion in sport. The purpose of this study was to examine the factors that influence the intended use of concussion guidelines among community-level coaches and sports trainers from two popular football codes in Australia: Australian football and rugby league. Cross-sectional survey. The survey, based on an extended theory of planned behaviour model, was completed by 183 Australian football coaches, 121 Australian football sports trainers, 171 rugby league coaches, and 142 rugby league sports trainers. Personal norms and self-efficacy were significant predictors of intention to use concussion guidelines, although the relationship between self-efficacy and intention was stronger among Australian football coaches than rugby league coaches. Analysis of the salient beliefs that underpin self-efficacy found that coaches, irrespective of football code, felt less familiar (χ(2)=25.70, p<0.001) and less experienced (χ(2)=31.56, p<0.001) than sports trainers in using the concussion guidelines. At the same time, Australian football personnel, irrespective of their team role, felt that they had insufficient time (χ(2)=8.04, p<0.01) and resources (χ(2)=12.31, p<0.001) to implement the concussion guidelines relative to rugby league personnel. Programmes aimed at increasing the intended use of sport concussion guidelines should focus on enhancing self-efficacy and leveraging personal norms. Increasing coaches' familiarity and experience in using the concussion guidelines would also be warranted, as would finding ways to overcome the perceived time and resource constraints identified among Australian football personnel. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

NCAA strength and conditioning coach demographics, current practice trends and common injuries of athletes during strength and conditioning sessions.

PubMed

Waryasz, Gregory R; Daniels, Alan H; Gil, Joseph A; Suric, Vladimir; Eberson, Craig P

2016-10-01

NCAA strength and conditioning coaches are responsible for the day-to-day conditioning and strength training of collegiate athletes. NCAA regulations will likely require all strength and conditioning coaches to have a strength and conditioning certification. NCAA strength and conditioning coaches have varied philosophies on exercise programming based on educational background. The study aims to further evaluate the backgrounds and exercise philosophies of NCAA strength and conditioning coaches. A survey (Survey Monkey®, Palo Alto, CA, USA) was distributed to NCAA strength and conditioning professionals to evaluate their education background, current practice trends, use of specific equipment and footwear, and what injuries occurred during sessions. Of the 208 survey participants, 77.9% were male with an average age of 34.5±9.1 years old. An exercise-related bachelor's degree was held by 80.4% and an exercise-related master's degree by 72.4%. Over 89% had a strength and conditioning certification. Having a master's, bachelor's, or type strength and conditioning certification had no difference in 1-repetition maximal practice with athletes. Lower extremity injuries made up the highest percentage (58.9%) of injuries seen by NCAA Strength and Conditioning Coaches than lumbar spine injuries (16.7%). The five most common injuries reported during workouts were lumbar strain (N.=431, 14.7%), hamstring strain (N.=332, 11.3%), ankle sprain (N.=299, 10.2%), patellar tendonitis (N.=232, 7.9%), and shin splints (N.=226, 7.7%). Collegiate education and certifications have impact on practice patterns of strength and conditioning coaches in the NCAA.

Integration of professional judgement and decision-making in high-level adventure sports coaching practice.

PubMed

Collins, Loel; Collins, Dave

2015-01-01

This study examined the integration of professional judgement and decision-making processes in adventure sports coaching. The study utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. Results revealed that, in order to make judgements and decisions in practice, expert coaches employ a range of practical and pedagogic management strategies to create and opportunistically use time for decision-making. These approaches include span of control and time management strategies to facilitate the decision-making process regarding risk management, venue selection, aims, objectives, session content, and differentiation of the coaching process. The implication for coaches, coach education, and accreditation is the recognition and training of the approaches that "create time" for the judgements in practice, namely "creating space to think". The paper concludes by offering a template for a more expertise-focused progression in adventure sports coaching.

Taking the Next Step: Ways Forward for Coaching Science

ERIC Educational Resources Information Center

Abraham, Andrew; Collins, Dave

2011-01-01

Coaching is no longer a subset of physical education or sport psychology but is rather an established vocation for research. In reaching such a position, we argue that a broad range of epistemologies have been used to investigate coaching such as sociology and cognitive psychology. However there is danger that, in the search for new ground,…

Principals as Partners with Literacy Coaches: Striking a Balance between Neglect and Interference

ERIC Educational Resources Information Center

Ippolito, Jacy

2009-01-01

What role must principals play in order to effectively support literacy coaching efforts? This is a question that many educators have begun to ask (Burkins, 2007; Casey, 2006; Kral, 2007; Shanklin, 2007; Steiner & Kowal, 2007; Toll, 2008). Some suggest that principals can establish close relationships with literacy coaches by offering a number…

eCoaching across Routines to Enhance Teachers' Use of Modeling

ERIC Educational Resources Information Center

Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan

2016-01-01

The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies…

Educational Leadership: A Description of the Administrator's Role in Facilitating the Work of Literacy Coaches

ERIC Educational Resources Information Center

Faught, Kelly Owens

2013-01-01

The purpose of this qualitative case study was to explore the relationship between the administrator and the literacy coach and describe the administrator's role in facilitating the work of literacy coaches. This study was guided by four questions: (1) What essential knowledge must administrators possess in order to effectively facilitate the work…

Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers

ERIC Educational Resources Information Center

Grygas Coogle, Christan; Ottley, Jennifer R.; Rahn, Naomi L.; Storie, Sloan

2018-01-01

A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers' use of two targeted naturalistic communication strategies and focus children's responses to these strategies. Results indicated that bug-in-ear eCoaching enhanced teachers' use of communication strategies and the appropriate responses of…

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

ERIC Educational Resources Information Center

Neuman, Susan B.; Wright, Tanya S.

2010-01-01

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments…

Sports Coach as Transformative Leader: Arresting School Disengagement through Community Sport-Based Initiatives

ERIC Educational Resources Information Center

Morgan, Haydn J.; Bush, Anthony J.

2016-01-01

Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support…

The Leader's Leader: Examining the HR Executive's Role as Performance Coach at the Management Level

ERIC Educational Resources Information Center

Strodel, Neil; Novak, Christopher

2005-01-01

Higher education human resource professionals know the importance of performance management and coaching for university employees. However, the standards of performance often are not enforced to those in high-level positions. Neil Strodel and Christopher Novak examine how HR leaders are in a unique position to extend performance coaching to those…

A Systematic Review of the Literature on Health and Wellness Coaching: Defining a Key Behavioral intervention in Healthcare

PubMed Central

Simmons, Leigh Ann; Sforzo, Gary A.; Dill, Diana; Kaye, Miranda; Bechard, Elizabeth M.; Southard, Mary Elaine; Kennedy, Mary; Vosloo, Justine; Yang, Nancy

2013-01-01

Primary Objective: Review the operational definitions of health and wellness coaching as published in the peer-reviewed medical literature. Background: As global rates of preventable chronic diseases have reached epidemic proportions, there has been an increased focus on strategies to improve health behaviors and associated outcomes. One such strategy, health and wellness coaching, has been inconsistently defined and shown mixed results. Methods: A Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)—guided systematic review of the medical literature on health and wellness coaching allowed for compilation of data on specific features of the coaching interventions and background and training of coaches. Results: Eight hundred abstracts were initially identified through PubMed, with 284 full-text articles ultimately included. The majority (76%) were empirical articles. The literature operationalized health and wellness coaching as a process that is fully or partially patient-centered (86% of articles), included patient-determined goals (71%), incorporated self-discovery and active learning processes (63%) (vs more passive receipt of advice), encouraged accountability for behaviors (86%), and provided some type of education to patients along with using coaching processes (91%). Additionally, 78% of articles indicated that the coaching occurs in the context of a consistent, ongoing relationship with a human coach who is trained in specific behavior change, communication, and motivational skills. Conclusions: Despite disparities in how health and wellness coaching have been operationalized previously, this systematic review observes an emerging consensus in what is referred to as health and wellness coaching; namely, a patient-centered process that is based upon behavior change theory and is delivered by health professionals with diverse backgrounds. The actual coaching process entails goal-setting determined by the patient, encourages self-discovery in addition to content education, and incorporates mechanisms for developing accountability in health behaviors. With a clear definition for health and wellness coaching, robust research can more accurately assess the effectiveness of the approach in bringing about changes in health behaviors, health outcomes and associated costs that are targeted to reduce the global burden of chronic disease. PMID:24416684

Compliance With Injury Prevention Measures in Youth Pitchers: Survey of Coaches in Little League of Puerto Rico.

PubMed

Pamias-Velázquez, Kristian J; Figueroa-Negrón, Mariam M; Tirado-Crespo, Janiliz; Mulero-Portela, Ana L

2016-05-01

Because of the problem of elbow and shoulder injuries in baseball pitchers between 9 and 14 years of age, the USA Baseball Medical & Safety Advisory Committee and the Department of Recreation and Sports in Puerto Rico developed injury prevention guidelines for pitchers. The purpose of this study was to determine the compliance of pitching coaches of 9- to 14-year-old Little League teams in Puerto Rico with the Administrative Order 2006-01 and the USA Baseball guidelines. (1) The coaches will have a satisfactory level of compliance with the Administrative Order as well as with the USA Baseball guidelines and (2) both the level of education of the coach as well as the years of experience will correlate with the level of compliance. Descriptive cross-sectional study. Level 5. A self-administered questionnaire was developed based on the Administrative Order and on the USA Baseball guidelines. A descriptive univariate analysis was conducted to determine the mean coach compliance with both guidelines. Pearson correlation coefficients were used to describe the correlation between the level of education and the years of experience of the coaches with the level of compliance. Thirty-five coaches (response rate, 78%) participated in the study. On average, the coaches complied with 70% of the Administrative Order and with 73% of the USA Baseball guidelines. No significant correlations were found. The coaches who participated in the study did not reflect a satisfactory level of compliance with the USA Baseball guidelines or with the Administrative Order. These findings emphasize the need for reinforcing compliance with the injury prevention guidelines and the need to provide resources and training to coaches to effectively prevent elbow and shoulder injuries in pitchers. © 2016 The Author(s).

Strategies for Using Pop Culture in Sport Psychology and Coaching Education

ERIC Educational Resources Information Center

Collins, Karen

2012-01-01

The use of pop culture as a tool for learning and instruction is paramount. Therefore, it is imperative for teachers to be aware of, and incorporate, trends that are popular and reflect the student experience. This article addresses the pop culture trends that can positively affect teaching, coaching education, and sport psychology practice.…

Speaking of Belonging: Learning to Be "Good Citizens" in the Context of Voluntary Language Coaching Projects in Amsterdam, the Netherlands

ERIC Educational Resources Information Center

Mosher, Rhiannon

2015-01-01

This article explores citizenship education for adult immigrants through informal language education in Amsterdam, the Netherlands. Based on data collected over thirteen months of ethnographic research among volunteer Dutch language coaches in Amsterdam, the primary methods used in this study were in-depth semi-structured interviews and…

Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice

ERIC Educational Resources Information Center

Castillo, Melissa J.

2012-01-01

The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and…

Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities

ERIC Educational Resources Information Center

Mitchell, Joshua J.; Gansemer-Topf, Ann M.

2016-01-01

The increasing number of students with disabilities enrolling in postsecondary education, and the variety of these disabilities, challenges higher education institutions to meet the unique needs of these students. Academic coaching has been found to be effective in enhancing student success and is one approach that can help meet the needs of…

Women Being Coached to Advance Their Careers to Positions of Power and Influence: A Narrative Inquiry

ERIC Educational Resources Information Center

Theune, Doris P.

2010-01-01

This study presents the discipline of executive coaching as a form of contemporary adult education informed by transformative learning theory appropriate for the education, support, and empowerment of adult women seeking to identify, understand, and break through the obstacles and barriers to career advancement to achieve positions of power and…

The Role of the Referee in Physical Education Lessons: Student Experience and Motivation

ERIC Educational Resources Information Center

Adé, David; Ganière, Caroline; Louvet, Benoît

2018-01-01

Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not only for motor learning, but also for methodological and social learning. To our knowledge, the role of the student referee in PE lessons has never been…

eCoaching to Enhance Special Educator Practice and Child Outcomes

ERIC Educational Resources Information Center

Coogle, Christan Grygas; Ottley, Jennifer R.; Storie, Sloan; Rahn, Naomi L.; Burt, Amy Kurowski

2017-01-01

Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educator's use of embedded learning…

Gender Integration of a Core Content Area Teacher/Athletic Coach in the Rural Southeastern United States

ERIC Educational Resources Information Center

Brown, Alan

2012-01-01

Research on the occupational socialization of teachers and coaches has largely centered on physical education teachers and rarely on teachers from core content areas (i.e. English, foreign language, mathematics, science and social studies) who also coach athletics. The primary purpose of this single-case study was to explore the socialization of a…

Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working

ERIC Educational Resources Information Center

van Leent, Lisa J.; Exley, Beryl

2013-01-01

As the demands placed on the literacy coach have evolved, so too have the roles of these educational providers who are often responsible for working with school teams to turn around student performance on standardized literacy tests. One literacy coach based in a Queensland primary school recounts her experiences via open-ended interview over a…

eCoaching across Routines to Enhance Teachers' Use of Modeling

ERIC Educational Resources Information Center

Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan

2016-01-01

The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies was…

Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support

ERIC Educational Resources Information Center

Knight, Jim

2009-01-01

In the past decade, interest in the form of professional learning loosely described as coaching has exploded. This growing interest in coaching is likely fueled by educators' recognition that traditional one-shot approaches to professional development--where teachers hear about practices but do not receive follow-up support--are ineffective at…

The Computer as Coach: An Athletic Paradigm for Intellectual Education. AI Memo 389.

ERIC Educational Resources Information Center

Goldstein, Ira

This paper is a preliminary proposal to develop the theory and design for "coaches" for computer games, to implement prototypes, and to experiment with their ability to convey important intellectual skills. The focus of this project will be restricted to developing a coach for a single example of an intellectual game called Wumpus. It is…

Leading article: how can I optimise my role as a leader within the surgical team?

PubMed

Green, B; Mitchell, D A; Stevenson, P; Kane, T; Reynard, J; Brennan, P A

2016-10-01

Leadership is uncommonly taught formally at any level in surgical training, and is not often evaluated formally either within assessment programmes or during appraisal. Good leadership skills in oral and maxillofacial surgery (OMFS) include professionalism, technical competence, motivation, innovation, ability to communicate, resilience, and effective teaching. They also include the recognition of when and how to "follow" when appropriate. Such skills can be developed through experience, observation, and education using a framework that can include mentoring, coaching, and feedback. This review provides some guidance in how to improve leadership skills in OMFS, which we hope will to improve the quality of training and care of patients. Copyright © 2016 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

Development of a systematic career coaching program for medical students

PubMed Central

2018-01-01

Purpose This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. Methods The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. Results The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. Conclusion The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school’s curriculum and educational environment. PMID:29510607

The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches.

PubMed

Bailey, Richard P; Madigan, Daniel J; Cope, Ed; Nicholls, Adam R

2018-01-01

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was "individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic)," which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education programs.

Wyoming's Instructional Facilitator Program: Teachers' Beliefs about the Impact of Coaching on Practice

ERIC Educational Resources Information Center

Rush, Leslie S.; Young, Suzanne

2011-01-01

In 2006, the Wyoming state government allocated monies for the Department of Education to fund the work of Instructional Facilitators, or coaches, in schools across the state (Wyoming Department of Education, 2008). In Spring 2009, after the program had been in place for two years, an ex-post facto study was designed to examine the impact of the…

The Pedagogy of Teaching Educational Vision: A Vision Coach's Field Notes about Leaders as Learners

ERIC Educational Resources Information Center

Schein, Jeffrey

2009-01-01

The emerging field of educational visioning is full of challenges and phenomena worthy of careful analysis and documentation. A relatively neglected phenomenon is the learning curve of the leaders (often lay leaders) involved in the visioning process. This article documents a range of experiences of the author serving as a vision coach to five…

Evaluating the Male and Female Students' Welcome of the Cultural-Art Plans

ERIC Educational Resources Information Center

Eshaghian, Masomeh; Saadatmand, Zohreh

2015-01-01

The purpose of this study is to evaluate the welcome of culture-art plans in the high schools of Khomeyni Shahr City from perspectives of the educational coaches and students in the 2013. The present study is a descriptive-survey research. The statistical population of this study includes the educational coaches and students participating in the…

Study of International Mentoring and Coaching Practices and Their Constructive Application in the Russian System of Corporate Education and Training

ERIC Educational Resources Information Center

Masalimova, Alfiya R.; Shaidullina, Almira R.

2016-01-01

The relevance of the research stems from dissimilarities between domestic and foreign experiences of mentoring and coaching in corporate education and training related to the methods and techniques aimed not only at transmitting mentor's professional experience to young professionals but also at identifying and developing mentees' potential, and…

Coaching Whiteness: Stories of "Pacifica Exotica" in Australian High School Rugby

ERIC Educational Resources Information Center

McDonald, Brent

2016-01-01

The intersection of sport and education is a potentially powerful site for the production of class and gender. This paper examines how the relationship between sport and education can also serve to (re)produce ideas about "race". Drawing on research conducted during my time as a coach of the first XV rugby team at an elite private school…

Improving physician-patient communication about cancer pain with a tailored education-coaching intervention.

PubMed

Street, Richard L; Slee, Christina; Kalauokalani, Donna K; Dean, Dionne Evans; Tancredi, Daniel J; Kravitz, Richard L

2010-07-01

This study examined the effect of a theoretically grounded, tailored education-coaching intervention to help patients more effectively discuss their pain-related questions, concerns, and preferences with physicians. Grounded in social-cognitive and communication theory, a tailored education-coaching (TEC) intervention was developed to help patients learn pain management and communication skills. In a RCT, 148 cancer patients agreed to have their consultations audio-recorded and were assigned to the intervention or a control group. The recordings were used to code for patients' questions, acts of assertiveness, and expressed concerns and to rate the quality of physicians' communication. Patients in the TEC group discussed their pain concerns more than did patients in the control group. More active patients also had more baseline pain and interacted with physicians using participatory decision-making. Ratings of physicians' information about pain were higher when patients talked more about their pain concerns. The study demonstrates the efficacy of a theoretically grounded, coaching intervention to help cancer patients talk about pain control. Coaching interventions can be effective resources for helping cancer patients communicate about their pain concerns if they are theoretically grounded, can be integrated within clinical routines, and lead to improve health outcomes. Copyright 2009 Elsevier Ireland Ltd. All rights reserved.

Communicating about youth's sun exposure risk to soccer coaches and parents: a pilot study in Georgia.

PubMed

Parrott, R; Duggan, A; Cremo, J; Eckles, A; Jones, K; Steiner, C

1999-06-01

Efforts to increase the sun-protective behaviors of children were extended to outdoor recreational sports and youth soccer settings in this study. The pretest results of a pilot survey of coaches (n = 12), parents (n = 50), and youths (n = 61) on eight soccer teams in south Georgia were used to guide the development of a health education program for coaches. In the pilot programs, half the coaches were trained to be involved in soccer-playing youths' sun protection by acting as positive role models and promoting sun protection to youths and their parents. The pilot demonstrated coaches' willingness to participate in sun protection promotion to youth: Youths indicated that coaches and parents were more likely to tell youths to wear sunscreen after the training than before, and coaches perceived getting youths to wear sunscreen to be less difficult than before.

Making Connections Through Coaching: A Story of Finding Meaning Through Athletics and Coaching

NASA Astrophysics Data System (ADS)

Krug, Mary

In this thesis, I share stories of my experiences as a high school science teacher, gymnastics coach, and track and field coach and I explore my discovery of the importance of making connections in my vocation. Written in Scholarly Personal Narrative format, I reflect on my own experiences with high school and college athletics I and discuss the lessons that I learned which I find to be most important to coaches and teachers. This thesis centers around making connections with athletes and students as a coach and educator. I dive into my career and highlight the lessons that I find to be most important for myself and other teaching and coaching professionals. The strongest take-away message that I would like my readers to recognize is that teachers who express genuine interest in students' lives can help them open up and feel like they belong. In turn, a cooperative, collaborative community can form.

Coaching communication issues with elite female athletes: two Norwegian case studies.

PubMed

Kristiansen, E; Tomten, S E; Hanstad, D V; Roberts, G C

2012-12-01

The aim of this study was to examine the careers of two successful female elite athletes who later stagnated, and to identify possible factors that might have led to their demotivation. Individual interviews and a focus group interview were conducted. Using a multidisciplinary approach, the stories of April and Hazel raised several issues related to coaching, coach education, and the development of female athletes. Their individual profiles revealed that their perception of the lack of long-term development was caused by coach miscommunication, having to cope with sudden fame, and injuries provoked by overtraining. The coach-athlete relationship was discussed with a focus on the inexperience of some coaches, the number of coaches the athletes had to deal with, sociolinguistic issues, and the differing criteria of success communicated. Finally, the importance of their national governing bodies to focus on knowledge transfer, the supervision of coaches, and the infrastructure to monitor athletes were discussed. © 2012 John Wiley & Sons A/S.

Examining Teachers' Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Lekwa, Adam J.; Reddy, Linda A.; Coccaro, Candace

2017-01-01

The purpose of this qualitative study was to examine teachers' attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers' needs and goals. Thirty-four K-5 general (n = 26), special education (n = 6), and educational…

The Use of Questions within In-the-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice

ERIC Educational Resources Information Center

Averill, Robin; Drake, Michael; Anderson, Dayle; Anthony, Glenda

2016-01-01

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within…

Successful NCAA Division I Baseball Coaches' Understandings of Their Roles and Responsibilities as Leaders in a Higher Education Context

ERIC Educational Resources Information Center

McMullen, Cameron

2016-01-01

Certain coaches seem to have a basic blueprint for success that consistently puts them at the forefront of their respective industries. Within this blueprint are various components of leadership. The purpose of this study was to identify how successful NCAA Division I baseball coaches understand their roles and responsibilities as leaders in a…

Systematic review of coaching to enhance surgeons' operative performance.

PubMed

Min, Hyeyoun; Morales, Dianali Rivera; Orgill, Dennis; Smink, Douglas S; Yule, Steven

2015-11-01

There is increasing attention on the coaching of surgeons and trainees to improve performance but no comprehensive review on this topic. The purpose of this review is to summarize the quantity and the quality of studies involving surgical coaching methods and their effectiveness. We performed a systematic literature search through PubMed and PsychINFO by using predefined inclusion criteria. Evidence for main outcome categories was evaluated with the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) system and the Medical Education Research Study Quality Instrument (MERSQI). Of a total 3,063 articles, 23 met our inclusion criteria; 4 randomized controlled trials and 19 observational studies. We categorized the articles into 4 groups on the basis of the outcome studied: perception, attitude and opinion; technical skills; nontechnical skills; and performance measures. Overall strength of evidence for each outcome groups was as follows: Perception, attitude, and opinion (Grading of Recommendations Assessment, Development, and Evaluation: Very Low, Medical Education Research Study Quality Instrument [MERSQI]: 10); technical skills (randomized controlled trials: High, 13.1; Observation studies: Very Low, 11.5); nontechnical skills (Very Low, 12.4) and performance measures (Very Low, 13.6). Simulation was the most used setting for coaching; more than half of the studies deployed an experienced surgeon as a coach and showed that coaching was effective. Surgical coaching interventions have a positive impact on learners' perception and attitudes, their technical and nontechnical skills, and performance measures. Evidence of impact on patient outcomes was limited, and the quality of research studies was variable. Despite this, our systematic review of different coaching interventions will benefit future coaching strategies and implementation to enhance operative performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Compliance With Injury Prevention Measures in Youth Pitchers

PubMed Central

Pamias-Velázquez, Kristian J.; Figueroa-Negrón, Mariam M.; Tirado-Crespo, Janiliz; Mulero-Portela, Ana L.

2016-01-01

Background: Because of the problem of elbow and shoulder injuries in baseball pitchers between 9 and 14 years of age, the USA Baseball Medical & Safety Advisory Committee and the Department of Recreation and Sports in Puerto Rico developed injury prevention guidelines for pitchers. The purpose of this study was to determine the compliance of pitching coaches of 9- to 14-year-old Little League teams in Puerto Rico with the Administrative Order 2006-01 and the USA Baseball guidelines. Hypotheses: (1) The coaches will have a satisfactory level of compliance with the Administrative Order as well as with the USA Baseball guidelines and (2) both the level of education of the coach as well as the years of experience will correlate with the level of compliance. Study Design: Descriptive cross-sectional study. Level of Evidence: Level 5. Methods: A self-administered questionnaire was developed based on the Administrative Order and on the USA Baseball guidelines. A descriptive univariate analysis was conducted to determine the mean coach compliance with both guidelines. Pearson correlation coefficients were used to describe the correlation between the level of education and the years of experience of the coaches with the level of compliance. Results: Thirty-five coaches (response rate, 78%) participated in the study. On average, the coaches complied with 70% of the Administrative Order and with 73% of the USA Baseball guidelines. No significant correlations were found. Conclusion: The coaches who participated in the study did not reflect a satisfactory level of compliance with the USA Baseball guidelines or with the Administrative Order. Clinical Relevance: These findings emphasize the need for reinforcing compliance with the injury prevention guidelines and the need to provide resources and training to coaches to effectively prevent elbow and shoulder injuries in pitchers. PMID:27118556

Going the extra mile: Lessons learned from running coaches applied to medicine.

