El coaching ejecutivo ha dado lugar a numerosos desarrollos de orientación básicamente prescriptiva. Una perspectiva crítica y con base empírica puede permitir ir más allá de la retórica del coaching e identificar las tensiones y las contradicciones de los procesos de coaching en un contexto organizacional, como entorno relacional y cultural. El objetivo de este trabajo es acercarnos críticamente al coaching ejecutivo individual en la práctica, estableciendo las diferencias entre lo preconizado por las teorías y los (...) expertos del coaching y lo que se hace en las empresas. Mediante 50 entrevistas en profundidad a coaches y coachees, identificamos cuatro grandes discursos sobre el coaching ejecutivo: a) herramienta de crecimiento personal; b) relación diádica; c) resolución de problemas en equipos de trabajo; y d) mecanismo de cambio organizacional. El análisis muestra las tensiones y las contradicciones ad intra y entre los discursos y, con ello, la importancia de considerar el contexto organizacional. (shrink)

The aims of the study were to identify coach profiles and examine whether participants from distinct profiles significantly differed on burnout, emotions and coping. A sample of 268 athletes (Mage = 29.34; SD = 12.37), completed a series of self-reported questionnaires. Cluster analyses revealed two coach leadership profiles: (a) profile 1 with high scores of training and instruction, authoritarian behavior, social support and positive feedback, and a low score of democratic behavior; and (b) profile 2 with low levels in training (...) and instruction, authoritarian behavior, social support and positive feedback and high levels in democratic behavior. Results of MANOVAs indicated significant differences across coach profiles on reduced accomplishment, sport devaluation, happiness and seeking support and marginal differences on dejection, logical analysis, imagery/thought control, and excitement. Moreover, coach leadership profiles were not confounded by demographic variables (level of competition, gender, age, number of practice hours, professional versus no professional athletes). As a conclusion, the profile approach offered a holistic way to examine coach leadership in sport as two distinct coach profiles emerged from the cluster analyses with an unexpected combination of coach leadership dimensions. (shrink)

The practice of hiring foreign coaches to lead national teams has been on the rise and is especially visible at the Olympic Games. It has been criticised in both the receiving and the lending countries as a breach of patriotic duty. In a recent publication I defended expatriate coaching as a morally unobjectionable practice with many beneficial effects. In this article, I extend my defence of expatriate coaching into the realm of the Olympic Games. I argue that when (...) articulated from the perspective of moderate patriotism this practice is not only compatible with Olympism, the philosophical vision that underpins the Olympic movement, but also that it enacts and advances the