PubMed

Graddy, Ryan; Wright, Scott

2017-01-01

Master clinicians and successful long-distance runners have a lot in common. Both are dedicated to continuous improvement and are flexible in their approach, allowing for adaptation to meet unplanned challenges. Given these similarities and the important role of coaches in athletics, there is an opportunity for medical educators to learn from excellent running coaching. The authors spent time with three respected running coaches at different levels (high school, college, and postcollegiate online) and identified six principles employed by these coaches that seem to be particularly relevant for promoting skill development in medicine. Three of these may be considered foundational tenets for a successful coach: know your coachee; model the qualities you seek to instill; and communicate clearly and consistently. An additional three principles represent higher order coaching skills that enable superior coaches to develop others into truly outstanding performers: be a keen observer; purposefully build strong and interconnected teams; and inspire greatness. Longitudinal, individualized coaching predicated on these six tenets may be an effective means for optimizing professional development in medicine.

The effect of two different interval-training programmes on physiological and performance indices.

PubMed

Sindiani, Mahmood; Eliakim, Alon; Segev, Daria; Meckel, Yoav

2017-08-01

The aim of the present study was to compare the effect of an increasing-distance, interval-training programme and a decreasing-distance, interval-training programme, matched for total distance, on aerobic and anaerobic physiological indices. Forty physical education students were randomly assigned to either the increasing- or decreasing-distance, interval-training group (ITG and DTG), and completed two similar relevant sets of tests before and after six weeks of training. One training programme consisted of increasing-distance interval-training (100-200-300-400-500 m) and the other decreasing-distance interval training (500-400-300-200-100 m). While both training programmes led to a significant improvement in VO 2 max (ES = 0.83-1.25), the improvement in the DTG was significantly greater than in the ITG (14.5 ± 3.6 vs. 7.8 ± 3.2%, p < .05). In addition, while both training programmes led to a significant improvement in all anaerobic indices (ES = 0.83-1.63), the improvements in peak power (15.7 ± 7.8 vs. 8.9 ± 4.7), mean power (10.6 ± 5.4 vs. 6.8 ± 4.4), and fatigue index (18.2 ± 10.9 vs. 7.0 ± 14.2) were significantly greater in the DTG compared to the ITG (p < .05). The main finding of the present study was that beyond the significant positive effects of both training programmes on aerobic and anaerobic fitness, the DTG showed significant superiority over the ITG in improving aerobic and anaerobic performance capabilities. Coaches and athletes should therefore be aware that, in spite of identical total work, an interval-training programme might induce different physiological impacts if the order of intervals is not identical.

Assessing Needs and Feasibility of Diabetes Self-management Coaching at Faith-Based Organizations for Indo-Guyanese Immigrants.

PubMed

Hosler, Akiko S; Solanki, Malini N; Savadatti, Sanghamitra

2015-06-01

The purpose of this study is to explore barriers and needs related to diabetes care and the feasibility of diabetes self-management (DSM) "coaching" at faith-based organizations (FBOs) for the Indo-Guyanese community in Schenectady, New York. Participants were recruited though flyers and mass mailings, and in-depth interviews were conducted at their homes by a team of culturally matched interviewers using a semi-structured questionnaire. Characteristics of participants were compared with existing population-based data to confirm their representativeness. Responses were transcribed, coded, and summarized, and findings are presented along with selective quotations. Key dimensions of feasibility were scored and charted for visualization. Findings revealed barriers regarding diet-related knowledge and skills, access to structured DSM education, hyperglycemia control, and environmental support for physical activity. Participants responded positively to receiving free DSM coaching at their FBOs. All participants preferred a qualified health care professional such as certified diabetes educator as their coach and wanted coaching in all aspects of DSM; however, food preparation/diet was the most frequently requested specific topic. Participants uniformly disliked contact with the coach through e-mails and text messages but liked receiving periodic telephone calls at home by the coach. Overall, DSM coaching at FBOs rated high on the key dimensions of feasibility, namely, affordability, accessibility, acceptability, cultural relevance, and safety. This study sheds light on the feasibility of an FBO-based DSM intervention for the Indo-Guyanese. It offers insights into developing culturally appropriate DSM intervention format and strategy. © 2015 The Author(s).

Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data

ERIC Educational Resources Information Center

Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.

2018-01-01

Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In…

Liability and Safety in Physical Education and Sport: A Practitioner's Guide to the Legal Aspects of Teaching and Coaching in Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Hart, James E.; Ritson, Robert J.

This second edition contains updated information and new case studies, offering guidance for safer programs and management of risk while reinforcing sound educational practices. The book features overviews of legal concepts and presents examples of situations from the trenches. Case studies illustrate a variety of teacher, coach, and administrator…

A Survey of Levels of Supervisory Support and Maintenance of Effects Reported by Educators Involved in Direct Instruction Implementations.

ERIC Educational Resources Information Center

Blakely, Molly Riley

2001-01-01

Provides results of a survey given to 150 educators across 5 school Direct Instruction implementations. Proposes that this survey is an initial step in the direction of determining teacher preferences with regard to levels of support and coaching provided in school. Finds teachers identified the team-teach method of coaching as the most effective.…

Empowering older people with early dementia and family caregivers: a participatory action research study.

PubMed

Nomura, Michie; Makimoto, Kiyoko; Kato, Motoko; Shiba, Tamami; Matsuura, Chieko; Shigenobu, Kazue; Ishikawa, Tomohisa; Matsumoto, Naomi; Ikeda, Manabu

2009-04-01

The increase in the number of people suffering from dementia is of increasing global concern. A survey on the living conditions of the elderly in a Japanese rural community revealed a high prevalence of early dementia and the necessity for interventions not only for the elderly with early dementia but also for their families. To describe the implementation and process evaluation of a programme based on cognitive rehabilitation aimed at empowering the elderly with early dementia and education and counselling programmes aimed at likewise empowering their family caregivers. This study used a community health action research model. Participatory action research (PAR) was conducted through a cycle of planning, action, and reflection to identify effective interventions to empower participants with dementia (PsWD) and their caregivers. A rural town in Japan. This project involved 37 community-dwelling elderly with early or mild dementia and 31 family caregivers. A focus group interview was used for assessment. A monthly activity-based programme based on cognitive rehabilitation was developed to improve cognitive function. Three types of data were collected: observational data collected during the activities, written comments from the caregivers, the record of phone interviews and counsellings with caregivers. These data were compiled in chronological order into a portfolio for analysis. To empower family caregivers, educational and counselling programmes were offered. The PAR lasted for 5 years and evolved over three cycles: individual, group and community. In the first cycle, the major focus of the intervention was to regain procedural skills for each PWD through a cooking programme. In the second cycle, to increase interactions with family members and with other PsWD, group activities that promoted communication among family members as well as among PsWD were implemented. The collective values and the beliefs of the PsWD's generation were validated by a series of trips to temples and shrines. In the third cycle, community participation was planned and implemented through culturally relevant sequential activities. PsWD demonstrated their expert skills and regained confidence. For family caregivers, the educational programme provided knowledge about dementia and utilization of social resources. Face-to-face and phone counsellings were offered as needed to coach problem-focused coping. These programmes helped to interpret the symptoms of dementia and to reduce the behavioural problems. Cognitive rehabilitation theory was useful to restore lost procedural skills and regain confidence for PsWD. This PAR illustrated the importance of interventions for both community dwelling elderly with early dementia and their family caregivers.

The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches

PubMed Central

Bailey, Richard P.; Madigan, Daniel J.; Cope, Ed; Nicholls, Adam R.

2018-01-01

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was “individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic),” which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education programs. PMID:29770115

Design and interpretation of anthropometric and fitness testing of basketball players.

PubMed

Drinkwater, Eric J; Pyne, David B; McKenna, Michael J

2008-01-01

The volume of literature on fitness testing in court sports such as basketball is considerably less than for field sports or individual sports such as running and cycling. Team sport performance is dependent upon a diverse range of qualities including size, fitness, sport-specific skills, team tactics, and psychological attributes. The game of basketball has evolved to have a high priority on body size and physical fitness by coaches and players. A player's size has a large influence on the position in the team, while the high-intensity, intermittent nature of the physical demands requires players to have a high level of fitness. Basketball coaches and sport scientists often use a battery of sport-specific physical tests to evaluate body size and composition, and aerobic fitness and power. This testing may be used to track changes within athletes over time to evaluate the effectiveness of training programmes or screen players for selection. Sports science research is establishing typical (or 'reference') values for both within-athlete changes and between-athlete differences. Newer statistical approaches such as magnitude-based inferences have emerged that are providing more meaningful interpretation of fitness testing results in the field for coaches and athletes. Careful selection and implementation of tests, and more pertinent interpretation of data, will enhance the value of fitness testing in high-level basketball programmes. This article presents reference values of fitness and body size in basketball players, and identifies practical methods of interpreting changes within players and differences between players beyond the null-hypothesis.

Comparison of Indiana High School Football Injury Rates by Inclusion of the USA Football "Heads Up Football" Player Safety Coach.

PubMed

Kerr, Zachary Y; Dalton, Sara L; Roos, Karen G; Djoko, Aristarque; Phelps, Jennifer; Dompier, Thomas P

2016-05-01

In Indiana, high school football coaches are required to complete a coaching education course with material related to concussion awareness, equipment fitting, heat emergency preparedness, and proper technique. Some high schools have also opted to implement a player safety coach (PSC). The PSC, an integral component of USA Football's Heads Up Football (HUF) program, is a coach whose primary responsibility is to ensure that other coaches are implementing proper tackling and blocking techniques alongside other components of the HUF program. To compare injury rates in Indiana high school football teams by their usage of a PSC or online coaching education only. Cohort study; Level of evidence, 2. Athletic trainers (ATs) evaluated and tracked injuries at each practice and game during the 2015 high school football season. Players were drawn from 6 teams in Indiana. The PSC group, which used the PSC component, was comprised of 204 players from 3 teams. The "education only" group (EDU), which utilized coaching education only, was composed of 186 players from 3 teams. Injury rates and injury rate ratios (IRRs) were reported with 95% confidence intervals (CIs). During 25,938 athlete-exposures (AEs), a total of 149 injuries were reported, of which 54 (36.2%) and 95 (63.8%) originated from the PSC and EDU groups, respectively. The practice injury rate was lower in the PSC group than the EDU group (2.99 vs 4.83/1000 AEs; IRR, 0.62; 95% CI, 0.40-0.95). The game injury rate was also lower in the PSC group than the EDU group (11.37 vs 26.37/1000 AEs; IRR, 0.43; 95% CI, 0.25-0.74). When restricted to concussions only, the rate was lower in the PSC group (0.09 vs 0.73/1000 AEs; IRR, 0.12; 95% CI, 0.01-0.94), although only 1 concussion was reported in the PSC group. No differences were found in game concussion rates (0.60 vs 4.39/1000 AEs; IRR, 0.14; 95% CI, 0.02-1.11). Findings support the PSC as an effective method of injury mitigation in high school football. Future research should seek to replicate this study using larger samples from additional states.

Comparison of Indiana High School Football Injury Rates by Inclusion of the USA Football “Heads Up Football” Player Safety Coach

PubMed Central

Kerr, Zachary Y.; Dalton, Sara L.; Roos, Karen G.; Djoko, Aristarque; Phelps, Jennifer; Dompier, Thomas P.

2016-01-01

Background: In Indiana, high school football coaches are required to complete a coaching education course with material related to concussion awareness, equipment fitting, heat emergency preparedness, and proper technique. Some high schools have also opted to implement a player safety coach (PSC). The PSC, an integral component of USA Football’s Heads Up Football (HUF) program, is a coach whose primary responsibility is to ensure that other coaches are implementing proper tackling and blocking techniques alongside other components of the HUF program. Purpose: To compare injury rates in Indiana high school football teams by their usage of a PSC or online coaching education only. Study Design: Cohort study; Level of evidence, 2. Methods: Athletic trainers (ATs) evaluated and tracked injuries at each practice and game during the 2015 high school football season. Players were drawn from 6 teams in Indiana. The PSC group, which used the PSC component, was comprised of 204 players from 3 teams. The “education only” group (EDU), which utilized coaching education only, was composed of 186 players from 3 teams. Injury rates and injury rate ratios (IRRs) were reported with 95% confidence intervals (CIs). Results: During 25,938 athlete-exposures (AEs), a total of 149 injuries were reported, of which 54 (36.2%) and 95 (63.8%) originated from the PSC and EDU groups, respectively. The practice injury rate was lower in the PSC group than the EDU group (2.99 vs 4.83/1000 AEs; IRR, 0.62; 95% CI, 0.40-0.95). The game injury rate was also lower in the PSC group than the EDU group (11.37 vs 26.37/1000 AEs; IRR, 0.43; 95% CI, 0.25-0.74). When restricted to concussions only, the rate was lower in the PSC group (0.09 vs 0.73/1000 AEs; IRR, 0.12; 95% CI, 0.01-0.94), although only 1 concussion was reported in the PSC group. No differences were found in game concussion rates (0.60 vs 4.39/1000 AEs; IRR, 0.14; 95% CI, 0.02-1.11). Conclusion: Findings support the PSC as an effective method of injury mitigation in high school football. Future research should seek to replicate this study using larger samples from additional states. PMID:27275000

Virtual Training and Coaching of Health Behavior: Example from Mindfulness Meditation Training

PubMed Central

Hudlicka, Eva

2014-01-01

Objective Computer-based virtual coaches are increasingly being explored for patient education, counseling, and health behavior training and coaching. The objective of this research was to develop and evaluate a Virtual Mindfulness Coach for training and coaching in mindfulness meditation. Method The coach was implemented as an embodied conversational character, providing mindfulness training and coaching via mixed initiative, text-based, natural language dialogue with the student, and emphasizing affect-adaptive interaction. (The term ‘mixed initiative dialog’ refers to a human-machine dialogue where either can initiate a conversation or a change in the conversation topic.) Results Findings from a pilot evaluation study indicate that the coach-based training is more effective in helping students establish a regular practice than self-administered training using written and audio materials. The coached group also appeared to be in more advanced stages of change in terms of the transtheoretical model, and have a higher sense of self-efficacy regarding establishment of a regular mindfulness practice. Conclusion These results suggest that virtual coach-based training of mindfulness is both feasible, and potentially more effective, than a self-administered program. Of particular interest is the identification of the specific coach features that contribute to its effectiveness. Practice Implications Virtual coaches could provide easily-accessible and cost-effective customized training for a range of health behaviors. The affect-adaptive aspect of these coaches is particularly relevant for helping patients establish long-term behavior changes. PMID:23809167

Virtual training and coaching of health behavior: example from mindfulness meditation training.

PubMed

Hudlicka, Eva

2013-08-01

Computer-based virtual coaches are increasingly being explored for patient education, counseling, and health behavior training and coaching. The objective of this research was to develop and evaluate a Virtual Mindfulness Coach for training and coaching in mindfulness meditation. The coach was implemented as an embodied conversational character, providing mindfulness training and coaching via mixed initiative, text-based, natural language dialog with the student, and emphasizing affect-adaptive interaction. (The term 'mixed initiative dialog' refers to a human-machine dialog where either can initiate a conversation or a change in the conversation topic.) Findings from a pilot evaluation study indicate that the coach-based training is more effective in helping students establish a regular practice than self-administered training using written and audio materials. The coached group also appeared to be in more advanced stages of change in terms of the transtheoretical model, and have a higher sense of self-efficacy regarding establishment of a regular mindfulness practice. These results suggest that virtual coach-based training of mindfulness is both feasible, and potentially more effective, than a self-administered program. Of particular interest is the identification of the specific coach features that contribute to its effectiveness. Virtual coaches could provide easily accessible and cost-effective customized training for a range of health behaviors. The affect-adaptive aspect of these coaches is particularly relevant for helping patients establish long-term behavior changes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Family Makeover: Coaching, Confession and Parental Responsibilisation

ERIC Educational Resources Information Center

Dahlstedt, Magnus; Fejes, Andreas

2014-01-01

Today, there is a widespread idea that parents need to learn how to carry out their roles as parents. Practices of parental learning operate throughout society. This article deals with one particular practice of parental learning, namely nanny TV, and the way in which ideal parents are constructed through such programmes. The point of departure is…

Supporting universal prevention programs: a two-phased coaching model.

PubMed

Becker, Kimberly D; Darney, Dana; Domitrovich, Celene; Keperling, Jennifer Pitchford; Ialongo, Nicholas S

2013-06-01

Schools are adopting evidence-based programs designed to enhance students' emotional and behavioral competencies at increasing rates (Hemmeter et al. in Early Child Res Q 26:96-109, 2011). At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter and Van Norman in Early Child Educ 38:279-288, 2010). Ongoing professional development in the form of coaching may enhance teacher skills and implementation (Noell et al. in School Psychol Rev 34:87-106, 2005; Stormont et al. 2012). There exists a need for a coaching model that can be applied to a variety of teacher skill levels and one that guides coach decision-making about how best to support teachers. This article provides a detailed account of a two-phased coaching model with empirical support developed and tested with coaches and teachers in urban schools (Becker et al. 2013). In the initial universal coaching phase, all teachers receive the same coaching elements regardless of their skill level. Then, in the tailored coaching phase, coaching varies according to the strengths and needs of each teacher. Specifically, more intensive coaching strategies are used only with teachers who need additional coaching supports, whereas other teachers receive just enough support to consolidate and maintain their strong implementation. Examples of how coaches used the two-phased coaching model when working with teachers who were implementing two universal prevention programs (i.e., the PATHS curriculum and PAX Good Behavior Game [PAX GBG]) provide illustrations of the application of this model. The potential reach of this coaching model extends to other school-based programs as well as other settings in which coaches partner with interventionists to implement evidence-based programs.

Peer coaching and mentoring: a new model of educational intervention for safe patient handling in health care.

PubMed

Alamgir, Hasanat; Drebit, Sharla; Li, Helen Guiyun; Kidd, Catherine; Tam, Helen; Fast, Catherine

2011-08-01

To reduce the risk of patient handling-related musculoskeletal injury, overhead ceiling lifts have been installed in health care facilities. To increase ceiling lift usage for a variety of patient handling tasks, a peer coaching and mentoring program was implemented among the direct care staff in the long-term care subsector in British Columbia, Canada. They received a 4-day training program on body mechanics, ergonomics, patient-handling techniques, ceiling lift usage, in addition to coaching skills. A questionnaire was administered among staff before and after the intervention to evaluate the program's effectiveness. There were 403 and 200 respondents to the pre-intervention and post-intervention questionnaires. In general, staff perceived the peer-coaching program to be effective. The number of staff who reported to be using ceiling lifts "often and always" went higher from 64.5% to 80.5% (<0.001) after coaching program implementation. Furthermore, staff reported that they were using the ceiling lifts for more types of tasks post-intervention. Staff reported that the peer coaching program has increased their safety awareness at work and confidence in using the ceiling lifts. The findings suggest that this educational model can increase the uptake of mechanical interventions for occupational health and safety initiatives. It appears that the training led to a greater awareness of the availability of or increased perceptions of the number of ceiling lifts, presumably through coaches advocating their use. Copyright © 2011 Wiley-Liss, Inc.

Implementation of shared decision-making in oncology: development and pilot study of a nurse-led decision-coaching programme for women with ductal carcinoma in situ.

PubMed

Berger-Höger, Birte; Liethmann, Katrin; Mühlhauser, Ingrid; Steckelberg, Anke

2017-12-06

To implement informed shared decision-making (ISDM) in breast care centres, we developed and piloted an inter-professional complex intervention. We developed an intervention consisting of three components: an evidence-based patient decision aid (DA) for women with ductal carcinoma in situ, a decision-coaching led by specialised nurses (breast care nurses and oncology nurses) and structured physician encounters. In order to enable professionals to gain ISDM competencies, we developed and tested a curriculum-based training programme for specialised nurses and a workshop for physicians. After successful testing of the components, we conducted a pilot study to test the feasibility of the entire revised intervention in two breast care centres. Here the acceptance of the intervention by women and professionals, the applicability to the breast care centres' procedures, women's knowledge, patient involvement in treatment decision-making assessed with the MAPPIN'SDM-observer instrument MAPPIN'O dyad, and barriers to and facilitators of the implementation were taken into consideration. We used questionnaires, structured verbal and written feedback and video recordings. Qualitative data were analysed descriptively, and mean values and ranges of quantitative data were calculated. To test the DA, focus groups and individual interviews were conducted with 27 women. Six expert reviews were obtained. The components of the nurse training were tested with 18 specialised nurses and 19 health science students. The development and piloting of the components were successful. The pilot test of the entire intervention included seven patients. In general, the intervention is applicable. Patients attained adequate knowledge (range of correct answers: 9-11 of 11). On average, a basic level of patient involvement in treatment decision-making was observed for nurses and patient-nurse dyads (M(MAPPIN-O dyad ): 2.15 and M(MAPPIN-O nurse ): 1.90). Relevant barriers were identified; physicians barely tolerated women's preferences that were not in line with the medical recommendation. Classifying women as inappropriate for ISDM due to age or education led physicians to neglect eligible women during the recruitment phase. Decision-coaching is feasible. Nevertheless, there are some indications that structural changes are needed for long-term implementation. We are currently evaluating the intervention in a cluster randomised controlled trial in 16 breast care centres.

Aligning the talent pathway: exploring the role and mechanisms of coherence in development.

PubMed

Webb, Vincent; Collins, Dave; Cruickshank, Andrew

2016-10-01

Although our understanding of psychological and social factors in talent development continues to expand, knowledge of the broader system that underpins the entire talent pathways is relatively limited. Indeed, little work has moved beyond the recognition that coherence in this system is important to consider how this may be achieved; particularly in relation to coherent coaching. As such, the aim of this article was to address gaps in talent development and coaching literature and explore principles and potential mechanisms of coherent coaching in sport organisations' talent pathways. After defining and contextualising coherence in whole talent pathways, including barriers to attainment, we discuss how an understanding of coach epistemology can provide a basis for integrating personal and collective coach coherence and therefore a coherent performer experience. With epistemology as our focal point, we then consider how coherent coaching may be supported through the strategic recruitment and placement of coaches, complimentary coach education and development and the use of change agents who can set and shape the coaching milieu, facilitate cross-level communication and enable epistemology-focused reflection and evaluation. Finally, we conclude with some brief recommendations for advancing practically-meaningful knowledge in this important area.

The efficacy of a multimodal physical activity intervention with supervised exercises, health coaching and an activity monitor on physical activity levels of patients with chronic, nonspecific low back pain (Physical Activity for Back Pain (PAyBACK) trial): study protocol for a randomised controlled trial.

PubMed

Oliveira, Crystian B; Franco, Márcia R; Maher, Chris G; Tiedemann, Anne; Silva, Fernanda G; Damato, Tatiana M; Nicholas, Michael K; Christofaro, Diego G D; Pinto, Rafael Z

2018-01-15

Physical activity plays an important role in the management of chronic low back pain (LBP). Engaging in an active lifestyle is associated with a better prognosis. Nevertheless, there is evidence to suggest that patients with chronic LBP are less likely to meet recommended physical activity levels. Furthermore, while exercise therapy has been endorsed by recent clinical practice guidelines, evidence from systematic reviews suggests that its effect on pain and disability are at best moderate and not sustained over time. A limitation of current exercises programmes for chronic LBP is that these programmes are not designed to change patients' behaviour toward an active lifestyle. Therefore, we will investigate the short- and long-term efficacy of a multimodal intervention, consisting of supervised exercises, health coaching and use of an activity monitor (i.e. Fitbit Flex) compared to supervised exercises plus sham coaching and a sham activity monitor on physical activity levels, pain intensity and disability, in patients with chronic, nonspecific LBP. This study will be a two-group, single-blind, randomised controlled trial. One hundred and sixty adults with chronic, nonspecific LBP will be recruited. Participants allocated to both groups will receive a group exercise programme. In addition, the intervention group will receive health coaching sessions (i.e. assisting the participants to achieve their physical activity goals) and an activity monitor (i.e. Fitbit Flex). The participants allocated to the control group will receive sham health coaching (i.e. encouraged to talk about their LBP or other problems, but without any therapeutic advice from the physiotherapist) and a sham activity monitor. Outcome measures will be assessed at baseline and at 3, 6 and 12 months post randomisation. The primary outcomes will be physical activity, measured objectively with an accelerometer, as well as pain intensity and disability at 3 months post randomisation. Secondary outcomes will be physical activity, pain intensity and disability at 6 and 12 months post randomisation as well as other self-report measures of physical activity and sedentary behaviour, depression, quality of life, pain self-efficacy and weight-related outcomes at 3, 6, and 12 months post randomisation. This study is significant as it will be the first study to investigate whether a multimodal intervention designed to increase physical activity levels reduces pain and disability, and increases physical activity levels compared to a control intervention in patients with chronic LBP. ClinicalTrials.gov, ID: NCT03200509 . Registered on 28 June 2017.

Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings.

PubMed

Adams, Cindy L; Kurtz, Suzanne

2012-01-01

Communication is a critical clinical skill closely linked to clinical reasoning, medical problem solving, and significant outcomes of care such as accuracy, efficiency, supportiveness, adherence to treatment plans, and client and veterinarian satisfaction. More than 40 years of research on communication and communication education in human medicine and, more recently, in veterinary medicine provide a substantive rationale for formal communication teaching in veterinary education. As a result, veterinary schools are beginning to invest in communication training. However, if communication training is to result in development of veterinary communication skills to a professional level of competence, there must be follow-through with effective communication modeling and coaching in practice settings. The purpose of this article is to move the communication modeling and coaching done in the "real world" of clinical practice to the next level. The development of skills for communication coaching and feedback is demanding. We begin by comparing communication coaching with what is required for teaching other clinical skills in practice settings. Examining both, what it takes to teach others (whether DVM students or veterinarians in practice for several years) and what it takes to enhance one's own communication skills and capacities, we consider the why, what, and how of communication coaching. We describe the use of teaching instruments to structure this work and give particular attention to how to engage in feedback sessions, since these elements are so critical in communication teaching and learning. We consider the preconditions necessary to initiate and sustain communication skills training in practice, including the need for a safe and supportive environment within which to implement communication coaching and feedback. Finally we discuss the challenges and opportunities unique to coaching and to building and delivering communication skills training in practice settings.

A Qualitative Study of How Health Coaches Support Patients in Making Health-Related Decisions and Behavioral Changes

PubMed Central

Thom, David H.; Wolf, Jessica; Gardner, Heather; DeVore, Denise; Lin, Michael; Ma, Andy; Ibarra-Castro, Ana; Saba, George

2016-01-01

PURPOSE Although health coaches are a growing resource for supporting patients in making health decisions, we know very little about the experience of health. We undertook a qualitative study of how health coaches support patients in making decisions and implementing changes to improve their health. METHODS We conducted 6 focus groups (3 in Spanish and 3 in English) with 25 patients and 5 friends or family members, followed by individual interviews with 42 patients, 17 family members, 17 health coaches, and 20 clinicians. Audio recordings were transcribed and analyzed by at least 2 members of the study team in ATLAS.ti using principles of grounded theory to identify themes and the relationship between them. RESULTS We identified 7 major themes that were related to each other in the final conceptual model. Similarities between health coaches and patients and the time health coaches spent with patients helped establish the health coach–patient relationship. The coach-patient relationship allowed for, and was further strengthened by, 4 themes of key coaching activities: education, personal support, practical support, and acting as a bridge between patients and clinicians. CONCLUSIONS We identified a conceptual model that supports the development of a strong relationship, which in turn provides the basis for effective coaching. These results can be used to design health coach training curricula and to support health coaches in practice. PMID:28376437

Effectiveness of a nurse educational oral feeding programme on feeding outcomes in neonates: protocol for an interrupted time series design.

PubMed

Touzet, Sandrine; Beissel, Anne; Denis, Angélique; Pillet, Fabienne; Gauthier-Moulinier, Hélène; Hommey, Sophie; Claris, Olivier

2016-04-15

Oral feeding is a complex physiological process. Several scales have been developed to assess the ability of the neonate to begin suck feedings and assist caregivers in determining feeding advancement. However, feeding premature neonates remains an ongoing challenge and depends above all on caregivers' feeding expertise. We will evaluate the effect of a nurse training programme on the achievement of full oral feeding with premature neonates. The study design will be an interrupted time series design with 3 phases: (1) A 6-month baseline period; (2) a 22-month intervention period and (3) a 6-month postintervention period. The intervention will consist of an educational programme, for nurses and assistant nurses, on feeding patterns in neonates. The training modules will be composed of a 2-day conference, 2 interactive multidisciplinary workshops, and routine practice nurse coaching. A total of 120 nurses and 12 assistant nurses, who work at the neonatal unit during the study period, will participate in the study. All premature neonates of <34 weeks postmenstrual age (PMA) will be included. The primary outcome will be the age of tube withdrawal PMA and chronological age are taken into account. The secondary outcomes will be the transition time, length of hospital stay, competent suckle feeding without cardiorespiratory compromise, rate of neonates presenting with feeding issues or feeding rejection signs, and current neonatal pathologies or deaths during hospital stay. A segmented regression analysis will be performed to assess the impact of the programme. Approval for the study was obtained from the Hospital Ethics Committee, and the Institutional Review Board, as well as the French Data Protection Agency. The findings from the study will be disseminated through peer-reviewed journals, national and international conference presentations and public events. NCT02404272 (https://clinicaltrials.gov). Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Effectiveness of a nurse educational oral feeding programme on feeding outcomes in neonates: protocol for an interrupted time series design

PubMed Central

Touzet, Sandrine; Beissel, Anne; Denis, Angélique; Pillet, Fabienne; Gauthier-Moulinier, Hélène; Hommey, Sophie; Claris, Olivier

2016-01-01

Introduction Oral feeding is a complex physiological process. Several scales have been developed to assess the ability of the neonate to begin suck feedings and assist caregivers in determining feeding advancement. However, feeding premature neonates remains an ongoing challenge and depends above all on caregivers' feeding expertise. We will evaluate the effect of a nurse training programme on the achievement of full oral feeding with premature neonates. Methods and analysis The study design will be an interrupted time series design with 3 phases: (1) A 6-month baseline period; (2) a 22-month intervention period and (3) a 6-month postintervention period. The intervention will consist of an educational programme, for nurses and assistant nurses, on feeding patterns in neonates. The training modules will be composed of a 2-day conference, 2 interactive multidisciplinary workshops, and routine practice nurse coaching. A total of 120 nurses and 12 assistant nurses, who work at the neonatal unit during the study period, will participate in the study. All premature neonates of <34 weeks postmenstrual age (PMA) will be included. The primary outcome will be the age of tube withdrawal PMA and chronological age are taken into account. The secondary outcomes will be the transition time, length of hospital stay, competent suckle feeding without cardiorespiratory compromise, rate of neonates presenting with feeding issues or feeding rejection signs, and current neonatal pathologies or deaths during hospital stay. A segmented regression analysis will be performed to assess the impact of the programme. Ethics and dissemination Approval for the study was obtained from the Hospital Ethics Committee, and the Institutional Review Board, as well as the French Data Protection Agency. The findings from the study will be disseminated through peer-reviewed journals, national and international conference presentations and public events. Trial registration number NCT02404272 (https://clinicaltrials.gov). PMID:27084282

Disequilibrium: An Instructional Coach's Reflection

ERIC Educational Resources Information Center

Butler, Melinda S.; Votteler, Nancy K.

2016-01-01

When Debbie Miller, educational consultant and author of "Reading with Meaning" (2013) and "Teaching with Intention" (2008) visited a Title I elementary school in Texas, the instructional reading coach was challenged in her thinking about best practices for independent reading. Ms. Miller's visit included modeling interactive…

Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling

ERIC Educational Resources Information Center

Nishimura, Trisha

2014-01-01

This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.

A Coaching Intervention to Promote Nutrition and Bone Health in Deployed Soldiers

DTIC Science & Technology

2015-03-13

to Promote Nutrition and Bone Health in Deployed Soldiers 5b. GRANT NUMBER HU0001-10-1-TS15 5c. PROGRAM ELEMENT NUMBER N/A 6. AUTHOR(S...Purpose: The purpose of this study was to determine if telehealth coaching is superior to one-time nutrition and fitness education regarding...leisure activities. All soldiers received one-time nutrition and fitness education prior to deployment; Telehealth Group received health-related

A randomized, clinical trial of education or motivational-interviewing-based coaching compared to usual care to improve cancer pain management.

PubMed

Thomas, Mary Laudon; Elliott, Janette E; Rao, Stephen M; Fahey, Kathleen F; Paul, Steven M; Miaskowski, Christine

2012-01-01

To test the effectiveness of two interventions compared to usual care in decreasing attitudinal barriers to cancer pain management, decreasing pain intensity, and improving functional status and quality of life (QOL). Randomized clinical trial. Six outpatient oncology clinics (three Veterans Affairs [VA] facilities, one county hospital, and one community-based practice in California, and one VA clinic in New Jersey)Sample: 318 adults with various types of cancer-related pain. Patients were randomly assigned to one of three groups: control, standardized education, or coaching. Patients in the education and coaching groups viewed a video and received a pamphlet on managing cancer pain. In addition, patients in the coaching group participated in four telephone sessions with an advanced practice nurse interventionist using motivational interviewing techniques to decrease attitudinal barriers to cancer pain management. Questionnaires were completed at baseline and six weeks after the final telephone calls. Analysis of covariance was used to evaluate for differences in study outcomes among the three groups. Pain intensity, pain relief, pain interference, attitudinal barriers, functional status, and QOL. Attitudinal barrier scores did not change over time among groups. Patients randomized to the coaching group reported significant improvement in their ratings of pain-related interference with function, as well as general health, vitality, and mental health. Although additional evaluation is needed, coaching may be a useful strategy to help patients decrease attitudinal barriers toward cancer pain management and to better manage their cancer pain. By using motivational interviewing techniques, advanced practice oncology nurses can help patients develop an appropriate plan of care to decrease pain and other symptoms.

Practical coaching by mentors: student midwives' perceptions.

PubMed

Finnerty, Gina; Collington, Val

2013-11-01

The objective of this paper was to explore some of the specific strategies used by midwife mentors to mediate practice learning from the perspective of a sample of student midwives. Audio-diaries were completed by student midwives over ten days in practice and were transcribed using discourse analysis. A sub-sample from 19 students' learning diaries from a national midwifery education study conducted by Pope et al. (2003) has been selected as the diaries informed a separate study. The sample of student midwives were studying on degree and diploma programmes at five case study sites in England. Students described how their mentors apparently successfully tailored their teaching to the students' needs. However, there was perceived disparity in techniques used by individual mentors to pass on their practice know-how. The findings demonstrate the pivotal role of the mentor for 'scaffolding' learning and also using 'fading' techniques within a cognitive apprenticeship model. Mentors need assistance to adapt their mentoring styles and to use a wider range of instruction strategies for student midwives. This has practical implications for mentor preparation programmes and mentorship models. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

The Role of the Instructional Technology Coach in Improving Elementary Teachers' Perceived Ability to Meet the National Educational Technology Standards and Performance Indicators for Teachers

ERIC Educational Resources Information Center

Youngman, Shannon

2010-01-01

The purpose of this study was to determine the effect of a site-based technology coach program over the course of three years on teachers' perceptions of their implementation of NETS-T in a Tennessee school system. The study was a causal comparative study in which ten elementary schools had a site-based technology coach and ten elementary schools…

Internet computer coaches for introductory physics problem solving

NASA Astrophysics Data System (ADS)

Xu Ryan, Qing

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the educational system, national studies have shown that the majority of students emerge from such courses having made little progress toward developing good problem-solving skills. The Physics Education Research Group at the University of Minnesota has been developing Internet computer coaches to help students become more expert-like problem solvers. During the Fall 2011 and Spring 2013 semesters, the coaches were introduced into large sections (200+ students) of the calculus based introductory mechanics course at the University of Minnesota. This dissertation, will address the research background of the project, including the pedagogical design of the coaches and the assessment of problem solving. The methodological framework of conducting experiments will be explained. The data collected from the large-scale experimental studies will be discussed from the following aspects: the usage and usability of these coaches; the usefulness perceived by students; and the usefulness measured by final exam and problem solving rubric. It will also address the implications drawn from this study, including using this data to direct future coach design and difficulties in conducting authentic assessment of problem-solving.

Enhancing nursing students' education by coaching mentors.

PubMed

Huggins, David

2016-04-01

To address some of the recommendations of the Willis Commission ( Royal College of Nursing 2012 ), and in response to local evaluation of mentor and nursing student experiences, the University of East Anglia has implemented a project to teach mentors coaching skills. The aim is to enhance mentor support of nursing students during practice placements and improve student learning in practice. This article describes the project and discusses the similarities and differences between mentoring and coaching. It shows how coaching has reduced the 'burden' of mentoring by reducing mentors' workloads, and has helped students to take responsibility for identifying learning needs and delivering supervised patient care.

Health coaching in diabetes: empowering patients to self-manage.

PubMed

Wong-Rieger, Durhane; Rieger, Francis P

2013-02-01

To effectively manage diabetes mellitus, patients must adhere to treatment recommendations and healthy lifestyle behaviors, but research shows many patients do not do this. Education is effective when combined with self-management support but peer-support programs do not lead to lasting changes. Health coaching, or professional support, can be highly effective if it focuses on developing self-efficacy and skills such as goal-setting, problem-solving and managing cognitive and emotional barriers. This overview discusses the benefits of patient self-management for chronic conditions such as diabetes, core competencies for health coaching, theoretical bases and principles of health coaching interventions, delivery methods and the evidence that health coaching works for diabetes self-management. Copyright © 2013 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

Effect Evaluation of a Web-Based Coaching Intervention to Support Implementation of Sex Education Among Secondary School Teachers: Randomized Controlled Trial.

PubMed

Schutte, Lisette; Mevissen, Fraukje E F; Meijer, Suzanne; Paulussen, Theo; van Empelen, Pepijn; Kok, Gerjo

2018-06-18

The quality of implementation is important to ensure the effectiveness of behavioral change interventions in practice. Implementing such programs with completeness and adherence is not an automatic process and may require additional support. In school settings, the support teachers receive during implementation is often limited and appears to fall short when attempting to preserve completeness and adherence in program delivery. With the aim to improve completeness and adherence of teachers' delivery of a sexual health promoting intervention ("Long Live Love" [LLL]) in secondary education, a Web-based e-coach was developed ("lesgevenindeliefde.nl"or"teachinglove.nl"). The effectiveness of the e-coach, as part of a broader implementation strategy, in influencing teachers' implementation was evaluated. This study aimed to report on the effect evaluation to determine the effect of the Web-based e-coach on teacher implementation of a school-based sex education program called LLL and on its determinants. A cluster randomized controlled trial (e-coaching vs waiting list control) was conducted with a baseline assessment (T0) and follow-up (T1) 2 weeks after completing the LLL program. A total of 43 schools with 83 teachers participated in the study. In the follow-up, 38 schools participated, 23 in the e-coaching condition with 41 teachers and 15 in the control condition with 26 teachers. Multilevel regression analysis was used to evaluate the effect of the e-coaching website on implementation behavior, namely, completeness and adherence to LLL implementation, and on its determinants. The e-coaching intervention was not found to have an effect on teachers' implementation behavior; teachers assigned to the experimental e-coaching website did not score higher on completeness (P=.60) or adherence (P=.67) as compared with teachers in the control condition. When comparing the 30 teachers who made actual use of the e-coaching website with the 37 teachers who did not, no significant differences were found either (P≥.54). In addition, there was no effect of e-coaching on the determinants of teacher implementation behavior (t 67-75 ≤0.69; P≥.22). E-coaching was not found to be effective in enhancing completeness of and adherence to LLL by teachers. The lack of effect may be attributed to the intervention content, the limited use, or the study design itself. The e-coaching intervention may not have adequately addressed adherence and completeness of LLL to bring about behavioral change. Furthermore, the e-coaching intervention was not or insufficiently used by teachers. A possible biased sample of motivated, able teachers may have agreed to participate in the study, and a possible "ceiling effect" may have been present because of the high implementation grade. This, however, does not imply that Web-based coaching in itself is an ineffective strategy to promote adherence and completeness of program implementation. A process evaluation is required as follow-up. International Standard Randomised Controlled Trial Number ISRCTN11754581; http://www.isrctn.com/ISRCTN11754581 (Archived by WebCite at http://www.webcitation.org/70C5TUOOh). ©Lisette Schutte, Fraukje E.F. Mevissen, Suzanne Meijer, Theo Paulussen, Pepijn van Empelen, Gerjo Kok. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 18.06.2018.

An Innovative Approach to Faculty Coaching

ERIC Educational Resources Information Center

Dana, Heather; Havens, Brandy; Hochanadel, Cathy; Phillips, JoDee

2010-01-01

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs…

Conceptualizing the Adventure-Sports Coach

ERIC Educational Resources Information Center

Collins, Loel; Collins, Dave

2012-01-01

As a comparatively recent development, the adventure-sports coach struggles for a clear and distinct identity. The generic term "instructor" no longer characterizes the role and function of this subgroup of outdoor professionals. Indeed, although the fields of adventure/outdoor education and leadership are comparatively well researched,…

Improving Physician-Patient Communication through Coaching of Simulated Encounters

ERIC Educational Resources Information Center

Ravitz, Paula; Lancee, William J.; Lawson, Andrea; Maunder, Robert; Hunter, Jonathan J.; Leszcz, Molyn; McNaughton, Nancy; Pain, Clare

2013-01-01

Objective: Effective communication between physicians and their patients is important in optimizing patient care. This project tested a brief, intensive, interactive medical education intervention using coaching and standardized psychiatric patients to teach physician-patient communication to family medicine trainees. Methods: Twenty-six family…

Profiling Neurolanguage Coaches Worldwide--A Case Study

ERIC Educational Resources Information Center

Zeppos, Dimitris

2014-01-01

Neurolanguage Coaching™ is a new approach of diversified personalized language instruction utilizing modern insights of neuroscientific and pedagogic theories. This paper addresses the issue of profiling educational experts, who utilize these theories to coach language learners through their language acquisition journey, by means of setting and…

Coaches' Manual.

ERIC Educational Resources Information Center

National Council of Secondary School Athletic Directors, Washington, DC.

This manual focuses on the coach's relationships and interactions with students, school personnel, civic groups, and community agencies. The first chapter examines how athletics, as an integral part of education, can make a significant contribution (a) to the development of the individual, (b) in meeting society's needs, and (c) in transmitting…

Social Skills and Social Values Training for Future K-Workers

ERIC Educational Resources Information Center

Sail, Rahim M.; Alavi, Khadijah

2010-01-01

Purpose: The main purpose of this paper is to determine the extent of acquisition of knowledge on social skills and social values by trainers of institutes and coaches of industries in training of trainers (ToT) programmes. It has been ascertained that social skills and social values can and must be taught to apprentices to enhance their…

The Use of Demonstration Lessons to Support Curriculum Implementation: Invitation or Intrusion?

ERIC Educational Resources Information Center

de Paor, Cathal

2015-01-01

Lesson demonstration within the context of school-based coaching can give teachers practical examples of a new curriculum in action, thereby reinforcing the key messages introduced in initial in-service training. At the same time, the demonstration needs to be sufficiently invitational so that teachers feel positively about the new programme and…

Coached Peer Review: Developing the Next Generation of Authors.

PubMed

Sidalak, Daniel; Purdy, Eve; Luckett-Gatopoulos, S; Murray, Heather; Thoma, Brent; Chan, Teresa M

2017-02-01

Publishing in academic journals is challenging for learners. Those who pass the initial stages of internal review by an editor often find the anonymous peer review process harsh. Academic blogs offer alternate avenues for publishing medical education material. Many blogs, however, lack a peer review process, which some consumers argue compromises the quality of materials published. CanadiEM (formerly BoringEM) is an academic educational emergency medicine blog dedicated to publishing high-quality materials produced by learners (i.e., residents and medical students). The editorial team has designed and implemented a collaborative "coached peer review" process that comprises an open exchange among the learner-author, editors, and reviewers. The goal of this process is to facilitate the publication of high-quality academic materials by learner-authors while providing focused feedback to help them develop academic writing skills. The authors of this Innovation Report surveyed (February-June 2015) their blog's learner-authors and external expert "staff" reviewers who had participated in coached peer review for their reactions to the process. The survey results revealed that participants viewed the process positively compared with both traditional journal peer review and academic blog publication processes. Participants found the process friendly, easy, efficient, and transparent. Learner-authors also reported increased confidence in their published material. These outcomes met the goals of coached peer review. CanadiEM aims to inspire continued participation in, exposure to, and high-quality production of academic writing by promoting the adoption of coached peer review for online educational resources produced by learners.

Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

PubMed

Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

A survey of injury knowledge and technical needs of junior Rugby Union coaches in Townsville (North Queensland).

PubMed

Carter, Anthony F; Muller, Reinhold

2008-04-01

Data of the injury knowledge and technical needs of registered coaches of junior Rugby Union teams in the Townsville district junior Rugby Union (North Queensland) were collected via a questionnaire mailed to coaches to determine the knowledge of the management, risk and protective factors of injury. A total of 35 completed self-administered questionnaires were returned in March 2003 for a response rate of 100%. Half of all coaches (54%, n=18) identified the upper limb of the tackler as the body part most likely to be injured in a tackle and one-quarter (26%, n=9) identified the lower limb of the ball carrier. Half (46%, n=16) of coaches identified rest/ice/compression/elevation as the treatment for soft tissue injury. The total injury knowledge score increased with the total number of seasons coached (Spearman's r(s)=0.401, p=0.017). Coaches with a current first aid qualification were more likely to identify rest/ice/compression/elevation as the treatment for soft tissue injury (Fishers Exact test, p=0.002). The results of this survey demonstrate that coaches of junior Rugby Union teams require education of the mechanisms of injury and procedures for the early management of minor and soft tissue in Rugby Union coaching courses.

Medication coaching program for patients with minor stroke or TIA: a pilot study.

PubMed

Sides, Elizabeth G; Zimmer, Louise O; Wilson, Leslie; Pan, Wenqin; Olson, Daiwai M; Peterson, Eric D; Bushnell, Cheryl

2012-07-25

Patients who are hospitalized with a first or recurrent stroke often are discharged with new medications or adjustment to the doses of pre-admission medications, which can be confusing and pose safety issues if misunderstood. The purpose of this pilot study was to assess the feasibility of medication coaching via telephone after discharge in patients with stroke. Two-arm pilot study of a medication coaching program with 30 patients (20 intervention, 10 control). Consecutive patients admitted with stroke or TIA with at least 2 medications changed between admission and discharge were included. The medication coach contacted intervention arm patients post-discharge via phone call to discuss risk factors, review medications and triage patients' questions to a stroke nurse and/or pharmacist. Intervention and control participants were contacted at 3 months for outcomes. The main outcomes were feasibility (appropriateness of script, ability to reach participants, and provide requested information) and participant evaluation of medication coaching. The median lengths of the coaching and follow-up calls with requested answers to these questions were 27 minutes and 12 minutes, respectively, and participant evaluations of the coaching were positive. The intervention participants were more likely to have seen their primary care provider than were control participants by 3 months post discharge. This medication coaching study executed early after discharge demonstrated feasibility of coaching and educating stroke patients with a trained coach. Results from our small pilot showed a possible trend towards improved appointment-keeping with primary care providers in those who received coaching.

Concussion Knowledge and Communication Behaviors of Collegiate Wrestling Coaches.

PubMed

Kroshus, Emily; Kerr, Zachary Y; DeFreese, J D; Parsons, John T

2017-08-01

Sport coaches can play an important role in shaping a team's approach to concussion safety through their communication with team members. However, across all sports, there is limited knowledge about factors that make coaches more or less likely to engage in safety-supportive communication. The objectives of this study were to assess the concussion-related knowledge and attitudes of wrestling coaches, as well as the extent to which they engage in autonomy-supportive coaching practices, and to determine how these factors are related to communication with athletes in support of concussion safety. Data were collected through an online survey of head coaches of National Collegiate Athletic Association (NCAA) wrestling teams (n = 89, 40.5% response rate). On average, coaches answered five out of a possible nine knowledge questions correctly and were significantly more likely to think it was acceptable for an athlete to continue playing after sustaining a concussion during a national qualifying competition as compared to during an early-season competition. Engaging in autonomy-supportive coaching behaviors was the coach factor explaining the largest percentage of variability in communication. Findings suggest that while knowledge deficits and attitudes about the acceptability of continued play while symptomatic during more consequential competitive matches should be addressed in educational programming for collegiate wrestling coaches, these changes alone may not be a sufficient for adequately increasing concussion safety communication. Targeting more distal factors such as autonomy-supportive approaches to coaching may hold promise for intervention design and should be explored in future prospective research.

Coaching Athletes with Hidden Disabilities: Recommendations and Strategies for Coaching Education

ERIC Educational Resources Information Center

Vargas, Tiffanye; Flores, Margaret; Beyer, Robbi

2012-01-01

Hidden disabilities (HD) are those disabilities not readily apparent to the naked eye including specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities, and speech or language disabilities. Young athletes with HD may have difficulty listening to and following…

Web-Based Teacher Training and Coaching/Feedback: A Case Study

ERIC Educational Resources Information Center

Wilczynski, Susan M.; Labrie, Allison; Baloski, Ann; Kaake, Amanda; Marchi, Nick; Zoder-Martell, Kimberly

2017-01-01

The present case study evaluated web-based training with coaching and feedback delivered through videoconferencing software to increase teacher use of behavioral methods associated with increased compliance. The participant, a preschool special education teacher, increased both her knowledge of efficacious interventions for autism spectrum…

Do Coaches Perceive Themselves as Influential on Physical Activity for Girls in Organised Youth Sport?

PubMed Central

Guagliano, Justin M.; Lonsdale, Chris; Rosenkranz, Richard R.; Kolt, Gregory S.; George, Emma S.

2014-01-01

Participation in organised youth sports (OYS) has been recommended as an opportunity to increase young peoples' physical activity (PA) levels. While coaches can potentially influence athletes' PA levels, what has not been explored is the question; do coaches perceive themselves as influential on PA for girls in OYS? Participants were 30 coaches of girls OYS teams aged 9–17 years in the Greater Sydney Metropolitan Area, Australia. Participants took part in a semi-structured interview that lasted approximately 30 minutes. They responded to questions regarding their perceived role as coaches, their perceptions of themselves as role models for PA, their views on their athletes' current PA levels, their opinions on improving their athletes' PA levels, and their perceived challenges as coaches in OYS. Many coaches considered themselves role models for PA due to their own involvement in organised sports. Coaches felt that they were conscious of girls' PA levels during training and could accurately gauge how active girls were. Coaches perceived their training sessions to provide sufficient PA and thus, did not feel the need to try to increase PA during training. Many coaches were cautious about conducting training sessions where the PA intensity was high for prolonged periods because they believed that it could potentially result in dropout from OYS. Coaches' perceived time commitment to OYS, variability of skill/experience amongst girls, and poor parental support as major challenges they experienced in OYS. This study provided a unique insight from the perspective of coaches in OYS. Most coaches felt that they had the potential to influence PA for girls in OYS; however, coaches may underestimate or not fully realise the impact they can have on the girls they coach. Future research should focus on educating coaches to capitalise on the opportunity they have to promote PA through OYS. PMID:25184413

The Coaching on Lifestyle (CooL) Intervention for Overweight and Obesity: A Longitudinal Study into Participants’ Lifestyle Changes

PubMed Central

Gerards, Sanne; Rutten, Geert; Philippens, Nicole; Janssen, Ester; Winkens, Bjorn; van de Goor, Ien; Kremers, Stef

2018-01-01

Combined lifestyle interventions (CLIs) can be effective in reducing weight and improving lifestyle-related behaviours but it is unclear how CLIs can best be implemented in practice in order to achieve sustained lifestyle changes. The Coaching on Lifestyle programme (CooL) is a CLI in the Netherlands, in which professional lifestyle coaches counsel adults and children (and/or their parents) who are obese or at high risk of obesity to achieve a sustained healthier lifestyle. The CooL intervention consists of group and individual sessions addressing the topics of physical activity, dietary behaviours, sleep and stress. Our longitudinal one-group pre-post study aimed to identify lifestyle changes among participants (adults, children and their parents) at 8 and 18 months after initiation. We assessed constructs ranging from motivation and behaviour-specific cognitions to behaviours and health outcomes. Positive and sustained changes among adults were found regarding perceived autonomy, motivation, perceived barriers, lifestyle behaviours, quality of life and weight. Among children and their parents, few improvements were found regarding behaviours and quality of life. CooL has been successful in coaching adult participants towards sustained behavioural change during the intervention period. Mixed results and smaller effect sizes were found for children and their parents. PMID:29617337

Evaluation of the Effectiveness and Implementation of the BokSmart Safe Six Injury Prevention Programme: a study protocol.

PubMed

Sewry, Nicola; Verhagen, Evert; Lambert, Mike; van Mechelen, Willem; Brown, James

2017-12-01

The injury burden in rugby union ('rugby') is high. While exercise-based injury prevention programmes have successfully reduced injuries in other sports such as football, there is minimal research on this topic in rugby union. To evaluate the effectiveness and implementation of an exercise-based intervention (BokSmart Safe Six ) in junior rugby players that aims to reduce the injury risk profile and burden of injury. 14-16-year-old junior rugby players in two geographically separated locations in South Africa over the 2017 rugby playing season. A cluster-randomised controlled trial where the teams are allocated to groups that either (1) have a coach-delivered exercise intervention in their warm-up (BokSmart Safe Six ) or (2) continue with their warm-up 'as usual' (control group). Injury risk profiles will be assessed through musculoskeletal screening on all players performed at the beginning, middle and end of the trial. Epidemiological measurements include injury surveillance at all matches and training sessions, and exposure to the various warm-up exercises (including BokSmart Safe Six exercises). Behavioural determinants of coaches will be assessed through standardised theory of planned behaviour questionnaires and focus groups before and after the intervention. Comparison in injury risk profiles and burden of injury between the intervention and control groups. Changes in the behavioural determinants of coaches. PACTR201608001730223. Pre-Results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Quagmires for clinical psychology and executive coaching? Ethical considerations and practice challenges.

PubMed

Gebhardt, Judith Ann

2016-04-01

As the coaching field burgeons, both the mental health and coaching professionals, and their respective professions, face a myriad of potential quagmires, especially if the unique challenges encountered are ignored. After a short introduction and presentation on ethics and morals related to executive coaching and clinical therapy, a discussion follows on the lengthy and intimate relationship between executive coaching and psychology. Next are definitions and comparisons and 6 areas that are potential quagmires. This includes roles, skill sets/core competencies, education/training, licensing/credentialing-certification, governing bodies and confidentiality, and fees/reimbursement. Each section includes a discussion and several questions to highlight potentially problematic areas, practice challenges, and/or ethical issues, followed with brief responses. This paper concludes with the inquiry, "Where do we go from here?" (c) 2016 APA, all rights reserved).

Gymnastics. Selected Coaching Articles. Officiating Techniques.

ERIC Educational Resources Information Center

Niccollai, Rene, Ed.

This publication is a compilation of articles directed toward providing a better understanding of the various aspects of gymnastics and to promote a greater proficiency among educators, coaches, judges, leaders, and participants of sport programs for girls and women. Articles in the first section cover the technical aspects of gymnastics: (1)…

Supporting Student Development through a Cooperative Education Coaching Program

ERIC Educational Resources Information Center

Armstrong, Lisa; Waite, Nancy; Rosenthal, Meagan

2015-01-01

Uptake of new scopes of practice by pharmacists has been slow and inconsistent, which the literature suggests may be related to disconnects between pharmacists' established professional identities and the identities needed to adopt these new practices. This study evaluated the use of coaches to help pharmacy students during their cooperative…

"Badminton Player-Coach" Interactions between Failing Students

ERIC Educational Resources Information Center

Mascret, Nicolas

2011-01-01

Background: Physical education teachers often use the player-coach dyad in individual opposition sports so that students can obtain information on their actions and then better regulate them. This type of work also develops methodological and social skills. However, the task of observing a partner often poses problems for failing students, who…

Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance

ERIC Educational Resources Information Center

Ermeling, Bradley; Tatsui, Timothy; Young, Kelly

2015-01-01

Background: Education reforms over the last several decades have relied heavily on external assistance to help schools increase capacity for improving outcomes, but investing in sustained outside coaching and support is increasingly difficult with diminishing federal, state, and district resources. One under-investigated possibility for…

High School Athletics: Coaches/Controversy/Crisis.

ERIC Educational Resources Information Center

Lopiano, Donna A.

The token gestures towards job equality for women in the fields of physical education and athletics coaching are symptomatic of the more serious problem of sexual equality present in American society. Cultural restrictions on the kind and degree of assertive behavior traditionally associated with the female role have left women ill-equipped to…

A Program for Improving Toddler Communication through Parent Coaching

ERIC Educational Resources Information Center

Moore, Heather W.; Barton, Erin E.; Chironis, Maria

2014-01-01

The purpose of this manuscript was to describe a community-based program, Language and Play Everyday (LAPE), aimed at evaluating effective practices for enhancing parents' capacity to increase their toddlers' communication skills. LAPE was a parent education program focused on coaching parents to embed naturalistic language-enhancing…

Preparation of Youth Sport Coaches: An Educational Application of Sport Psychology.

ERIC Educational Resources Information Center

Smoll, Frank L.; Smith, Ronald E.

1981-01-01

Sport psychology has become increasingly important in the development of athletic programs intended to promote healthy physical and psychological development of young participants. In an effort to develop appropriate methods of training coaches to meet the children's needs more fully, behavioral guidelines and assessments are devised and…

Aquatics. NAGWS Guide. July 1979-July 1981. Tips and Techniques for Teachers and Coaches.

ERIC Educational Resources Information Center

Polvino, Geri, Ed.; And Others

Articles covering a wide spectrum of aquatic sports are presented as aids to teachers and coaches of swimming. Included are suggestions for teaching swimming to the handicapped and infants, specific techniques for developing swimming skills, and tips for boating education and water safety. (JD)

Applying the CREAM Strategy for Coaching Teaching Practices

ERIC Educational Resources Information Center

Milad, Marine

2017-01-01

Monitoring and evaluating staff tutors necessitates constant follow-up to ensure that they are in line with the University's mission and vision. This has raised a fundamental educational question: how to coach rather than monitor the tutors. To answer this question, Cottrell's (2008) CREAM (Creative, Reflective, Effective, Active, Motivated)…

Lower Pay for Women's Coaches: Refuting Some Common Justifications.

ERIC Educational Resources Information Center

Williams, Joseph P.

1995-01-01

The two standard justifications for different salaries paid to male and female coaches under 1963 and 1964 civil rights/equal pay legislation must fail under Title IX of the Education Amendments of 1972, which independently prohibits gender discrimination in employment and mandates equal athletic opportunity for female students. Some suggestions…

Lyle Olsen, Coach and Teacher: The Mantle Fits.

ERIC Educational Resources Information Center

Arbolino, Jack

1979-01-01

Lyle Olsen, a scholar-athlete and a prize rookie in the Dodger chain while he was in college, is now a professor-coach. He believes that the guideline "winning is the only thing" is a treacherous one. Olsen inspires his students to make their lives richer through physical education. (Author/MLW)

Dynamics of Successful Coaching of Student Talent in Broadcasting.

ERIC Educational Resources Information Center

Kozak, Leanne

1997-01-01

Presents advice from the author as well as from several other experienced professionals regarding effective coaching techniques that educators can use to improve the performance of their broadcast journalism students. Discusses establishing trust; dealing with hurt feelings; delivering good news and bad news; group versus one-on-one critiques;…

Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

ERIC Educational Resources Information Center

Averill, Robin; Anderson, Dayle; Drake, Michael

2015-01-01

Much evidence exists that culturally responsive and equitable teaching practices are challenging to develop. Evidence exists that in-the-moment coaching of "rehearsals" of practice can help foster mathematics teaching strategies, but how such coaching can assist the development of culturally responsive practice is less clear. Drawn from…

Efficacy of Coaching Preschool Teachers to Manage Challenging Behavior

ERIC Educational Resources Information Center

Brock, Matthew E.; Beaman-Diglia, Lauren E.

2018-01-01

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based…

Coaching Leadership: Building Educational Leadership Capacity through Partnership. Second Edition

ERIC Educational Resources Information Center

Robertson, Jan

2016-01-01

"Coaching Leadership" is about building leadership capacity in individuals, and in institutions, through enhancing professional relationships. It is based on the importance of maximising potential, and harnessing the ongoing commitment and energy needed to meet personal and professional goals. This book is for anyone interested in…

Alternatives to Using Exercise as Punishment

ERIC Educational Resources Information Center

Rosenthal, Maura; Pagnano-Richardson, Karen; Burak, Lydia

2010-01-01

Although the National Association for Sport and Physical Education and other governing bodies discourage coaches and teachers from using exercise as punishment, its use is still fairly widespread. In order to better understand why coaches and teachers use exercise as punishment, this article examines some of the findings from a recent study (Burak…

Creating a culture of safety by coaching clinicians to competence.

PubMed

Duff, Beverley

2013-10-01

Contemporary discussions of nursing knowledge, skill, patient safety and the associated ongoing education are usually combined with the term competence. Ensuring patient safety is considered a fundamental tenet of clinical competence together with the ability to problem solve, think critically and anticipate variables which may impact on patient care outcomes. Nurses are ideally positioned to identify, analyse and act on deteriorating patients, near-misses and potential adverse events. The absence of competency may lead to errors resulting in serious consequences for the patient. Gaining and maintaining competence are especially important in a climate of rapid evidence availability and regular changes in procedures, systems and products. Quality and safety issues predominate highlighting a clear need for closer inter-professional collaboration between education and clinical units. Educators and coaches are ideally placed to role model positive leadership and resilience to develop capability and competence. With contemporary guidance and support from educators and coaches, nurses can participate in life-long learning to create and enhance a culture of safety. The added challenge for nurse educators is to modernise, rationalise and integrate education delivery systems to improve clinical learning. Investing in evidence-based, contemporary education assists in building a capable, resilient and competent workforce focused on patient safety. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

Teacher coaching supported by formative assessment for improving classroom practices.

PubMed

Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Design and Evaluation of a Pervasive Coaching and Gamification Platform for Young Diabetes Patients.

PubMed

Klaassen, Randy; Bul, Kim C M; Op den Akker, Rieks; van der Burg, Gert Jan; Kato, Pamela M; Di Bitonto, Pierpaolo

2018-01-30

Self monitoring, personal goal-setting and coaching, education and social support are strategies to help patients with chronic conditions in their daily care. Various tools have been developed, e.g., mobile digital coaching systems connected with wearable sensors, serious games and patient web portals to personal health records, that aim to support patients with chronic conditions and their caregivers in realizing the ideal of self-management. We describe a platform that integrates these tools to support young patients in diabetes self-management through educational game playing, monitoring and motivational feedback. We describe the design of the platform referring to principles from healthcare, persuasive system design and serious game design. The virtual coach is a game guide that can also provide personalized feedback about the user's daily care related activities which have value for making progress in the game world. User evaluations with patients under pediatric supervision revealed that the use of mobile technology in combination with web-based elements is feasible but some assumptions made about how users would connect to the platform were not satisfied in reality, resulting in less than optimal user experiences. We discuss challenges with suggestions for further development of integrated pervasive coaching and gamification platforms in medical practice.

Design and Evaluation of a Pervasive Coaching and Gamification Platform for Young Diabetes Patients †

PubMed Central

Klaassen, Randy; Bul, Kim C. M.; op den Akker, Rieks; van der Burg, Gert Jan; Di Bitonto, Pierpaolo

2018-01-01

Self monitoring, personal goal-setting and coaching, education and social support are strategies to help patients with chronic conditions in their daily care. Various tools have been developed, e.g., mobile digital coaching systems connected with wearable sensors, serious games and patient web portals to personal health records, that aim to support patients with chronic conditions and their caregivers in realizing the ideal of self-management. We describe a platform that integrates these tools to support young patients in diabetes self-management through educational game playing, monitoring and motivational feedback. We describe the design of the platform referring to principles from healthcare, persuasive system design and serious game design. The virtual coach is a game guide that can also provide personalized feedback about the user’s daily care related activities which have value for making progress in the game world. User evaluations with patients under pediatric supervision revealed that the use of mobile technology in combination with web-based elements is feasible but some assumptions made about how users would connect to the platform were not satisfied in reality, resulting in less than optimal user experiences. We discuss challenges with suggestions for further development of integrated pervasive coaching and gamification platforms in medical practice. PMID:29385750

Using soccer to build confidence and increase HCT uptake among adolescent girls: A mixed-methods study of an HIV prevention programme in South Africa

PubMed Central

Gannett, Katherine; Merrill, Jamison; Kaufman, Braunschweig Elise; Barkley, Chris; DeCelles, Jeff; Harrison, Abigail

2015-01-01

HIV prevalence is eight times higher in young South African women compared to men. Grassroot Soccer (GRS) developed SKILLZ Street (SS), a single-sex intervention using soccer to improve self-efficacy, HIV-related knowledge, and HIV counselling and testing (HCT) uptake among girls ages 12–16. Female community leaders—“coaches”—deliver ten 2-hour sessions bi-weekly. Attendance and HCT data were collected at 38 programmes across 5 GRS sites during 24 months in 2011–2012. 514 participants completed a 16-item pre/post questionnaire. Focus group discussions (FGDs) were conducted with participants (n=11 groups) and coaches (n=5 groups), and coded for analysis using NVivo. Of 1,953 participants offered HCT, 68.5% tested. Overall, significant pre/post improvement was observed (p<0.001). FGDs suggest participants: valued coach-participant relationship; improved self-efficacy, HIV-related knowledge, communication, and changed perception of soccer as a male-only sport; and increased awareness of testing’s importance. Results suggest SS helps at-risk girls access HCT and HIV-related knowledge while promoting self-confidence. PMID:26997967

A randomised control trial of walking to ameliorate brain injury fatigue: a NIDRR TBI model system centre-based study.

PubMed

Kolakowsky-Hayner, Stephanie A; Bellon, Kimberly; Toda, Ketra; Bushnik, Tamara; Wright, Jerry; Isaac, Linda; Englander, Jeffrey

2017-10-01

Fatigue is one of the most commonly reported sequelae after traumatic brain injury (TBI). This study evaluated the impact of a graduated physical activity programme on fatigue after TBI. Using a prospective randomised single-blind crossover design, 123 individuals with TBI, over the age of 18, were enrolled. Interventions included a home-based walking programme utilising a pedometer to track daily number of steps at increasing increments accompanied by tapered coaching calls over a 12-week period. Nutritional counselling with the same schedule of coaching calls served as the control condition. Main outcome measures included: the Global Fatigue Index (GFI), the Barrow Neurological Institute (BNI) Fatigue Scale Overall Severity Index Score, and the Multidimensional Fatigue Inventory (MFI). Step counts improved over time regardless of group assignment. The walking intervention led to a decrease in GFI, BNI Total, and MFI General scores. Participants reported less fatigue at the end of the active part of the intervention (24 weeks) and after a wash out period (36 weeks) as measured by the BNI Overall. The study suggests that walking can be used as an efficient and cost-effective tool to improve fatigue in persons who have sustained a TBI.

Resource-oriented coaching for reduction of examination-related stress in medical students: an exploratory randomized controlled trial.

PubMed

Kötter, Thomas; Niebuhr, Frank

2016-01-01

The years spent in acquiring medical education is considered a stressful period in the life of many students. Students whose mental health deteriorates during this long period of study are less likely to become empathic and productive physicians. In addition to other specific stressors, academic examinations seem to further induce medical school-related stress and anxiety. Combined group and individual resource-oriented coaching early in medical education might reduce examination-related stress and anxiety and, consequently, enhance academic performance. Good quality evidence, however, remains scarce. In this study, therefore, we explored the question of whether coaching affects examination-related stress and health in medical students. We conducted a randomized controlled trial. Students who registered for the first medical academic examination in August 2014 at the University of Lübeck were recruited and randomized into three groups. The intervention groups 1 and 2 received a 1-hour psychoeducative seminar. Group 1 additionally received two 1-hour sessions of individual coaching during examination preparation. Group 3 served as a control group. We compared changes in self-rated general health (measured by a single item), anxiety and depression (measured by the hospital anxiety and depression scale), as well as medical school stress (measured by the perceived medical school stress instrument). In order to further investigate the influence of group allocation on perceived medical school stress, we conducted a linear regression analysis. We saw a significant deterioration of general health and an increase in anxiety and depression scores in medical students while preparing for an examination. We found a small, but statistically significant, effect of group allocation on the development of perceived medical school stress. However, we could not differentiate between the effects of group coaching only and group coaching in combination with two sessions of individual coaching. The health of medical students deteriorated while preparing for an examination. Short-term resource-oriented coaching might be an effective means of reducing medical school stress in candidates preparing for an examination.

Concussion knowledge and experience among Welsh amateur rugby union coaches and referees

PubMed Central

Griffin, Steffan Arthur; Ranson, Craig; Moore, Isabel; Mathema, Prabhat

2017-01-01

Background Rugby union is a collision sport where participants are at high risk of sustaining a concussion. In settings where there is little qualified medical supervision, certain stakeholders (eg, coaches and officials) should possess sufficient knowledge in regard to the recognition and management of concussion. Aim The aim of this study was to assess the knowledge and experience of various aspects of concussion among coaches and referees involved in Welsh amateur rugby union. Methods A questionnaire was distributed to 1843 coaches and 420 referees. Results A total of 333 coaches and 283 referees completed the questionnaire (18% and 68% response rates, respectively). Participants exhibited greater knowledge of concussion symptom recognition relative to knowledge of both the consequences of concussion and associated return-to-play protocols, both of which could be considered poor. There were no differences in knowledge levels between coaches and referees or between participants with or without a history of concussion. Two-thirds of participants incorrectly believed that headgear could prevent concussion, and nearly 30% of coaches reported having witnessed other coaches allowing a potentially concussed player to continue playing. Conclusions Identification of several misconceptions indicates that concussion management within Welsh amateur rugby union needs to be improved, warranting a multi-faceted educational intervention. PMID:29259806

Evaluator-blinded trial evaluating nurse-led immunotherapy DEcision Coaching In persons with relapsing-remitting Multiple Sclerosis (DECIMS) and accompanying process evaluation: study protocol for a cluster randomised controlled trial.

PubMed

Rahn, Anne Christin; Köpke, Sascha; Kasper, Jürgen; Vettorazzi, Eik; Mühlhauser, Ingrid; Heesen, Christoph

2015-03-21

Multiple sclerosis is a chronic neurological condition usually starting in early adulthood and regularly leading to severe disability. Immunotherapy options are growing in number and complexity, while costs of treatments are high and adherence rates remain low. Therefore, treatment decision-making has become more complex for patients. Structured decision coaching, based on the principles of evidence-based patient information and shared decision-making, has the potential to facilitate participation of individuals in the decision-making process. This cluster randomised controlled trial follows the assumption that decision coaching by trained nurses, using evidence-based patient information and preference elicitation, will facilitate informed choices and induce higher decision quality, as well as better decisional adherence. The decision coaching programme will be evaluated through an evaluator-blinded superiority cluster randomised controlled trial, including 300 patients with suspected or definite relapsing-remitting multiple sclerosis, facing an immunotherapy decision. The clusters are 12 multiple sclerosis outpatient clinics in Germany. Further, the trial will be accompanied by a mixed-methods process evaluation and a cost-effectiveness study. Nurses in the intervention group will be trained in shared decision-making, coaching, and evidence-based patient information principles. Patients who meet the inclusion criteria will receive decision coaching (intervention group) with up to three face-to-face coaching sessions with a trained nurse (decision coach) or counselling as usual (control group). Patients in both groups will be given access to an evidence-based online information tool. The primary outcome is 'informed choice' after six months, assessed with the multi-dimensional measure of informed choice including the sub-dimensions risk knowledge (questionnaire), attitude concerning immunotherapy (questionnaire), and immunotherapy uptake (telephone survey). Secondary outcomes include decisional conflict, adherence to immunotherapy decisions, autonomy preference, planned behaviour, coping self-efficacy, and perceived involvement in coaching and decisional encounters. Safety outcomes are comprised of anxiety and depression and disease-specific quality of life. This trial will assess the effectiveness of a new model of patient decision support concerning MS-immunotherapy options. The delegation of treatment information provision from physicians to trained nurses bears the potential to change current doctor-focused practice in Germany. Current Controlled Trials (identifier: ISRCTN37929939 ), May 27, 2014.

The contribution of lifestyle coaching of overweight patients in primary care to more autonomous motivation for physical activity and healthy dietary behaviour: results of a longitudinal study.

PubMed

Rutten, Geert M; Meis, Jessie J M; Hendriks, Marike R C; Hamers, Femke J M; Veenhof, Cindy; Kremers, Stef P J

2014-07-16

Combined lifestyle interventions (CLIs) have been advocated as an effective instrument in efforts to reduce overweight and obesity. The odds of maintaining higher levels of physical activity (PA) and healthier dietary behaviour improve when people are more intrinsically motivated to change their behaviour. To promote the shift towards more autonomous types of motivation, facilitator led CLIs have been developed including lifestyle coaching as key element. The present study examined the shift in types of motivation to increase PA and healthy dieting among participants of a primary care CLI, and the contribution of lifestyle coaching to potential changes in motivational quality. This prospective cohort study included participants of 29 general practices in the Netherlands that implemented a CLI named 'BeweegKuur'. Questionnaires including items on demographics, lifestyle coaching and motivation were sent at baseline and after 4 months. Aspects of motivation were assessed with the Behavioural Regulation and Exercise Questionnaire (BREQ-2) and the Regulation of Eating Behaviour Questionnaire (REBS). We performed a drop out analysis to identify selective drop-out. Changes in motivation were analysed with t-tests and effect size interpretations (Cohen's d), and multivariate regression analysis was used to identify predictors of motivational change. For physical activity, changes in motivational regulation were fully in line with the tenets of Self Determination Theory and Motivational Interviewing: participants made a shift towards a more autonomous type of motivation (i.e. controlled types of motivation decreased and autonomous types increased). Moreover, an autonomy supportive coaching style was generally found to predict a larger shift in autonomous types of motivation. For healthy dietary behaviour, however, except for a small decrease in external motivation, no favourable changes in different types of motivation were observed. The relation between coaching and motivation appeared to be influenced by the presence of physical activity guidance in the programme. Motivation of participants of a real life primary care CLI had changed towards a more autonomous motivation after 4 months of intervention. Autonomy-supportive lifestyle coaching contributed to this change with respect to physical activity. Lifestyle coaching for healthy diet requires thorough knowledge about the problem of unhealthy dieting and solid coaching skills.

The contribution of lifestyle coaching of overweight patients in primary care to more autonomous motivation for physical activity and healthy dietary behaviour: results of a longitudinal study

PubMed Central

2014-01-01

Background Combined lifestyle interventions (CLIs) have been advocated as an effective instrument in efforts to reduce overweight and obesity. The odds of maintaining higher levels of physical activity (PA) and healthier dietary behaviour improve when people are more intrinsically motivated to change their behaviour. To promote the shift towards more autonomous types of motivation, facilitator led CLIs have been developed including lifestyle coaching as key element. The present study examined the shift in types of motivation to increase PA and healthy dieting among participants of a primary care CLI, and the contribution of lifestyle coaching to potential changes in motivational quality. Methods This prospective cohort study included participants of 29 general practices in the Netherlands that implemented a CLI named ‘BeweegKuur’. Questionnaires including items on demographics, lifestyle coaching and motivation were sent at baseline and after 4 months. Aspects of motivation were assessed with the Behavioural Regulation and Exercise Questionnaire (BREQ-2) and the Regulation of Eating Behaviour Questionnaire (REBS). We performed a drop out analysis to identify selective drop-out. Changes in motivation were analysed with t-tests and effect size interpretations (Cohen’s d), and multivariate regression analysis was used to identify predictors of motivational change. Results For physical activity, changes in motivational regulation were fully in line with the tenets of Self Determination Theory and Motivational Interviewing: participants made a shift towards a more autonomous type of motivation (i.e. controlled types of motivation decreased and autonomous types increased). Moreover, an autonomy supportive coaching style was generally found to predict a larger shift in autonomous types of motivation. For healthy dietary behaviour, however, except for a small decrease in external motivation, no favourable changes in different types of motivation were observed. The relation between coaching and motivation appeared to be influenced by the presence of physical activity guidance in the programme. Conclusions Motivation of participants of a real life primary care CLI had changed towards a more autonomous motivation after 4 months of intervention. Autonomy-supportive lifestyle coaching contributed to this change with respect to physical activity. Lifestyle coaching for healthy diet requires thorough knowledge about the problem of unhealthy dieting and solid coaching skills. PMID:25027848

The Epistemological Chain: Practical Applications in Sports

ERIC Educational Resources Information Center

Grecic, David; Collins, Dave

2013-01-01

This article highlights the role of personal epistemology in decision-making and proposes the construct of an epistemological chain (EC) to support this process in the domain of sports coaching. First, the EC is outlined using examples from education and other parallel disciplines. What it looks like to sports coaches is then described, and its…

A Grounded Theory Examination of Coaching and Mentoring: Human Agency Expressed in the One-with-One Development Endeavor

ERIC Educational Resources Information Center

Hollis, J. Michael

2013-01-01

In American context personal coaching and mentoring are used extensively in the fields of business, athletics and Christian discipleship. This one with one approach to personal improvement is applied in multiple contexts within education, business, athletics, discipleship, counseling, and parenting. This study implemented grounded theory…

An Observational Analysis of Coaching Behaviors for Career Development Event Teams: A Mixed Methods Study

ERIC Educational Resources Information Center

Ball, Anna L.; Bowling, Amanda M.; Sharpless, Justin D.

2016-01-01

School Based Agricultural Education (SBAE) teachers can use coaching behaviors, along with their agricultural content knowledge to help their Career Development Event (CDE) teams succeed. This mixed methods, collective case study observed three SBAE teachers preparing multiple CDEs throughout the CDE season. The teachers observed had a previous…

Enhancing the Experience of Student Teams in Large Classes: Training Teaching Assistants to Be Coaches

ERIC Educational Resources Information Center

Sargent, Leisa D.; Allen, Belinda C.; Frahm, Jennifer A.; Morris, Gayle

2009-01-01

To address the increasing demand for mass undergraduate management education and, at the same time, a greater emphasis on student teamwork, this study outlines the development, delivery, and evaluation of a training intervention designed to build team-coaching skills in teaching assistants. Specifically, "practice-centered" and…

In Search of Good Coaching for Mid-Level Faculty Leaders

ERIC Educational Resources Information Center

Kiel, David

2017-01-01

Mid-level faculty leaders need coaches to help them cope with rapid change in higher education. Too often they are unprepared to deal with the many challenges that confront them in leadership jobs. To respond, faculty developers, deans, and other senior leaders need to get creative. Institutions can leverage existing resources or affordably…

Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management

ERIC Educational Resources Information Center

Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.

2016-01-01

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

Using Compressed Video To Coach/Mentor Distant Teacher Interns.

ERIC Educational Resources Information Center

Hakes, Barbara; And Others

Wyoming, a rural state with a small population scattered over vast geographic areas, brought a compressed digital video network online to connect the University of Wyoming and the State's seven community colleges. The College of Education at the University received a grant to develop a coaching/mentoring model for teacher interns over distance.…

Effects of Coaching on Teachers' Use of Function-Based Interventions for Students with Severe Disabilities

ERIC Educational Resources Information Center

Bethune, Keri S.; Wood, Charles L.

2013-01-01

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations.…

Title IX: Parity of Coaches' Salaries for Male and Female Athletic Teams.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

A study by the National Education Association (NEA) of the existing literature, teacher opinion polls, federal legislation and regulations, state salary schedules, and collective bargaining agreements revealed important information concerning the differences in salaries in the late 1970s for coaches of male and female athletic teams in the public…

eCoaching: The Effects on Co-Teachers' Planning and Instruction

ERIC Educational Resources Information Center

Ploessl, Donna M.; Rock, Marcia L.

2014-01-01

Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well. One suggestion for improvement has been to provide co-teachers with training that includes coaching. In this study, we used single-case (ABAB) withdrawal design, to investigate the…

Practical Advice for Teachers and Coaches: Handling Acute Athletic Injuries

ERIC Educational Resources Information Center

Hunt, Kevin; Ormond, Tom; Griffin, Lisa; Maina, Michael; Jones, Christopher; Goldman, Alexander Steven; McMichael, Callaway

2016-01-01

Safety concerns are among the first considerations in the design and implementation of any curriculum. However, in the dynamic worlds of physical education and coaching, athletic injuries will inevitably arise, regardless of the proactive strategies in place. These situations will vary in nature, and the student's or athlete's risk of further…

Track and Field: An Administrative Approach to the Science of Coaching.

ERIC Educational Resources Information Center

Steben, Ralph E.; Bell, Sam

This textbook on track and field organization and administration is directed toward the college physical education student and the track coach interested in technical, in-depth material. Each event is discussed under appropriate areas of physical categorization, with analysis of basic, biomechanical aspects of the activity. Line drawings and…

Initial Validation of the Teacher/Coach Role Conflict Scale

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Levesque-Bristol, Chantal; Templin, Thomas J.

2014-01-01

The study of teacher/coach role conflict has a long history in the physical education literature. However, only a few studies have measured the construct using psychometric instrumentation. Ryan (2008) created one such instrument, but the survey was not validated prior to use. As such, the purpose of this investigation was to evaluate the…

Credentialed Chefs as Certified Wellness Coaches: Call for Action.

PubMed

Polak, Rani; Sforzo, Gary A; Dill, Diana; Phillips, Edward M; Moore, Margaret

2015-12-01

Beneficial relationships exist between food preparation skills and improved dietary quality, and between times spent preparing food and mortality. Food shopping, meal planning, preparation and cooking skills are valuable in supporting good health. Thus experts are proposing nutritional counseling be expanded to include these beneficial behavioral skills. Educational programs delivered by chefs have recently emerged as a way to improve engagement with nutritional guidelines. It is reasonable to assume that a chef with behavior change knowledge and skills, such as coaching, may be more effective in facilitating behavior change. We encourage chefs who wish to be involved in promoting health-related behavior change to consider continuing education in coaching knowledge and skills. We also recommend culinary schools to consider offering these courses, to aspiring chefs. Such programming will not only benefit future clients but also offers a career- enriching professional opportunity to chefs. Credentialed chefs can make a positive health impact and should be included as professionals who are eligible for the impending national certification of health and wellness coaches. Copyright © 2015. Published by Elsevier Ltd.

Using Coaching to Provide Ongoing Support and Supervision to Out-of-School Time Staff. Part 3 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff. Research-to-Results Brief. Publication #2009-06

ERIC Educational Resources Information Center

Burkhauser, Mary; Metz, Allison J. R.

2009-01-01

Although skills needed by out-of-school time practitioners can be introduced during training, many skills can only really be learned on the job with ongoing support and supervision provided by a "coach." Research from both the education and out-of-school time fields supports the value of staff coaching as a professional development tool, and staff…

Science teachers' utilization of Internet and inquiry-based laboratory lessons after an Internet-delivered professional development program

NASA Astrophysics Data System (ADS)

Lee, Kathryn Martell

Much of the professional development in the past decades has been single incident experiences. The heart of inservice growth is the sustained development of current knowledge and practices, vital in science education, as reflected in the National Science Education Standards' inquiry and telecommunications components. This study was an exploration of an Internet-delivered professional development experience, utilizing multiple session interactive real-time data sources and semester-long sustained telementoring. Two groups of inservice teachers participated in the study, with only one group receiving a telementored coaching component. Measures of the dependent variable (delivery of an inquiry-based laboratory lesson sequence) were obtained by videotape, and predictive variables (self-analysis of teaching style and content delivery interviews) were administered to the forty veteran secondary school science teacher volunteers. Results showed that teachers in the group receiving semester-long coaching performed significantly better on utilizing the Internet for content research and inquiry-based lesson sequence delivery than the group not receiving the coaching. Members of the coached group were able to select a dedicated listserv, e-mail, chatline or telephone as the medium of coaching. While the members of the coached group used the listserv, the overwhelming preference was to be coached via the telephone. Qualitative analysis indicated that the telephone was selected for its efficiency of time, immediacy of response, and richer dialogue. Perceived barriers to the implementation of the Internet as a real-time data source in science classrooms included time for access, obsolesce of equipment, and logistics of computer to student ratios. These findings suggest that the group of science teachers studied (1) benefited from a sustained coaching experience for inquiry-based lesson delivery, (2) perceived the Internet as a source of content for their curriculum rather than a communication source, and (3) preferred the telephone as a coaching tool for its efficiency and convenience. Utilizing current pedagogy in science and telecommunication tools has served to whet the appetite of the study teachers to develop utilization of the Internet in their classes for real-time data acquisition.

Qualitative Evaluation of the Coach Training within a Community Paramedicine Care Transitions Intervention.

PubMed

Lau, Hunter Singh; Hollander, Matthew M; Cushman, Jeremy T; DuGoff, Eva H; Jones, Courtney M C; Kind, Amy J H; Lohmeier, Michael T; Coleman, Eric A; Shah, Manish N

2018-02-12

The Care Transitions Intervention (CTI) has potential to improve the emergency department (ED)-to-home transition for older adults. Community paramedics may function as the CTI coaches; however, this requires the appropriate knowledge, skills, and attitudes, which they do not receive in traditional emergency medical services (EMS) education. This study aimed to define community paramedics' perceptions regarding their training needs to serve as CTI coaches supporting the ED-to-home transition. This study forms part of an ongoing randomized controlled trial evaluating a community paramedic-implemented CTI to enhance the ED-to-home transition. The community paramedics' training covered the following domains: the CTI program, geriatrics, effective coaching, ED discharge processes, and community paramedicine. Sixteen months after starting the study, we conducted audio-recorded semi-structured interviews with community paramedics at both study sites. After transcribing the interviews, team members independently coded the transcripts. Ensuing group analysis sessions led to the development of final codes and identifying common themes. Finally, we conducted member checking to confirm our interpretations of the interview data. We interviewed all 8 participating community paramedics. Participants consisted solely of non-Hispanic whites, included 5 women, and had a mean age of 43. Participants had extensive backgrounds in healthcare, primarily as EMS providers, but minimal experience with community paramedicine. All reported some prior geriatrics training. Four themes emerged from the interviews: (1) paramedics with positive attitudes and willingness to acquire the needed knowledge and skills will succeed as CTI coaches; (2) active rather than passive learning is preferred by paramedics; (3) the existing training could benefit from adjustments such as added content on mental health, dementia, and substance abuse issues, as well as content on coaching subjects with a range of illness severity; and (4) continuing education should address the paramedic coaches' evolving needs as they develop proficiency with the CTI. Paramedics as CTI coaches represent an untapped resource for supporting ED-to-home care transitions. Our results provide the necessary first step to make the community paramedic CTI coach more successful. These findings may apply to training for similar community paramedicine roles, but additional research must investigate this possibility.

How the Iranian Football Coaches and Players Know About Doping?

PubMed Central

Seif Barghi, Tohid; Halabchi, Farzin; Dvorak, Jiri; Hosseinnejad, Heydar

2015-01-01

Background: Nowadays, doping is an intricate dilemma. Football is the nationally popular sport in Iran. On the other hand, doping is a serious health hazard sport faces today. Studies dealing with athletes’ knowledge, attitudes and behavior concerning doping in football are scarce. Objectives: Therefore, we aimed to investigate the knowledge and attitudes toward doping among the football coaches and players. Patients and Methods: In a cross sectional study, 375 participants (239 football players and 136 coaches) were studied. A specially made questionnaire was applied. In this study, football teams of different provinces of the country were selected by randomized clustered sampling and questionnaires were distributed among coaches and players. Results: Knowledge of football coaches and players in three categories of doping definitions, recognition of prohibited drugs and side effects of anabolic steroids was poor or moderate in 45.3%, 88.5% and 96.5%, respectively. Conclusions: Football players and coaches have poor knowledge about doping in Iran. Moreover, they believe in some inappropriate myths without any scientific or rational basis.It seems necessary to design a comprehensive educational program for all of the athletes and coaches in Iran. PMID:26448840

Evaluating the effectiveness of Behavior-Based Safety education methods for commercial vehicle drivers.

PubMed

Wang, Xuesong; Xing, Yilun; Luo, Lian; Yu, Rongjie

2018-08-01

Risky driving behavior is one of the main causes of commercial vehicle related crashes. In order to achieve safer vehicle operation, safety education for drivers is often provided. However, the education programs vary in quality and may not always be successful in reducing crash rates. Behavior-Based Safety (BBS) education is a popular approach found effective by numerous studies, but even this approach varies as to the combination of frequency, mode and content used by different education providers. This study therefore evaluates and compares the effectiveness of BBS education methods. Thirty-five drivers in Shanghai, China, were coached with one of three different BBS education methods for 13 weeks following a 13-week baseline phase with no education. A random-effects negative binomial (NB) model was built and calibrated to investigate the relationship between BBS education and the driver at-fault safety-related event rate. Based on the results of the random-effects NB model, event modification factors (EMF) were calculated to evaluate and compare the effectiveness of the methods. Results show that (1) BBS education was confirmed to be effective in safety-related event reduction; (2) the most effective method among the three applied monthly face-to-face coaching, including feedback with video and statistical data, and training on strategies to avoid driver-specific unsafe behaviors; (3) weekly telephone coaching using statistics and strategies was rated by drivers as the most convenient delivery mode, and was also significantly effective. Copyright © 2018 Elsevier Ltd. All rights reserved.

Peer Coaches to Improve Diabetes Outcomes in Rural Alabama: A Cluster Randomized Trial.

PubMed

Safford, Monika M; Andreae, Susan; Cherrington, Andrea L; Martin, Michelle Y; Halanych, Jewell; Lewis, Marquita; Patel, Ashruta; Johnson, Ethel; Clark, Debra; Gamboa, Christopher; Richman, Joshua S

2015-08-01

It is unclear whether peer coaching is effective in minority populations living with diabetes in hard-to-reach, under-resourced areas such as the rural South. We examined the effect of an innovative peer-coaching intervention plus brief education vs brief education alone on diabetes outcomes. This was a community-engaged, cluster-randomized, controlled trial with primary care practices and their surrounding communities serving as clusters. The trial enrolled 424 participants, with 360 completing baseline and follow-up data collection (84.9% retention). The primary outcomes were change in glycated hemoglobin (HbA1c), systolic blood pressure (BP), low density lipoprotein cholesterol (LDL-C), body mass index (BMI), and quality of life, with diabetes distress and patient activation as secondary outcomes. Peer coaches were trained for 2 days in community settings; the training emphasized motivational interviewing skills, diabetes basics, and goal setting. All participants received a 1-hour diabetes education class and a personalized diabetes report card at baseline. Intervention arm participants were also paired with peer coaches; the protocol called for telephone interactions weekly for the first 8 weeks, then monthly for a total of 10 months. Due to real-world constraints, follow-up was protracted, and intervention effects varied over time. The analysis that included the 68% of participants followed up by 15 months showed only a significant increase in patient activation in the intervention group. The analysis that included all participants who eventually completed follow-up revealed that intervention arm participants had significant differences in changes in systolic BP (P = .047), BMI (P = .02), quality of life (P = .003), diabetes distress (P = .004), and patient activation (P = .03), but not in HbA1c (P = .14) or LDL-C (P = .97). Telephone-delivered peer coaching holds promise to improve health for individuals with diabetes living in under-resourced areas. © 2015 Annals of Family Medicine, Inc.

Peer Coaches to Improve Diabetes Outcomes in Rural Alabama: A Cluster Randomized Trial

PubMed Central

Safford, Monika M.; Andreae, Susan; Cherrington, Andrea L.; Martin, Michelle Y.; Halanych, Jewell; Lewis, Marquita; Patel, Ashruta; Johnson, Ethel; Clark, Debra; Gamboa, Christopher; Richman, Joshua S.

2015-01-01

PURPOSE It is unclear whether peer coaching is effective in minority populations living with diabetes in hard-to-reach, under-resourced areas such as the rural South. We examined the effect of an innovative peer-coaching intervention plus brief education vs brief education alone on diabetes outcomes. METHODS This was a community-engaged, cluster-randomized, controlled trial with primary care practices and their surrounding communities serving as clusters. The trial enrolled 424 participants, with 360 completing baseline and follow-up data collection (84.9% retention). The primary outcomes were change in glycated hemoglobin (HbA1c), systolic blood pressure (BP), low density lipoprotein cholesterol (LDL-C), body mass index (BMI), and quality of life, with diabetes distress and patient activation as secondary outcomes. Peer coaches were trained for 2 days in community settings; the training emphasized motivational interviewing skills, diabetes basics, and goal setting. All participants received a 1-hour diabetes education class and a personalized diabetes report card at baseline. Intervention arm participants were also paired with peer coaches; the protocol called for telephone interactions weekly for the first 8 weeks, then monthly for a total of 10 months. RESULTS Due to real-world constraints, follow-up was protracted, and intervention effects varied over time. The analysis that included the 68% of participants followed up by 15 months showed only a significant increase in patient activation in the intervention group. The analysis that included all participants who eventually completed follow-up revealed that intervention arm participants had significant differences in changes in systolic BP (P = .047), BMI (P = .02), quality of life (P = .003), diabetes distress (P = .004), and patient activation (P = .03), but not in HbA1c (P = .14) or LDL-C (P = .97). CONCLUSION Telephone-delivered peer coaching holds promise to improve health for individuals with diabetes living in under-resourced areas. PMID:26304967

Mediators effecting moderate-to-vigorous physical activity and inactivity for girls from an intervention program delivered in an organised youth sports setting.

PubMed

Guagliano, Justin M; Lonsdale, Chris; Rosenkranz, Richard R; Parker, Philip D; Agho, Kingsley E; Kolt, Gregory S

2015-11-01

The objective of this study was to test whether coaches' physical activity levels, contextual variables, and coaches' behavioural variables mediated the effect of an intervention on female basketball players' moderate-to-vigorous physical activity (MVPA) and inactivity in an organised youth sport (OYS) setting. Randomised controlled trial Data for the current study were derived from a two-armed, parallel-group randomised controlled trial. This study ran over the course of a 5-day OYS basketball program in 2 sports centres in Sydney, Australia. A convenience sample of 76 female players and 8 coaches were recruited. Coaches allocated to the intervention condition attended 2 coach education sessions, where strategies to increase MVPA and decrease inactivity were taught. There was a significant effect between changes in coach MVPA and player MVPA (unstandardised regression coefficient [B] = 0.26, 95% CI = 0.14 to 0.38) which coincided with a significant indirect effect (B = 1.80, 95% CI = 0.85 to 2.85). There was also a significant effect between changes in coach inactivity and player inactivity (B = -0.23, 95% CI = -0.14 to -0.31), which coincided with a significant indirect effect (B = -3.20, 95% CI = -0.14 to -0.31). No significant indirect effects were found for lesson context and coaches' behaviours variables. Coaches' MVPA and inactivity significantly mediated the effect of the intervention on player MVPA and inactivity, respectively. Consequently, coaches' physical activity levels appear to be important for influencing their players' physical activity levels. Published by Elsevier Ltd.

Use of an Objective Structured Clinical Examination in Clinical Nurse Specialist Education.

PubMed

Cuevas, Heather E; Timmerman, Gayle M

2016-01-01

Helping patients maximize their potential using expert coaching to facilitate lifestyle change is an important practice area for clinical nurse specialists (CNSs). The purpose is to determine the usefulness of objective structured clinical examinations (OSCEs) for evaluating CNS students' coaching competencies in the context of facilitating lifestyle change. Despite the use of OSCEs to assess competencies in clinical skills (eg, performance of procedures, decision making), its potential for evaluating coaching competencies for lifestyle change has not been demonstrated. We developed 4 OSCEs dealing with coaching patients in exercise, weight loss, stress reduction, or nonpharmacologic management of hyperlipidemia. Evaluation criteria included (1) approach to the patient, (2) information gathering, (3) motivational interviewing, and (4) management (medical and behavioral strategies). Student performance ranged from highly organized with proficient coaching skills to disorganized and focused solely on clinical management and prescriptive communication. Student responses were positive. Objective structured clinical examinations were highly useful for evaluating CNS students' coaching competencies for lifestyle change. Using OSCEs early in the semester to provide students feedback on their performance and again at the end to determine improvement optimizes use of this teaching strategy.

Computer-Tailored Student Support in Introductory Physics.

PubMed

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.

Implementing an integrated in-situ coaching, observational audit, and story-telling intervention to support safe surgery.

PubMed

Carthey, Jane; McCormack, Katie; Coombes, Julie; Gilbert, Douglas; Farrar, Daniel

2016-12-01

This article describes an intervention that combined in-situ coaching, observational audits and story-telling to educate theatre teams at University College London Hospitals about the Five steps to safer surgery (NPSA 2010). Our philosophy was to educate theatre teams about 'what goes right' (good catches, exemplary leadership etc) as well as 'what could be improved'. Results showed improvements on 'behavioural reliability' metrics, a 68% increase in near miss reporting and a reduction in surgical harm incidents. Copyright the Association for Perioperative Practice.

Reflecting, Coaching and Mentoring to Enhance Teacher-Child Interactions in Head Start Classrooms

ERIC Educational Resources Information Center

Zan, Betty; Donegan-Ritter, Mary

2014-01-01

In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…

The Effectiveness Level of School Administrator's Coaching Characteristic on School's Being Learning Organization

ERIC Educational Resources Information Center

Egmir, Eray; Yoruk, Sinan

2013-01-01

The aim of the study is to determine the effectiveness level of the coaching skills of school administrators on the school becoming a learning organization. The population of the study consists of teachers who are working at public and private secondary schools affiliated to Ministry of National Education, Kutahya Province National Education…

I Am a Math Coach: Now What?

ERIC Educational Resources Information Center

Rapacki, Lauren J.; Cross Francis, Dionne I.

2014-01-01

When one of the authors saw the job description for an elementary school mathematics coach on a state Department of Education website, she recognized it as an opportunity to have her dream job. She knew that making the transition from the classroom to a math teacher leader would afford her the opportunity to have an even greater impact on student…

Reach for the Stars: Visions for Literacy Coaching Programs

ERIC Educational Resources Information Center

DeFord, Diane

2012-01-01

This brief by the Literacy Coaching Clearinghouse is about reaching for the stars--stories of vision and commitment from educators in small and large schools. Everyone knows of people who are held up as "visionaries" throughout history: Leonardo Da Vinci, Mahatma Gandhi, Jules Verne, Thomas Edison, Susan Anthony, or John Dewey, to name a few. The…

CDC's Approach to Educating Coaches about Sports-Related Concussion

ERIC Educational Resources Information Center

Mitchko, Jane; Huitric, Michele; Sarmiento, Kelly; Hayes, Gail; Pruzan, Marcia; Sawyer, Richard

2007-01-01

Sports-related concussions can happen to any athlete in any sport. Each year in the United States, an estimated 1.6-3.8 million sports and recreation-related traumatic brain injuries (TBIs) occur, most of which can be classified as concussions. To help coaches prevent, recognize, and better manage sports-related concussions, the Centers for…

Mathematics Curriculum Coaching and Elementary School Students' Mathematics Achievement in a Northeast Tennessee School System

ERIC Educational Resources Information Center

Valente, Evandro R.

2013-01-01

Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level. Academic coaching has been identified as an effective professional development activity for teachers. The purpose of this study was to investigate the difference between students'…

Really, Bounty Gate in Youth Sports?

ERIC Educational Resources Information Center

Newman, Richard E.

2014-01-01

Developing a sound coaching philosophy is one of the most important tasks associated with a quality coaching education program. The philosophy must be based on one's own values and beliefs, but it must also be congruent with the values of a particular model of sport. Thus, the processes of sport participation should exceed the product of…

Implementing a Communication Coaching Program for Students with Autism Spectrum Disorders in Postsecondary Education

ERIC Educational Resources Information Center

Weiss, Amy L.; Rohland, Pamela

2015-01-01

This article describes the operation of a Communication Coaching Program, which was designed to provide supports for students with autism spectrum disorders (ASDs) attending the University of Rhode Island. To succeed in college programs, many students with ASDs need access to specialized programming and personnel who are able to foster their…

Current Events and Teachable Moments: Creating Dialog about Transgender and Intersex Athletes

ERIC Educational Resources Information Center

Krane, Vikki; Barak, Katie Sullivan

2012-01-01

The purpose of this article is to help physical educators and coaches better understand the issues raised in recent news stories about transgender and intersex athletes and to encourage them to engage students and athletes in dialogues about these topics. In conversations with students, it is important for teachers and coaches to separate facts…

Eating Disorders among Athletes: Public Policy To Promote Social and Individual Behavioral Change.

ERIC Educational Resources Information Center

Moriarty, Dick; Moriarty, Mary

Eating disorders are a complex physiological, psychological, and social illness. Since teachers and coaches should know the signs of eating disorders, some of the ways in which educators can recognize or prevent eating disorders are presented in this paper. Emphasis is placed on teachers and coaches familiarizing themselves with the five…

Designing a Social Work Online Self-Coaching Program: Integrated Support and Joint Ownership

ERIC Educational Resources Information Center

van de Heyde, Valentino; Stoltenkamp, Juliet; Siebrits, André

2017-01-01

The paper explores critical success factors (CSFs) in relation to the support structure for an online self-coaching pilot project, by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape (UWC) in South Africa, in collaboration with UWC's Social Work Department and the University of South Africa…

Nutritional Knowledge and Attitudes in Athletes With Physical Disabilities

PubMed Central

Rastmanesh, Reza; Taleban, Furugh Azam; Kimiagar, Masood; Mehrabi, Yadolah; Salehi, Moosa

2007-01-01

Context: Little is known about sport nutritional problems and requirements of athletes with physical disabilities. Objective: To compare the nutritional knowledge and attitudes of Iranian athletes with physical disabilities (APDs) after nutrition education. Because proper nutrition is important for both performance and injury healing, learning about the nutritional areas in which APDs are deficient may assist professionals in educating them. Design: Nested case-control study. Setting: Sport camp. Patients or Other Participants: Seventy-two APDs (42 APDs in the intervention group and 30 age-matched and sex-matched control APDs) and 10 coaches completed the study. Intervention(s): The APDs in the intervention group and their coaches were given nutrition education, which included a booklet with a simplified food guide pyramid, simple concepts about nutrition and weight loss, and four 3-hour courses. The APDs in the control group and their coaches were not given nutrition education. Main Outcome Measure(s): Subjects completed 2 nutritional questionnaires with both quantitative and qualitative components. Nutritional questionnaires were administered at 2 consecutive camps, 30 days apart, before and after nutrition education. Our questionnaires included a demographics section; 88 Likert scale and true-false questions; and 18 open-ended questions, 13 of which were specifically designed for APDs. Each APD completed two 3-day food records. Results: The APDs in the intervention group scored significantly higher after nutrition education and higher than the control group on the knowledge subscales and interest in nutrition. Although the nutrition knowledge score in this study was moderate, several specific areas of deficient nutritional knowledge were identified that are critical for the health of APDs. Our model of nutrition education was more effective than the usual instructions presented irregularly by coaches. Conclusions: Our findings suggest that Iranian APDs lack nutritional knowledge in areas critical to preventing nutrition-related health problems, especially components related to nutrition for athletes with disabilities. PMID:17597950

Online training in sports concussion for youth sports coaches.

PubMed

Glang, Ann; Koester, Michael C; Beaver, Sherry Vondy; Clay, Janet E; McLaughlin, Karen A

2010-03-01

The purpose of this study was to evaluate ACTive: Athletic Concussion Training using Interactive Video Education, an interactive e-learning program designed to train community coaches of youth ages 10-18 in effective sports concussion prevention and management practices. Seventy-five youth sports coaches from across the country completed the study over the Internet. Results of a randomized control trial demonstrated significant differences between treatment and control participants on measures of (a) knowledge about sports concussion, management, and prevention; (b) attitudes about the importance of preventing sports concussion; and (c) intention and self-efficacy in sports concussion management and prevention. The results suggest that ACTive is an effective method of training youth sports coaches who are in an important position to reduce risks associated with sports concussion.

Competing Perspectives During Organizational Socialization on the Role of Certified Athletic Trainers in High School Settings

PubMed Central

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

Context: When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. Objective: To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Design: Qualitative research design involving semistructured interviews. Setting: High schools. Patients or Other Participants: Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. Main Outcome Measure(s): For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Results: Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Conclusions: Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support. PMID:16404456

Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings.

PubMed

Mensch, James; Crews, Candice; Mitchell, Murray

2005-01-01

When certified athletic trainers (ATCs) enter a workplace, their potential for professional effectiveness is affected by a number of factors, including the individual's ability to put acquired knowledge, skills, and attitudes into practice. This ability may be influenced by the preconceived attitudes and expectations of athletes, athletes' parents, athletic directors, physical therapists, physicians, and coaches. To examine the perspectives of high school coaches and ATCs toward the ATC's role in the high school setting by looking at 3 questions: (1) What are coaches' expectations of ATCs during different phases of a sport season? (2) What do ATCs perceive their role to be during different phases of a season? and (3) How do coaches' expectations compare with ATCs' expectations? Qualitative research design involving semistructured interviews. High schools. Twenty high school varsity basketball coaches from 10 high schools in 2 states and the ATCs assigned to these teams. For the coaches, 12 questions focused on 3 specific areas: (1) the athletic training services they received as high school basketball coaches, (2) each coach's expectations of the ATC with whom he or she was working during various phases of the season, and (3) coaches' levels of satisfaction with the athletic training services provided to their team. For the ATCs, 17 questions focused on 3 areas: (1) the ATC's background, (2) the ATC's perceived duties at different phases of the basketball season and his or her relationship with the coach, and (3) other school factors that enhanced or interfered with the ATC's ability to perform duties. Three themes emerged. Coaches had limited knowledge and understanding of ATCs' qualifications, training, professional preparation, and previous experience. Coaches simply expected ATCs to be available to complement their roles. Positive communication was identified as a critical component to a good coach-ATC relationship. Although all participants valued good communication, poor communication appeared to limit ATCs' contributions to player performance beyond simple availability. Coaches must be educated by ATCs to ensure they are receiving qualified athletic training support.

Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

PubMed

Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

2016-03-01

Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

The Role of Physical and Health Educators and Coaches in the Prevention of Eating Disorders.

ERIC Educational Resources Information Center

Moriarty, Dick; And Others

All teachers, coaches, and guidance counselors should be concerned about eating disorders as a health and life threatening illness. While no reliable research studies or statistics exist on the incidence of eating disorders among athletes and aerobic exercisers, estimates suggest that 10-20% of the female high school population and a much higher…

A Qualitative Study of Managerial Coaching: How Critical Reflection and Experiential Learning Are Facilitated within a Multi-National Pharmaceutical Company

ERIC Educational Resources Information Center

Herrera, Tony Isaac

2010-01-01

This qualitative case study was designed to explore whether and how a sample of domestic and international managers use two key adult education concepts--critical reflection and experiential learning--to influence changes in individual employees whom they coach. The study is based on the primary assumption that although managers do not…

Some Thoughts on the Equal Pay Act and Coaching Salaries.

ERIC Educational Resources Information Center

Boring, Phyllis

This paper discusses the Equal Pay Act, Title VII of the Civil Rights Act of 1964, as it applies to women athletic coaches and physical education teachers. The following points are considered: (1) application of the Equal Pay Act; (2) advantage of voluntary compliance with the Equal Pay Act; (3) factors used to measure "equal work"; (4)…

NAGWS Aquatics Guide: Tips and Techniques for Teachers and Coaches, August 1977-August 1979.

ERIC Educational Resources Information Center

Harris, Marjorie, Ed.

This manual is designed to serve as a teaching aid to coaches and physical educators in the field of women's aquatics. The articles cover the following subjects in the area of water sports: (1) standards in sports for girls and women; (2) women in Olympic swimming competition; (3) conditioning programs designed to attain physical fitness through…

Training Teachers to Use Pivotal Response Training with Children with Autism: Coaching as a Critical Component

ERIC Educational Resources Information Center

Suhrheinrich, Jessica

2011-01-01

Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the…

Fully Integrating Academic Advising with Career Coaching to Increase Student Retention, Graduation Rates and Future Job Satisfaction: An Industry Approach

ERIC Educational Resources Information Center

Tudor, Thomas R.

2018-01-01

Higher education institutions in the United States are under increasing pressure to retain and graduate more students. Traditionally, the academic advisor helps students to meet degree graduation requirements and may also do some minor career advising. A new approach is proposed, in which career coaching with industry help becomes just as…

Instructional Coaching in Higher Education: Partnering to Infuse ELL Instructional Practices into Social Studies Courses

ERIC Educational Resources Information Center

Thibault, Malissa

2017-01-01

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger…

Congratulating Jim Boeheim, head coach of the Syracuse University Orange men's basketball team and a native of Lyons, New York, for receiving many coaching awards for the impressive achievements of the Syracuse University Orange 2009-2010 men's basketball team.

THOMAS, 111th Congress

Rep. Maffei, Daniel B. [D-NY-25

2010-04-29

House - 05/27/2010 Referred to the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Coaching as Part of a Pilot Quality Rating Scale Initiative: Challenges to--and Supports for--the Change-Making Process

ERIC Educational Resources Information Center

Ackerman, Debra J.

2008-01-01

Several nonprofit agencies in a large Midwestern city provide assistance to early care and education programs participating in a pilot Quality Rating Scale (QRS) initiative by pairing them with itinerant consultants, who are known as coaches. Despite this assistance, not all programs improve their QRS score. Furthermore, while pilot stakeholders…

Coaching mental health peer advocates for rural LGBTQ people.

PubMed

Willging, Cathleen E; Israel, Tania; Ley, David; Trott, Elise M; DeMaria, Catherine; Joplin, Aaron; Smiley, Verida

Lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) people are affected by mental health disparities, especially in rural communities. We trained peer advocates in rural areas in the fundamentals of mental health, outreach, education, and support for this population. The peer advocates were coached by licensed mental health professionals. We evaluated this process through iterative qualitative analysis of semi-structured interviews and written logs from coaches and advocates. The six major themes comprising the results centered on (1) coaching support, (2) peer advocate skills and preparation, (3) working with help seekers, (4) negotiating diversity, (5) logistical challenges in rural contexts, and (6) systemic challenges. We concluded that peer advocacy for LGBTQ people with mental distress offers an affirmative, community-based strategy to assist the underserved. To be successful, however, peer advocates will likely require ongoing training, coaching, and infrastructural support to negotiate contextual factors that can influence provision of community resources and support to LGBTQ people within rural communities.

Coaching mental health peer advocates for rural LGBTQ people

PubMed Central

Willging, Cathleen E.; Israel, Tania; Ley, David; Trott, Elise M.; DeMaria, Catherine; Joplin, Aaron; Smiley, Verida

2016-01-01

Lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) people are affected by mental health disparities, especially in rural communities. We trained peer advocates in rural areas in the fundamentals of mental health, outreach, education, and support for this population. The peer advocates were coached by licensed mental health professionals. We evaluated this process through iterative qualitative analysis of semi-structured interviews and written logs from coaches and advocates. The six major themes comprising the results centered on (1) coaching support, (2) peer advocate skills and preparation, (3) working with help seekers, (4) negotiating diversity, (5) logistical challenges in rural contexts, and (6) systemic challenges. We concluded that peer advocacy for LGBTQ people with mental distress offers an affirmative, community-based strategy to assist the underserved. To be successful, however, peer advocates will likely require ongoing training, coaching, and infrastructural support to negotiate contextual factors that can influence provision of community resources and support to LGBTQ people within rural communities. PMID:27458498

An examination of the stretching practices of Division I and Division III college football programs in the midwestern United States.

PubMed

Judge, Lawrence W; Craig, Bruce; Baudendistal, Steve; Bodey, Kimberly J

2009-07-01

Research supports the use of preactivity warm-up and stretching, and the purpose of this study was to determine whether college football programs follow these guidelines. Questionnaires designed to gather demographic, professional, and educational information, as well as specific pre- and postactivity practices, were distributed via e-mail to midwestern collegiate programs from NCAA Division I and III conferences. Twenty-three male coaches (12 from Division IA schools and 11 from Division III schools) participated in the study. Division I schools employed certified strength coaches (CSCS; 100%), whereas Division III schools used mainly strength coordinators (73%), with only 25% CSCS. All programs used preactivity warm-up, with the majority employing 2-5 minutes of sport-specific jogging/running drills. Pre stretching (5-10 minutes) was performed in 19 programs (91%), with 2 (9%) performing no pre stretching. Thirteen respondents used a combination of static/proprioceptive neuromuscular facilitation/ballistic and dynamic flexibility, 5 used only dynamic flexibility, and 1 used only static stretching. All 12 Division I coaches used stretching, whereas only 9 of the 11 Division III coaches did (p = 0.22). The results indicate that younger coaches did not use pre stretching (p = 0.30). The majority of the coaches indicated that they did use post stretching, with 11 of the 12 Division I coaches using stretching, whereas only 5 of the 11 Division III coaches used stretching postactivity (p = 0.027). Divisional results show that the majority of Division I coaches use static-style stretching (p = 0.049). The results of this study indicate that divisional status, age, and certification may influence how well research guidelines are followed. Further research is needed to delineate how these factors affect coaching decisions.

"The five-minute check-in" intervention to ease the transition into professional education: A descriptive analysis.

PubMed

Cox-Davenport, Rebecca A

2017-03-01

Students can have problems transitioning into nursing education, and nursing instructors can have an impact on this transition by using an active coaching role. The objective of this study was to evaluate how early an academic coaching intervention helped students progress during the beginning of their first nursing semester. Student perceptions of the intervention were also explored. This study followed a descriptive non-experimental design. A nonprobability convenience sample was used. A four-year Bachelor's nursing program at a private college in central Pennsylvania. The sample included 22 first semester students enrolled in their first nursing course. For the first five weeks of the semester students were asked to meet with their nursing course instructors for "five minute check-ins". Students were coached on time management, study skills, access to resources, stress management, upcoming assignments, and grades. An online survey was also sent to students regarding their check-in experience. The student coaching needs changed throughout the five week intervention. At first students heavily needed time management coaching. Study skill coaching was a steady need through the second through fifth week, and stress management coaching increased during the last week of data collection, which was along the same time as their first exams. Students who attended four to five of the weekly visits had higher first test scores and higher overall course grades. The majority of students reported benefits for attending check-in visits including organization, study skills, and feeling more connected to the instructor. Students reported an overall benefit to attending check-in visits. Course instructors were able to intervene early with students' academic problems, and help students gain access to resources. Although the check-ins were to be brief visits, there was an impact on instructors time during the check-in weeks. Copyright © 2016 Elsevier Ltd. All rights reserved.

An individualized coaching program for patients with acute ischemic stroke: Feasibility study.

PubMed

Vanacker, P; Standaert, D; Libbrecht, N; Vansteenkiste, I; Bernard, D; Yperzeele, L; Vanhooren, G

2017-03-01

An individualized stroke care program was developed to match patients' education with their needs regarding stroke knowledge, secondary prevention and rehabilitation. Our purpose was to assess feasibility of in-hospital and post-discharge, personalized stroke coaching service. Acute ischemic stroke patients enrolled in ASTRAL-B stroke registry (Sint-Lucashospital, Bruges Belgium) with: (a) hospitalization between 12/2014-12/2015, (b) hospital-to-home discharge, and (c) without cognitive decline, were selected. The stroke coach contacted patients individually twice during hospitalization (2×20min) and post-discharge via phone calls using the standardized WSO Post-Strokechecklist. Risk factor management, review of therapy and clinical evolution were discussed. Participants were contacted at 2 weeks, followed by repeat calls if necessary and ambulatory with the vascular neurologist at 1, 3, 6 and 12 months. Of all 255 patients meeting the inclusion criteria, 152 (59.7%) received individualized education during hospitalization by the stroke coach. Median age of our population was 74 years and median NIHSS 5. Majority of patients had at least two cardiovascular risk factors. Patients were not coached because of palliative care/decease (10%), unfavorable life expectancy (2%), dementia (8.5%) and lack of time due to short hospitalization (22%). A quarter of all patients were contacted at least once by phone, 12% were contacted at least twice after discharge. At three months, low stroke recurrence (5%) and mortality rates (4%) were identified, probably linked to improved adherence. We demonstrated feasibility of an individualized coaching service executed by well-trained stroke nurse. Future research will focus on developing an online portal delivering post-discharge services to patients and caregivers. Copyright © 2017 Elsevier B.V. All rights reserved.

Evaluation of a Theory of Instructional Sequences for Physics Instruction

NASA Astrophysics Data System (ADS)

Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

2010-05-01

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

The effectiveness of wellness coaching for improving quality of life.

PubMed

Clark, Matthew M; Bradley, Karleah L; Jenkins, Sarah M; Mettler, Emily A; Larson, Brent G; Preston, Heather R; Liesinger, Juliette T; Werneburg, Brooke L; Hagen, Philip T; Harris, Ann M; Riley, Beth A; Olsen, Kerry D; Vickers Douglas, Kristin S

2014-11-01

To learn more about the potential psychosocial benefits of wellness coaching. Although wellness coaching is increasing in popularity, there are few published outcome studies. In a single-cohort study design, 100 employees who completed the 12-week wellness coaching program were of a mean age of 42 years, 90% were women, and most were overweight or obese. Three areas of psychosocial functioning were assessed: quality of life (QOL; 5 domains and overall), depressive symptoms (Patient Health Questionnaire-9), and perceived stress level (Perceived Stress Scale-10). Participants were recruited from January 1, 2011, through December 31, 2011; data were collected up to July 31, 2012, and were analyzed from August 1, 2012, through October 31, 2013. These 100 wellness coaching completers exhibited significant improvements in all 5 domains of QOL and overall QOL (P<.0001), reduced their level of depressive symptoms (P<.0001), and reduced their perceived stress level (P<.001) after 12 weeks of in-person wellness coaching, and they maintained these improvements at the 24-week follow-up. In this single-arm cohort study (level 2b evidence), participating in wellness coaching was associated with improvement in 3 key areas of psychosocial functioning: QOL, mood, and perceived stress level. The results from this single prospective cohort study suggest that these areas of functioning improve after participating in wellness coaching; however, randomized clinical trials involving large samples of diverse individuals are needed to establish level 1 evidence for wellness coaching. Copyright © 2014 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Building without a plan: the career experiences of Australian strength and conditioning coaches.

PubMed

Dawson, Andrew J; Leonard, Zane M; Wehner, Kylie A; Gastin, Paul B

2013-05-01

The purpose of this investigation was to explore the career experiences of Australian strength and conditioning coaches. Six Australian strength and conditioning coaches (mean age = 33.7 years, SD = 6.0 years) with a mean of 10.4 (SD = 4.9) years experience working with elite Olympic and professional athletes were interviewed about their experiences of career development. Each interview was transcribed verbatim and analyzed to produce key themes and subthemes relating to (a) work environments, (b) sport management practice, (c) career development processes, and (d) career building strategies. The work environments of Australian strength and conditioning coaches were found to be poor because of long working hours and irregular human resource policy and management practices of sport organizations. Because of the volatile and unpredictable nature of their working conditions, the coaches interviewed have only a short-term view of their career creating considerable stress in their lives. The coaches interviewed found it difficult to develop their careers because their only options were self-supported and self-funded professional development activities. The coaches in this study believed that more needed to be done at a policy and management level by sport organizations and their professional body to enhance the career development of strength and conditioning coaches because they play a key role in both athlete and sport organization performance. These results may help sport organizations develop policies and management practices that enhance the careers of strength and conditioning coaches and will have important practical implications for the education and development of sport professionals.

[Psychiatry].

PubMed

Guex, Patrice; Conus, Philippe; Pomini, Valentino; Kramer, Ueli; Bonsack, Charles; Eap, Chin

2011-01-19

The novelties in clinical psychiatry are close to somatic medicine adaptation. The clinical staging concept in psychiatry (as in cancerology) is the result of an early intervention strategy in psychotic disorders. A differentiated mode of understanding of the phases of psychiatric disorders allows a prevention oriented approach. Individualized therapeutic programmes in accordance with specific problematics favors the orientation towards focalised follow-ups, for instance CBT programmes on Internet may be proposed to patients motivated and rather autonomous. Others, on the contrary, less accessible to health care should benefit of the support of a mobile team and specific coaching to return to vocational services. Systematic follow-up of the metabolic syndrome, often induced by atypical antipsychotics, belongs to those basic adjustment processes.

Computer-Tailored Student Support in Introductory Physics

PubMed Central

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403

Professional Nurse Coaching: Advances in National and Global Healthcare transformation.

PubMed

Dossey, Barbara M; Hess, Darlene

2013-07-01

Nurse coaches are responding to the mandate of Florence Nightingale (1820-1910)-the foundational philosopher of modern nursing-to advocate, identify, and focus on factors that promote health, healthy people, and healthy communities that are recognized today as environmental and social determinants of health.(1) (,) (2) The Institute of Medicine report(3) and other health initiatives suggest the need for increased education and leadership from nurses to address the healthcare needs of our nation and world. Nurse coaches are strategically pos-i tioned and equipped to implement health-promoting and evidence-based strategies with clients and support behavioral and lifestyle changes to enhance growth, overall health, and well-being. With possibilities not yet imagined, employment opportunities for nurses who incorporate coaching into professional practice are developing across the entire spectrum of health, well-ness, and healing.

Professional Nurse Coaching: Advances in National and Global Healthcare transformation

PubMed Central

Hess, Darlene

2013-01-01

Nurse coaches are responding to the mandate of Florence Nightingale (1820-1910)—the foundational philosopher of modern nursing—to advocate, identify, and focus on factors that promote health, healthy people, and healthy communities that are recognized today as environmental and social determinants of health.1,2 The Institute of Medicine report3 and other health initiatives suggest the need for increased education and leadership from nurses to address the healthcare needs of our nation and world. Nurse coaches are strategically pos-i tioned and equipped to implement health-promoting and evidence-based strategies with clients and support behavioral and lifestyle changes to enhance growth, overall health, and well-being. With possibilities not yet imagined, employment opportunities for nurses who incorporate coaching into professional practice are developing across the entire spectrum of health, well-ness, and healing. PMID:24416681

What do community football players think about different exercise-training programmes? Implications for the delivery of lower limb injury prevention programmes

PubMed Central

Finch, Caroline F; Doyle, Tim LA; Dempsey, Alasdair R; Elliott, Bruce C; Twomey, Dara M; White, Peta E; Diamantopoulou, Kathy; Young, Warren; Lloyd, David G

2014-01-01

Background Players are the targeted end-users and beneficiaries of exercise-training programmes implemented during coach-led training sessions, and the success of programmes depends upon their active participation. Two variants of an exercise-training programme were incorporated into the regular training schedules of 40 community Australian Football teams, over two seasons. One variant replicated common training practices, while the second was an evidence-based programme to alter biomechanical and neuromuscular factors related to risk of knee injuries. This paper describes the structure of the implemented programmes and compares players’ end-of-season views about the programme variants. Methods This study was nested within a larger group-clustered randomised controlled trial of the effectiveness of two exercise-training programmes (control and neuromuscular control (NMC)) for preventing knee injuries. A post-season self-report survey, derived from Health Belief Model constructs, included questions to obtain players’ views about the benefits and physical challenges of the programme in which they participated. Results Compared with control players, those who participated in the NMC programme found it to be less physically challenging but more enjoyable and potentially of more benefit. Suggestions from players about potential improvements to the training programme and its future implementation included reducing duration, increasing range of drills/exercises and promoting its injury prevention and other benefits to players. Conclusions Players provide valuable feedback about the content and focus of implemented exercise-training programmes, that will directly inform the delivery of similar, or more successful, programmes in the future. PMID:24047571

Coaching and barriers to weight loss: an integrative review.

PubMed

Muñoz Obino, Karen Fernanda; Aguiar Pereira, Caroline; Caron-Lienert, Rafaela Siviero

2017-01-01

Coaching is proposed to raise a patient's awareness and responsibility for their health behaviour change by transforming the professional-patient relationship. To review the scientific literature on how coaching can assist in weight loss and improve a patient's state of health. An integrative literature search was performed using PubMed, Latin American and Caribbean Literature in Health Sciences, and Scientific Electronic Library Online. We selected articles that were published in Portuguese, English, and Spanish over the last 10 years. Data analysis was performed using a validated data collection instrument. Among the 289 articles identified in the search, 276 were excluded because they did not address the leading research question, their full texts were not available on the Internet, or they were duplicate publications. Therefore, for the analysis, we selected 13 articles that we classified as randomized clinical studies (46.15%; n=6), cohort studies (30.76%; n=4), cross-sectional studies (7.69%; n=1), case studies (7.69%; n=1), and review articles (7.69%; n=1). Joint intervention (combined in-person and telecoaching sessions) constituted the majority of session types. The use of technical coaching was superior in reducing anthropometric measurements and increasing the levels of motivation and personal satisfaction compared with formal health education alone. Coaching is an efficient, cost-effective method for combining formal education and treatment of health in the weight-loss process. Additional randomized studies are needed to demonstrate its effectiveness with respect to chronic disease indicators.

Coaching and barriers to weight loss: an integrative review

PubMed Central

Muñoz Obino, Karen Fernanda; Aguiar Pereira, Caroline; Caron-Lienert, Rafaela Siviero

2017-01-01

Introduction Coaching is proposed to raise a patient’s awareness and responsibility for their health behaviour change by transforming the professional–patient relationship. Objective To review the scientific literature on how coaching can assist in weight loss and improve a patient’s state of health. Methodology An integrative literature search was performed using PubMed, Latin American and Caribbean Literature in Health Sciences, and Scientific Electronic Library Online. We selected articles that were published in Portuguese, English, and Spanish over the last 10 years. Data analysis was performed using a validated data collection instrument. Results Among the 289 articles identified in the search, 276 were excluded because they did not address the leading research question, their full texts were not available on the Internet, or they were duplicate publications. Therefore, for the analysis, we selected 13 articles that we classified as randomized clinical studies (46.15%; n=6), cohort studies (30.76%; n=4), cross-sectional studies (7.69%; n=1), case studies (7.69%; n=1), and review articles (7.69%; n=1). Joint intervention (combined in-person and telecoaching sessions) constituted the majority of session types. The use of technical coaching was superior in reducing anthropometric measurements and increasing the levels of motivation and personal satisfaction compared with formal health education alone. Conclusion Coaching is an efficient, cost-effective method for combining formal education and treatment of health in the weight-loss process. Additional randomized studies are needed to demonstrate its effectiveness with respect to chronic disease indicators. PMID:28096687

Elementary Educator STEM Content Coach Act

THOMAS, 113th Congress

Rep. Honda, Michael M. [D-CA-17

2013-03-12

House - 04/23/2013 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Coaching and Mentoring Model Based on Teachers' Professional Development for Enhancing Their Teaching Competency in Schools (Thailand) Using Video Tape

ERIC Educational Resources Information Center

Asanok, Manit; Chookhampaeng, Chowwalit

2016-01-01

The study aims to develop coaching and mentoring model, study the usage findings in the model and to evaluate the activity management in the model by surveying 100 participant teachers' opinion, under jurisdiction of the office of Mah Sarakham Primary Educational Service Area 1, Thailand. The model consisted of 3 steps and 4 phases including…

Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 1: Key Findings from Participant Follow Up Survey. CYFS Working Paper 2014-1

ERIC Educational Resources Information Center

Jayaraman, Gayatri; Knoche, Lisa; Marvin, Christine; Bainter, Sue

2014-01-01

The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…

17,000 Islands, One Goal: Indonesia Turns to Online Resources to Create a Network of School-Based Coaches

ERIC Educational Resources Information Center

Burns, Mary

2010-01-01

Community has taken on a new meaning for several school-based coaches spread across Indonesia. For far too long in developing countries, educators have been forced to rely on one-shot centralized professional development for teachers and those who work with them. A shortage of money, locally trained staff, and access to learning materials has made…

Sports Nutrition Knowledge Among Collegiate Athletes, Coaches, Athletic Trainers, and Strength and Conditioning Specialists

PubMed Central

Torres-McGehee, Toni M.; Pritchett, Kelly L.; Zippel, Deborah; Minton, Dawn M.; Cellamare, Adam; Sibilia, Mike

2012-01-01

Context: Coaches, athletic trainers (ATs), strength and conditioning specialists (SCSs), and registered dietitians are common nutrition resources for athletes, but coaches, ATs, and SCSs might offer only limited nutrition information. Little research exists about sports nutrition knowledge and current available resources for nutrition information for athletes, coaches, ATs, and SCSs. Objective: To identify resources of nutrition information that athletes, coaches, ATs, and SCSs use; to examine nutrition knowledge among athletes, coaches, ATs, and SCSs; and to determine confidence levels in the correctness of nutrition knowledge questions within all groups. Design: Cross-sectional study. Setting: National Collegiate Athletic Association Division I, II, and III institutions across the United States. Patients and Other Participants: The 579 participants consisted of athletes (n = 185), coaches (n = 131), ATs (n = 192), and SCSs (n = 71). Main Outcome Measure(s): Participants answered questions about nutrition resources and domains regarding basic nutrition, supplements and performance, weight management, and hydration. Adequate sports nutrition knowledge was defined as an overall score of 75% in all domains (highest achievable score was 100%). Results: Participants averaged 68.5% in all domains. The ATs (77.8%) and SCSs (81.6%) had the highest average scores. Adequate knowledge was found in 35.9% of coaches, 71.4% of ATs, 83.1% of SCSs, and only 9% of athletes. The most used nutrition resources for coaches, ATs, and SCSs were registered dietitians. Conclusions: Overall, we demonstrated that ATs and SCSs have adequate sports nutrition knowledge, whereas most coaches and athletes have inadequate knowledge. Athletes have frequent contact with ATs and SCSs; therefore, proper nutrition education among these staff members is critical. We suggest that proper nutrition programming should be provided for athletes, coaches, ATs, and SCSs. However, a separate nutrition program should be integrated for ATs and SCSs. This integrative approach is beneficial for the continuity of care, as both categories of professionals might be developing and integrating preventive or rehabilitative programs for athletes. PMID:22488287

Knowledge, Attitudes, and Beliefs of Youth Sports Coaches Regarding Sport Volume Recommendations and Sport Specialization.

PubMed

Post, Eric G; Trigsted, Stephanie M; Schaefer, Daniel A; Cadmus-Bertram, Lisa A; Watson, Andrew M; McGuine, Timothy A; Brooks, M Alison; Bell, David R

2018-02-22

Overuse injuries in youth athletes are becoming increasingly common which may be a result of the prevalence of year-round specialized sport participation. Previous research has identified sport volume recommendations related to months per year, hours per week, and simultaneous participation in multiple sports leagues. Coaches are a primary influence on a youth athlete's decision to specialize in a single sport. Therefore, identifying coaches' baseline beliefs and perceptions is important for developing strategies to educate coaches about safe sport participation. A total of 253 youth sport coaches (207 males) completed an anonymous online questionnaire regarding knowledge of sport volume recommendations and attitudes and beliefs regarding sport specialization. Eligible participants were required to serve as a head or assistant coach of a youth sport team in the past 12 months whose members were between the ages of 12 and 18. Most coaches were unaware of recommendations regarding the maximum number of months per year (79.4%), hours per week in one sport (79.3%), or number of simultaneous leagues for an athlete to participate in to reduce injury (77.6%). Fewer than half (43.2%) of all coaches were "very" or "extremely" concerned about the risk of injury in youth sports. A majority (60.1%) believed that sport specialization was either "quite a bit" or "a great deal" of a problem. Two-thirds (67.2%) responded that year-round participation in a single sport was either "very" or "extremely" likely to increase an athlete's risk of injury. Although the responses to this survey were predominantly from coaches from one state, our results suggest that coaches are unaware of sport volume recommendations but are concerned about specialization. Future efforts are needed to communicate these recommendations to coaches in order to reduce the risk of overuse injury in youth sports.

Education Matters, June 2010

ERIC Educational Resources Information Center

Beckner, Gary, Ed.

2010-01-01

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Coaching Teachers Boosts Student Reading:…

A Diabetes Mobile App With In-App Coaching From a Certified Diabetes Educator Reduces A1C for Individuals With Type 2 Diabetes.

PubMed

Kumar, Shefali; Moseson, Heidi; Uppal, Jaspreet; Juusola, Jessie L

2018-06-01

Purpose There are currently many diabetes apps available, but there is limited evidence demonstrating clinical impact. The purpose of this study is to evaluate the impact of a diabetes mobile app with in-app coaching by a certified diabetes educator on glycemic control for individuals with type 2 diabetes. Methods A 12 week-long single-arm intent-to-treat trial evaluated the impact of a diabetes mobile app and coaching program (One Drop | Mobile With One Drop | Experts), which facilitated tracking of self-care and included an in-app diabetes education program, on A1C for individuals with type 2 diabetes and an A1C ≥7.5% (58 mmol/mol). An online study platform (Achievement Studies, Evidation Health Inc, San Mateo, CA) was used to screen, consent, and enroll participants; collect study data; and track participants' progress throughout the study. Baseline and study end A1C measurements as well as questionnaire data from participants were collected. Results Participants (n = 146) were 52 ± 9 years old, 71% female, 25% black or Hispanic, diagnosed with diabetes for 11 ± 7 years, and with a mean baseline A1C of 9.87% ± 2.0 (84 mmol/mol). In adjusted repeated measures models, mean A1C improved by -0.86% among study completers (n = 127), -0.96% among active users of the app and coaching program (n = 93), and -1.32% among active users with a baseline A1C ≥9.0% (75 mmol/mol) (n = 53). Conclusions This program was associated with a clinically meaningful and significant reduction in A1C and can potentially increase access to effective diabetes self-management education and support for individuals with diabetes.

The Perceived Psychological Responsibilities Of A Strength And Conditioning Coach.

PubMed

Radcliffe, Jon N; Comfort, Paul; Fawcett, Tom

2016-09-22

Research is limited in exploring the specific psychology oriented responsibilities of the strength and conditioning professional. The present research explored the psychological responsibilities adopted by accredited strength and conditioning coaches. Participants comprised 10 participants working within the UK, 3 within the USA and 5 within Australia offering a cross section of experience from raging sport disciplines and educational backgrounds. Participants were interviewed either in person or via Skype. Thematic clustering was employed utilizing interpretative phonological analysis to identify common themes. Over half (61%) of the respondents reported that their position as a strength and conditioning coach required additional psychology orientated responsibilities. These comprised a counselling role in the absence of psychologist the use of 'softer skills' in a mentoring role of the athlete during a challenging situation. The coach could play an influential role in shaping the mentality of the team. The coach identifies how the role results in working to relay information for the athlete to other support staff and similarly from the support staff through the athlete. The coach identifies how the role results in working to relay information for the athlete to other support staff and similarly from the support staff to the athlete. In addition to identifying the resonant psychological orientated responsibilities discussion is made with specific focus on the ethical boundary to which strength and conditioning coaches must reside regarding the competencies to provide psychological support.

Sleep in athletes and the effects of Ramadan.

PubMed

Roky, Rachida; Herrera, Christopher Paul; Ahmed, Qanta

2012-01-01

Sleep is now considered as a new frontier in performance enhancement. This article presents background content on sleep function, sleep needs and methods of sleep investigation along with data on the potential effects of Ramadan fasting on sleep in normal individuals and athletes. Accumulated sleep loss has negative impacts on cognitive function, mood, daytime sleepiness and performance. Sleep studies in athletes fasting during Ramadan are very rare. Most of them have demonstrated that during this month, sleep duration decreased and sleep timing shifted. But the direct relation between sleep changes and performance during Ramadan is not yet elucidated. Objective sleep patterns can be investigated using polysomnography, actigraphy, and standardised questionnaires and recorded in daily journals or sleep logs. The available data on sleep indicate that team doctors and coaches should consider planning sleep schedule and napping; implementing educational programmes focusing on the need for healthy sleep; and consider routine screening for sleep loss in athletes of all age groups and genders.

Elite athletes in aesthetic and Olympic weight-class sports and the challenge of body weight and body compositions.

PubMed

Sundgot-Borgen, Jorunn; Garthe, Ina

2011-01-01

The use of dieting, rapid weight loss, and frequent weight fluctuation among athletes competing in weight-class and leanness sports have been considered a problem for years, but the extent of the problem and the health and performance consequences have yet to be fully examined. Most studies examining these issues have had weak methodology. However, results from this review indicate that a high proportion of athletes are using extreme weight-control methods and that the rules of some sports might be associated with the risk of continuous dieting, energy deficit, and/or use of extreme weight-loss methods that can be detrimental to health and performance. Thus, preventive strategies are justified for medical as well as performance reasons. The most urgent needs are: (1) to develop sport-specific educational programmes for athletic trainers, coaches, and athletes; (2) modifications to regulations; and (3) research related to minimum percentage body fat and judging patterns.

Individualized Clinical Coaching in the TLE TeachLivE Lab: Enhancing Fidelity of Implementation of System of Least Prompts among Novice Teachers of Students with Autism

ERIC Educational Resources Information Center

Vince Garland, Krista M.; Holden, Kara; Garland, Dennis Patrick

2016-01-01

One of the challenges facing educators who teach students with autism spectrum disorders is implementing evidence-based practices (EBPs) with fidelity. One EBP used to help such learners in acquiring targeted behavioral or academic skills is prompting. In this study, the authors examine the efficacy of individualized clinical coaching (ICC) of…

A Case Study: An Andragogical Exploration of a Collegiate Swimming and Diving Coach's Principles and Practices at Lindenwood University

ERIC Educational Resources Information Center

Najjar, Hannibal

2017-01-01

Andragogy, defined as, "the art and science of helping adults learn" (Knowles, 1980, p. 43) has been used in education and organizations for more than five decades. This philosophy was examined in this study to explore to what extent Andragogy was being used, and perceived to be used, by the coach in a collegiate athletic program.…

Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 2: Key Findings from Participant Observational and Self-Reported Data. CYFS Working Paper 2014-2

ERIC Educational Resources Information Center

Jayaraman, Gayatri; Knoche, Lisa; Marvin, Christine; Bainter, Sue

2014-01-01

The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…

Safe Patient Handling and Mobility: Development and Implementation of a Large-Scale Education Program.

PubMed

Lee, Corinne; Knight, Suzanne W; Smith, Sharon L; Nagle, Dorothy J; DeVries, Lori

This article addresses the development, implementation, and evaluation of an education program for safe patient handling and mobility at a large academic medical center. The ultimate goal of the program was to increase safety during patient mobility/transfer and reduce nursing staff injury from lifting/pulling. This comprehensive program was designed on the basis of the principles of prework, application, and support at the point of care. A combination of online learning, demonstration, skill evaluation, and coaching at the point of care was used to achieve the goal. Specific roles and responsibilities were developed to facilitate implementation. It took 17 master trainers, 88 certified trainers, 176 unit-based trainers, and 98 coaches to put 3706 nurses and nursing assistants through the program. Evaluations indicated both an increase in knowledge about safe patient handling and an increased ability to safely mobilize patients. The challenge now is sustainability of safe patient-handling practices and the growth and development of trainers and coaches.

A Collaborative Diagonal Learning Network: The role of formal and informal professional development in elementary science reform

NASA Astrophysics Data System (ADS)

Cooke-Nieves, Natasha Anika

Science education research has consistently shown that elementary teachers have a low self-efficacy and background knowledge to teach science. When they teach science, there is a lack of field experiences and inquiry-based instruction at the elementary level due to limited resources, both material and pedagogical. This study focused on an analysis of a professional development (PD) model designed by the author known as the Collaborative Diagonal Learning Network (CDLN). The purpose of this study was to examine elementary school teacher participants pedagogical content knowledge related to their experiences in a CDLN model. The CDLN model taught formal and informal instruction using a science coach and an informal educational institution. Another purpose for this research included a theoretical analysis of the CDLN model to see if its design enabled teachers to expand their resource knowledge of available science education materials. The four-month-long study used qualitative data obtained during an in-service professional development program facilitated by a science coach and educators from a large natural history museum. Using case study as the research design, four elementary school teachers were asked to evaluate the effectiveness of their science coach and museum educator workshop sessions. During the duration of this study, semi-structured individual/group interviews and open-ended pre/post PD questionnaires were used. Other data sources included researcher field notes from lesson observations, museum field trips, audio-recorded workshop sessions, email correspondence, and teacher-created artifacts. The data were analyzed using a constructivist grounded theory approach. Themes that emerged included increased self-efficacy; increased pedagogical content knowledge; increased knowledge of museum education resources and access; creation of a professional learning community; and increased knowledge of science notebooking. Implications for formal and informal professional development in elementary science reform are offered. It is suggested that researchers investigate collaborative coaching through the lenses of organizational learning network theory, and develop professional learning communities with formal and informal educators; and that professional developers in city school systems and informal science institutions work in concert to produce more effective elementary teachers who not only love science but love teaching it.

Assessing the impact of a remote digital coaching engagement program on patient-reported outcomes in asthma.

PubMed

Rasulnia, Mazi; Burton, Billy Stephen; Ginter, Robert P; Wang, Tracy Y; Pleasants, Roy Alton; Green, Cynthia L; Lugogo, Njira

2017-08-11

Low adherence and poor outcomes provide opportunity for digital coaching to engage patients with uncontrolled asthma in their care to improve outcomes. To examine the impact of a remote digital coaching program on asthma control and patient experience. We recruited 51 adults with uncontrolled asthma, denoted by albuterol use of >2 times per week and/or exacerbations requiring corticosteroids, and applied a 12-week patient-centered remote digital coaching program using a combination of educational pamphlets, symptom trackers, best peak flow establishment, physical activity, and dietary counseling, as well as coaches who implemented emotional enforcement to motivate disease self-management through telephone, text, and email. Baseline and post-intervention measures were quality of life (QOL), spirometry, Asthma Control Test (ACT), Asthma Symptom Utility Index (ASUI), rescue albuterol use, and exacerbation history. Among 51 patients recruited, 40 completed the study. Eight subjects required assistance reading medical materials. Significant improvements from baseline were observed for Patient-Reported Outcomes Measurement Information System mental status (p = 0.010), body weight, and outpatient exacerbation frequency (p = 0.028). The changes from baseline in ACT (p = 0.005) were statistically significant but did not achieve the pre-specified minimum clinically important difference (MCID), whereas for ASUI, the MCID and statistical significance were achieved. Spirometry and rescue albuterol use were no different. A patient-oriented, remote digital coaching program that utilized trained health coaches and digital materials led to statistically significant improvement in mental status, outpatient exacerbations, body weight, and ASUI. Digital coaching programs may improve some outcomes in adults with uncontrolled asthma.

Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes. Case study comparisons. University setting. Two severely injured students with cognitive impairments. A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college. Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life. Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable. It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.

Strength and Conditioning and Concurrent Training Practices in Elite Rugby Union.

PubMed

Jones, Thomas W; Smith, Andrew; Macnaughton, Lindsay S; French, Duncan N

2016-12-01

Jones, TW, Smith, A, Macnaughton, LS, and French, DN. Strength and Conditioning and Concurrent Training Practices in Elite Rugby Union. J Strength Cond Res 30(12): 3354-3366, 2016-There is limited published research on strength and conditioning (S&C) practices in elite rugby union (RU). Information regarding testing batteries and programme design would provide valuable information to both applied practitioners and researchers investigating the influence of training interventions or preperformance strategies. The aim of this study was to detail the current practices of S&C coaches and sport scientists working in RU. A questionnaire was developed that comprised 7 sections: personal details, physical testing, strength and power development, concurrent training, flexibility development, unique aspects of the programme, and any further relevant information regarding prescribed training programmes. Forty-three (41 men, 2 women; age: 33.1 ± 5.3 years) of 52 (83%) coaches responded to the questionnaire. The majority of practitioners worked with international level and/or professional RU athletes. All respondents believed strength training benefits RU performance and reported that their athletes regularly performed strength training. The clean and back squat were rated the most important prescribed exercises. Forty-one (95%) respondents reported prescribing plyometric exercises and 38 (88%) indicated that periodization strategies were used. Forty-two (98%) practitioners reported conducting physical testing, with body composition being the most commonly tested phenotype. Thirty-three (77%) practitioners indicated that the potential muted strength development associated with concurrent training was considered when programming and 27 (63%) believed that strength before aerobic training was more favorable for strength development than vice versa. This research represents the only published survey to date of S&C practices in northern and southern hemisphere RU.

[Effects of a coaching program on comprehensive lifestyle modification for women with gestational diabetes mellitus].

PubMed

Ko, Jung Mi; Lee, Jong Kyung

2014-12-01

The purpose of this study was to investigate the effects of using a Coaching Program on Comprehensive Lifestyle Modification with pregnant women who have gestational diabetes. The research design for this study was a non-equivalent control group quasi-experimental study. Pregnant women with gestational diabetes were recruited from D women's hospital located in Gyeonggi Province from April to October, 2013. Participants in this study were 34 for the control group and 34 for the experimental group. The experimental group participated in the Coaching Program on Comprehensive Lifestyle Modification. The program consisted of education, small group coaching and telephone coaching over 4weeks. Statistical analysis was performed using the SPSS 21.0 program. There were significant improvements in self-care behavior, and decreases in depression, fasting blood sugar and HbA1C in the experimental group compared to the control group. However, no significant differences were found between the two groups for knowledge of gestational diabetes mellitus. The Coaching Program on Comprehensive Lifestyle Modification used in this study was found to be effective in improving self-care behavior and reducing depression, fasting blood sugar and HbA1C, and is recommended for use in clinical practice as an effective nursing intervention for pregnant women with gestational diabetes.

Top 10 Research Questions Related to Teaching Games for Understanding.

PubMed

Memmert, Daniel; Almond, Len; Bunker, David; Butler, Joy; Fasold, Frowin; Griffin, Linda; Hillmann, Wolfgang; Hüttermann, Stefanie; Klein-Soetebier, Timo; König, Stefan; Nopp, Stephan; Rathschlag, Marco; Schul, Karsten; Schwab, Sebastian; Thorpe, Rod; Furley, Philip

2015-01-01

In this article, we elaborate on 10 current research questions related to the "teaching games for understanding" (TGfU) approach with the objective of both developing the model itself and fostering game understanding, tactical decision making, and game-playing ability in invasion and net/wall games: (1) How can existing scientific approaches from different disciplines be used to enhance game play for beginners and proficient players? (2) How can state-of-the-art technology be integrated to game-play evaluations of beginners and proficient players by employing corresponding assessments? (4) How can complexity thinking be utilized to shape day-to-day physical education (PE) and coaching practices? (5) How can game making/designing be helpfully utilized for emergent learning? (6) How could purposeful game design create constraints that enable tactical understanding and skill development through adaptive learning and distributed cognition? (7) How can teacher/coach development programs benefit from game-centered approaches? (8) How can TGfU-related approaches be implemented in teacher or coach education with the goal of facilitating preservice and in-service teachers/coaches' learning to teach and thereby foster their professional development from novices to experienced practitioners? (9) Can the TGfU approach be considered a helpful model across different cultures? (10) Can physical/psychomotor, cognitive, affective/social, and cultural development be fostered via TGfU approaches? The answers to these questions are critical not only for the advancement of teaching and coaching in PE and sport-based clubs, but also for an in-depth discussion on new scientific avenues and technological tools.

Health coaching and pedometers to enhance physical activity and prevent falls in community-dwelling people aged 60 years and over: study protocol for the Coaching for Healthy AGEing (CHAnGE) cluster randomised controlled trial.

PubMed

Tiedemann, Anne; Rissel, Chris; Howard, Kirsten; Tong, Allison; Merom, Dafna; Smith, Stuart; Wickham, James; Bauman, Adrian; Lord, Stephen R; Vogler, Constance; Lindley, Richard I; Simpson, Judy M; Allman-Farinelli, Margaret; Sherrington, Catherine

2016-05-10

Prevention of falls and promotion of physical activity are essential for maximising well-being in older age. However, there is evidence that promoting physical activity among older people without providing fall prevention advice may increase fall rates. This trial aims to establish the impact of a physical activity and fall prevention programme compared with a healthy eating programme on physical activity and falls among people aged 60+ years. This cluster randomised controlled trial will involve 60 groups of community-dwelling people aged 60+ years. Participating groups will be randomised to: (1) a physical activity and fall prevention intervention (30 groups), involving written information, fall risk assessment and prevention advice, a pedometer-based physical activity tracker and telephone-based health coaching; or (2) a healthy eating intervention (30 groups) involving written information and telephone-based dietary coaching. Primary outcomes will be objectively measured physical activity at 12 months post-randomisation and self-reported falls throughout the 12-month trial period. Secondary outcomes include: the proportion of fallers, the proportion of people meeting the Australian physical activity guidelines, body mass index, eating habits, mobility goal attainment, mobility-related confidence, quality of life, fear of falling, risk-taking behaviour, mood, well-being, self-reported physical activity, disability, and health and community service use. The between-group difference in the number of falls per person-year will be analysed using negative binomial regression models. For the continuously scored primary and secondary outcome measures, linear regression adjusted for corresponding baseline scores will assess the effect of group allocation. Analyses will be preplanned, conducted while masked to group allocation, will take into account cluster randomisation, and will use an intention-to-treat approach. Protocol has been approved by the Human Research Ethics Committee at The University of Sydney, Australia (number 2015/517). Results will be disseminated via peer-reviewed journal articles, international conference presentations and participants' newsletters. ACTRN12615001190594. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Concussion occurrence and knowledge in italian football (soccer).

PubMed

Broglio, Steven P; Vagnozzi, Roberto; Sabin, Matthew; Signoretti, Stefano; Tavazzi, Barbara; Lazzarino, Giuseppe

2010-01-01

The purpose of the study was to investigate concussion history, knowledge, injury identification, and management strategies among athletes, coaches, and medical staff in Italian club level football (soccer) clubs. Surveys (N=727) were distributed among Italian football clubs. Athletes' surveys were designed to evaluate athlete knowledge of concussive signs and symptoms and injury reporting. Coaches' surveys explored the understanding of concussive signs and symptoms and management practices. Medical staff surveys explored the standard of care regarding concussions. A total of 342 surveys were returned, for a 47% response rate. Descriptive analyses indicated 10% of athletes sustaining a concussion in the past year and 62% of these injuries were not reported, primarily due to the athletes not thinking the injury was serious enough. Coaches consistently identified non-concussion related symptoms (98.7%), but were unable to identify symptoms associated with concussion (38.9%). Most understood that loss of consciousness is not the sole indicator of injury (82.6%). Medical staff reported a heavy reliance on the clinical exam (92%) and athlete symptom reports (92%) to make the concussion diagnosis and return to play decision, with little use of neurocognitive (16.7%) or balance (0.0%) testing. Italian football athletes appear to report concussions at a rate similar to American football players, with a slightly higher rate of unreported injuries. Most of these athletes were aware they were concussed, but did not feel the injury was serious enough to report. Although coaches served as the primary person to whom concussions were reported, the majority of coaches were unable to accurately identify concussion related symptoms. With little use for neurocognitive and postural control assessments, the medical personnel may be missing injuries or returning athletes to play too soon. Collectively, these findings suggest that athletes, coaches, and medical personnel would benefit from concussion based educational materials on the signs, symptoms, and evaluative techniques of concussion. Key pointsItalian football (soccer) athletes report less than 40% of concussions.Injuries are most commonly reported to coaches, who may not be fully aware of concussive signs and symptoms.International educational measures on concussion awareness and management may be of use.

Participation in a social and recreational day programme increases community integration and reduces family burden of persons with acquired brain injury.

PubMed

Gerber, Gary J; Gargaro, Judith

2015-01-01

To describe and evaluate a new day programme for persons living with an acquired brain injury (ABI), including persons exhibiting challenging behaviours. Activities were designed to reduce participants' social isolation, increase participation in community activities and increase social and leisure skills. It was expected that community integration would increase and challenging behaviours and family burden would decrease for day programme participants. Pre-post convenience sample design. Sixty-one participants and family members completed questionnaires before starting the day programme and after 6-month participation. Community Integration Questionnaire, Overt Behaviour Scale, Burden Assessment Scale, Goal Attainment Scaling. Participants had increased community integration (p = 0.000) and decreased family burden (p = 0.006). There was a trend to decreased severity of challenging behaviour. Participants and family members were very satisfied. Results suggest that the programme was effective in reducing participants' social isolation and increasing appropriate interpersonal behaviours. Participation increased community integration and reduced burden on family caregivers. ABI day programmes help fill the void left after other rehabilitation services end and provide survivors with opportunities to engage in a variety of activities. Persons living with ABI have need for ongoing social, recreational and life skill coaching services after formal rehabilitation has been completed.

Mapping the Terrain of Teachers' Professional Lives in Moving Landscapes and Shifting Identities: An Inquiry into a Literacy Coach's Interaction with Title I Teachers

ERIC Educational Resources Information Center

Chawla, Santosh

2017-01-01

This study examined how the professional development initiative of Reading Apprenticeship (RA), which included the support of a school-based literacy coach, impacted two high school Title I teachers and their students. In the field of education, much is known about the qualities of professional development which lead to improved learning on the…

Linking High Risk Postpartum Women with a Technology Enabled Health Coaching Program to Reduce Diabetes Risk and Improve Wellbeing: Program Description, Case Studies, and Recommendations for Community Health Coaching Programs

PubMed Central

Thomas, Melanie; Delgadillo-Duenas, Adriana T.; Leong, Karen; Najmabadi, Adriana; Harleman, Elizabeth; Rios, Christina; Quan, Judy; Soria, Catalina; Handley, Margaret A.

2016-01-01

Background. Low-income minority women with prior gestational diabetes mellitus (pGDM) or high BMIs have increased risk for chronic illnesses postpartum. Although the Diabetes Prevention Program (DPP) provides an evidence-based model for reducing diabetes risk, few community-based interventions have adapted this program for pGDM women. Methods. STAR MAMA is an ongoing randomized control trial (RCT) evaluating a hybrid HIT/Health Coaching DPP-based 20-week postpartum program for diabetes prevention compared with education from written materials at baseline. Eligibility includes women 18–39 years old, ≥32 weeks pregnant, and GDM or BMI > 25. Clinic- and community-based recruitment in San Francisco and Sonoma Counties targets 180 women. Sociodemographic and health coaching data from a preliminary sample are presented. Results. Most of the 86 women included to date (88%) have GDM, 80% were identified as Hispanic/Latina, 78% have migrant status, and most are Spanish-speaking. Women receiving the intervention indicate high engagement, with 86% answering 1+ calls. Health coaching callbacks last an average of 9 minutes with range of topics discussed. Case studies presented convey a range of emotional, instrumental, and health literacy-related supports offered by health coaches. Discussion. The DPP-adapted HIT/health coaching model highlights the possibility and challenge of delivering DPP content to postpartum women in community settings. This trial is registered with ClinicalTrials.gov NCT02240420. PMID:27830157

Are coaches' health promotion activities beneficial for sport participants? A multilevel analysis.

PubMed

Van Hoye, Aurélie; Heuzé, Jean-Philippe; Van den Broucke, Stephan; Sarrazin, Philippe

2016-12-01

As major actors in sports activities, sports coaches can play a significant role in health education and contribute to the psychological well-being of young people. However, not all participants in sports activities experience sports positively, which reduces the potential benefits for health. The present study investigates if coaches' efforts to promote health increase young athletes' enjoyment, self-esteem and perceived health in daily life and decrease sport dropout. To control for the variability between teams and between clubs, multilevel modeling was applied. A sample of 342 young football players completed questionnaires assessing their perceptions of coaches' Health Promotion (HP) activities, enjoyment of sports, dropout intentions, self-esteem and perceived health in daily life. HP general score was positively related to enjoyment and perceived health as well as negatively dropout intentions. Players perceiving their coaches as promoting fair and play (Respect for oneself and others) scored higher on their perceptions of enjoyment in sport, self-esteem and self-reported health, and lower on dropout intentions. Moreover, players recognizing their coaches as encouraging their healthy lifestyle also reported higher perceptions of sport enjoyment, whereas player's perceived coaches' activities on substance use were associated with lower participants' enjoyment. These results support the importance of developing HP in sports clubs. Especially, promoting respect of oneself and others seems to be the more beneficial to sport participants. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Linking High Risk Postpartum Women with a Technology Enabled Health Coaching Program to Reduce Diabetes Risk and Improve Wellbeing: Program Description, Case Studies, and Recommendations for Community Health Coaching Programs.

PubMed

Athavale, Priyanka; Thomas, Melanie; Delgadillo-Duenas, Adriana T; Leong, Karen; Najmabadi, Adriana; Harleman, Elizabeth; Rios, Christina; Quan, Judy; Soria, Catalina; Handley, Margaret A

2016-01-01

Background . Low-income minority women with prior gestational diabetes mellitus (pGDM) or high BMIs have increased risk for chronic illnesses postpartum. Although the Diabetes Prevention Program (DPP) provides an evidence-based model for reducing diabetes risk, few community-based interventions have adapted this program for pGDM women. Methods . STAR MAMA is an ongoing randomized control trial (RCT) evaluating a hybrid HIT/Health Coaching DPP-based 20-week postpartum program for diabetes prevention compared with education from written materials at baseline. Eligibility includes women 18-39 years old, ≥32 weeks pregnant, and GDM or BMI > 25. Clinic- and community-based recruitment in San Francisco and Sonoma Counties targets 180 women. Sociodemographic and health coaching data from a preliminary sample are presented. Results . Most of the 86 women included to date (88%) have GDM, 80% were identified as Hispanic/Latina, 78% have migrant status, and most are Spanish-speaking. Women receiving the intervention indicate high engagement, with 86% answering 1+ calls. Health coaching callbacks last an average of 9 minutes with range of topics discussed. Case studies presented convey a range of emotional, instrumental, and health literacy-related supports offered by health coaches. Discussion . The DPP-adapted HIT/health coaching model highlights the possibility and challenge of delivering DPP content to postpartum women in community settings. This trial is registered with ClinicalTrials.gov NCT02240420.

Promoting clinical competence: using scaffolded instruction for practice-based learning.

PubMed

Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

2007-01-01

Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

Motivations for Pursuing a Career in Physical Education: The Rise of a Fitness Orientation

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Padaruth, Sookhenlall

2017-01-01

Research related to the occupational socialization of physical education teachers has found that students have been primarily motivated to pursue careers in physical education because they have developed interests related to teaching and/or coaching extracurricular sport. However, recent trends within physical education--and in society more…

Practice Behaviors of Youth Soccer Players

ERIC Educational Resources Information Center

Smith, Robert C.; Ward, Phillip; Rodrigues-Neto, Manoel; Zhang, Peng

2009-01-01

Coaching youth athletes has much in common with teaching physical education. Over the past three decades there has been substantive research in physical education settings that has given educators empirical support for effective teaching practices to improve the learner's performance. However, little research has taken place in youth sport…

Observing the coach-created motivational environment across training and competition in youth sport.

PubMed

Smith, Nathan; Quested, Eleanor; Appleton, Paul R; Duda, Joan L

2017-01-01

Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coaching TM : Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311-318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate observation system (MMCOS; Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., … Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport and Exercise Psychology, 37, 4-22. doi:10.1123/jsep.2014-0059). In line with our hypotheses, coaches created different motivational environments in the two contexts. More specifically, coaches were observed to create a less empowering and more disempowering environment in competition compared to in training. The observed differences were underpinned by distinctive motivational strategies used by coaches in the two contexts. Findings have implications for the assessment of the coach-created motivational environment and the promotion of quality motivation for young athletes taking part in grass-roots-level sport.

Sweet Rejuvenation: Linking In-Service and Teacher Induction.

ERIC Educational Resources Information Center

McNair, Veda; And Others

This paper describes a collaborative effort between a local education agency (LEA) and an institution of higher education to link inservice education with induction--teachers teaching teachers. The program, based on the Joyce coaching paradigm and recent cognitive development research, posits that long-term training conducted by trained teachers…

Women in Higher Education, 1995.

ERIC Educational Resources Information Center

Wenninger, Mary Dee, Ed.

1995-01-01

This document consists of the 11 issues of a newsletter on women students, teachers, and administrators in higher education. Each issue includes features articles, news on higher education, profiles of significant people in the field, and job announcements. The issues' main article topics are: (1) pay equity for coaches, particularly a case at the…

The Interdependency of Vocational and Liberal Aims in Higher Education

ERIC Educational Resources Information Center

Abowitz, Kathleen Knight

2006-01-01

Many college and university students are zeroed in on their vocational pursuits. Often very narrowly focused, many college students simplistically equate a college education with a vocational education. In situations of advising, teaching, or life coaching, teachers often encounter students who believe that college is largely preparation for a…

School Turnarounds: Resisting the Hype, Giving Them Hope. Education Outlook No. 2

ERIC Educational Resources Information Center

Hess, Frederick M.; Gift, Thomas

2009-01-01

Education reformers are abuzz over school "turnarounds," a simple idea that has undeniable appeal. School turnarounds offer the opportunity to take familiar educational institutions and improve them through coaching, mentoring, capacity building, best practices, and other existing tools. Unlike most reform efforts, which focus on incremental…

Neuromuscular exercises prevent severe knee injury in adolescent team handball players.

PubMed

Achenbach, Leonard; Krutsch, Volker; Weber, Johannes; Nerlich, Michael; Luig, Patrick; Loose, Oliver; Angele, Peter; Krutsch, Werner

2017-10-20

Team handball is associated with a high risk of severe knee injury that needs to be reduced, particularly at the youth level. The purpose of this study was to show how an injury-prevention programme effectively reduces severe knee injury in adolescent team handball players. Of 23 adolescent handball teams of both sexes, 13 were randomly allocated into the intervention group (168 players) and 10 into the control group (111 players). Players of the intervention group regularly participated in an injury-prevention programme for one season. Handball exposure and sustained injuries were documented for both groups on a monthly basis. The primary outcome parameter of the injury-prevention programme was the incidence of severe knee injury. Of the 279 included players, 68 (24%) sustained 82 injuries yielding an overall incidence of 1.85 injuries per 1000 h handball exposure (intervention group: 50 injuries/incidence: 1.90/1000 h; control group: 32 injuries/incidence: 1.78/1000 h). Knee injury was the second most frequent injury in adolescent team handball. The primary outcome parameter, severe knee injury occurred significantly more often in the control group [mean age (SD) 15.1 (1.0), injury incidence 0.33/1000 h] than in the intervention group [mean age (SD) 14.9 (0.9), injury incidence 0.04/1000 h]. The odds ratio was 0.11 (95% CI 0.01-0.90), p = 0.019. Other injuries to the lower extremities showed no significant difference between the two groups. Frequent neuromuscular exercises prevent severe knee injury in adolescent team handball players and should thus be included in the practical routine as well as in the education of team coaches.

Roles and Functions of Community Health Workers in Primary Care.

PubMed

Hartzler, Andrea L; Tuzzio, Leah; Hsu, Clarissa; Wagner, Edward H

2018-05-01

Community health workers have potential to enhance primary care access and quality, but remain underutilized. To provide guidance on their integration, we characterized roles and functions of community health workers in primary care through a literature review and synthesis. Analysis of 30 studies identified 12 functions (ie, care coordination, health coaching, social support, health assessment, resource linking, case management, medication management, remote care, follow-up, administration, health education, and literacy support) and 3 prominent roles representing clusters of functions: clinical services, community resource connections, and health education and coaching. We discuss implications for community health worker training and clinical support in primary care. © 2018 Annals of Family Medicine, Inc.

Palliative Care Professional Development for Critical Care Nurses: A Multicenter Program.

PubMed

Anderson, Wendy G; Puntillo, Kathleen; Cimino, Jenica; Noort, Janice; Pearson, Diana; Boyle, Deborah; Grywalski, Michelle; Meyer, Jeannette; O'Neil-Page, Edith; Cain, Julia; Herman, Heather; Barbour, Susan; Turner, Kathleen; Moore, Eric; Liao, Solomon; Ferrell, Bruce; Mitchell, William; Edmonds, Kyle; Fairman, Nathan; Joseph, Denah; MacMillan, John; Milic, Michelle M; Miller, Monica; Nakagawa, Laura; O'Riordan, David L; Pietras, Christopher; Thornberry, Kathryn; Pantilat, Steven Z

2017-09-01

Integrating palliative care into intensive care units (ICUs) requires involvement of bedside nurses, who report inadequate education in palliative care. To implement and evaluate a palliative care professional development program for ICU bedside nurses. From May 2013 to January 2015, palliative care advanced practice nurses and nurse educators in 5 academic medical centers completed a 3-day train-the-trainer program followed by 2 years of mentoring to implement the initiative. The program consisted of 8-hour communication workshops for bedside nurses and structured rounds in ICUs, where nurse leaders coached bedside nurses in identifying and addressing palliative care needs. Primary outcomes were nurses' ratings of their palliative care communication skills in surveys, and nurses' identification of palliative care needs during coaching rounds. Each center held at least 6 workshops, training 428 bedside nurses. Nurses rated their skill level higher after the workshop for 15 tasks (eg, responding to family distress, ensuring families understand information in family meetings, all P < .01 vs preworkshop). Coaching rounds in each ICU took a mean of 3 hours per month. For 82% of 1110 patients discussed in rounds, bedside nurses identified palliative care needs and created plans to address them. Communication skills training workshops increased nurses' ratings of their palliative care communication skills. Coaching rounds supported nurses in identifying and addressing palliative care needs. ©2017 American Association of Critical-Care Nurses.

Evaluation of the Coaches Educators training implementation of the PAPA project: A comparison between Norway and France.

PubMed

Van Hoye, A; Larsen, T; Sovik, M; Wold, B; Heuzé, J-P; Samdal, O; Ommundsen, Y; Sarrazin, P

2015-10-01

This study cross-culturally compares the implementation process of the Empowering Coaching™ training program to grassroots coaches (GCs) by trained Coach Educators (CEs) from the Promoting Adolescent Physical Activity project in Norway and France. This program targets children's health through coach training to create a more positive environment. Using the RE-AIM framework, indicators of implementation processes at staff level were defined for adoption, implementation, and maintenance. CEs (n = 18) were interviewed about their professional use of the training, and video-filmed delivering the intervention trial workshops. GCs (n = 185) responded to a questionnaire after the workshops. Results showed that CEs were keen to participate in this project (16/18; 89%), to stay involved (12/16; 75%), and to diffuse the principles after the research project (12/12; 100%). CE training seemed effective as results indicated that CEs applied the principles of the program during the workshops and covered a high degree of the content (78%). Cross-cultural differences were found as the French Football Federation CE dropped out of the program, as Norwegian CEs delivered the content with higher fidelity and had higher enjoyment and pace scores than French CEs. More indicators are needed to use the RE-AIM framework for cross-cultural comparison. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

School Leadership Mentoring Characteristics in an Era of Significant Educational Reform

ERIC Educational Resources Information Center

Monahan, Bobbie Jo

2012-01-01

The state of Indiana is undergoing substantial educational reform, as is the nation. Educational leaders are in great need of support as they address reform initiatives. The support that educational leaders receive from mentors/coaches may be a determining factor in how they embrace the latest reform and work with their school communities. The…

Investigation of Students' Multiple Intelligence Domains in Three Different Departments of the School of Physical Education and Sports

ERIC Educational Resources Information Center

Ürgüp, Sabri; Aslan, Sinan

2015-01-01

The majority of the schools of physical education and sports in Turkey consist of three departments, which are physical education and sports teaching department, coaching education and sports management departments. All of these departments are applying similar entrance examinations, and mostly similar curriculum and learning styles to the…

Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors.

PubMed

de Lasson, Lydia; Just, Eva; Stegeager, Nikolaj; Malling, Bente

2016-06-24

The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors.

PubMed

O'Sullivan, Teresa A; Lau, Carmen; Patel, Mitul; Mac, Chi; Krueger, Janelle; Danielson, Jennifer; Weber, Stanley S

2015-12-25

To identify specific preceptor teaching-coaching, role modeling, and facilitating behaviors valued by pharmacy students and to develop measures of those behaviors that can be used for an experiential education quality assurance program. Using a qualitative research approach, we conducted a thematic analysis of student comments about excellent preceptors to identify behaviors exhibited by those preceptors. Identified behaviors were sorted according to the preceptor's role as role model, teacher/coach, or learning facilitator; measurable descriptors for each behavior were then developed. Data analysis resulted in identification of 15 measurable behavior themes, the most frequent being: having an interest in student learning and success, making time for students, and displaying a positive preceptor attitude. Measureable descriptors were developed for 5 role-modeling behaviors, 6 teaching-coaching behaviors, and 4 facilitating behaviors. Preceptors may need to be evaluated in their separate roles as teacher-coach, role model, and learning facilitator. The developed measures in this report could be used in site quality evaluation.

Effective return-to-work interventions after acquired brain injury: A systematic review.

PubMed

Donker-Cools, Birgit H P M; Daams, Joost G; Wind, Haije; Frings-Dresen, Monique H W

2016-01-01

To gather knowledge about effective return-to-work (RTW) interventions for patients with acquired brain injury (ABI). A database search was performed in PubMed, EMBASE, PsycINFO, CINAHL and the Cochrane Library using keywords and Medical Subject Headings. Studies were included if they met inclusion criteria: adult patients with non-progressive ABI, working pre-injury and an intervention principally designed to improve RTW as an outcome. The methodological quality of included studies was determined and evidence was assessed qualitatively. Twelve studies were included, of which five were randomized controlled trials and seven were cohort studies. Nine studies had sufficient methodological quality. There is strong evidence that work-directed interventions in combination with education/coaching are effective regarding RTW and there are indicative findings for the effectiveness of work-directed interventions in combination with skills training and education/coaching. Reported components of the most effective interventions were tailored approach, early intervention, involvement of patient and employer, work or workplace accommodations, work practice and training of social and work-related skills, including coping and emotional support. Effective RTW interventions for patients with ABI are a combination of work-directed interventions, coaching/education and/or skills training. These interventions have the potential to facilitate sustained RTW for patients with ABI.

Teacher or Coach? How Logics from the Field of Sports Contribute to the Construction of Knowledge in Physical Education Teacher Education Pedagogical Discourse through Educational Texts

ERIC Educational Resources Information Center

Svendsen, Annemari Munk; Svendsen, Jesper Tinggaard

2016-01-01

The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in…

Lifestyle medicine consulting walking meetings for sustained weight loss

PubMed Central

Frates, Elizabeth Pegg; Crane, Margaret E

2016-01-01

With rates of obesity and diabetes rising worldwide, effective ways of managing weight are becoming more important. We present the case study of a middle-aged Caucasian-American woman (body mass index (BMI) 27.8, overweight category) who wanted to lose weight. The patient participated in a behaviour modification programme with a physician trained in lifestyle medicine as well as health and wellness coaching. After the 14-week programme, which included 9, 1 h long walking sessions with the clinician, the patient lost 11 Ibs (BMI 24.7, normal category). The programme included a combination of increasing physical activity, eating appropriate quantities of healthy foods, goal setting and a positive attitude. The patient has kept her BMI at or below 24.1 for over 2 years. This case demonstrates a novel approach to weight loss management—walking therapeutic sessions—and also outlines critical components of lifestyle medicine counselling that facilitate the process of sustainable weight loss and lasting change. PMID:26833954

"Measuring up" to ethical standards in service delivery to college students on the Autism Spectrum: A practical application of Powell's model for ethical practices in clinical phonetics and linguistics.

PubMed

Weiss, Amy L; Rohland, Pamela

2014-01-01

This paper examined an interdisciplinary college-based support programme, the Communication Coaching Program (CCP), designed for students diagnosed on the autism spectrum in light of six ethical constructs described by Powell. Collecting data to monitor the successes and ongoing needs of individual participants in the programme is of vital importance, of course, but only addresses a portion of the efficacy question. In addition, the authors, who co-direct the programme and represent different professional expertise and perspectives, recognize the importance of determining whether their evolving intervention model has also been successful in meeting the ethical standards of their respective professions. Careful review of the 4 years of the CCP's operation in terms of ethical constructs has yielded evidence that the CCP, although based on sound principles of theory and scholarship, should be further individualized to meet the particular needs of participants diagnosed with deficits in social communication and executive functioning skills.

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum: Part III. Impact on Faculty's Career Satisfaction and Confidence in Providing Student Career Coaching.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Gaitana, Gianina

2015-11-25

As career satisfaction has been identified as a predictor of retention of nurses across all sectors, it is important that career satisfaction of both new and experienced nursing faculty is recognized in academic settings. A study of a curriculum-based career planning and development (CPD) program was conducted to determine the program's effects on participating students, new graduate nurses, and faculty. This third in a series of three papers reports on how the CPD intervention affected faculty participants' sense of career satisfaction and confidence in their role as career educators and coaches. Faculty who participated in the intervention CPD intervention group reported an increase in confidence in their ability to provide career coaching and education to students. They further indicated that their own career development served to enhance career satisfaction; an outcome identified as a predictor of faculty career satisfaction. Study results suggest that interventions such as the one described in this paper can have a potentially positive impact in other settings as well.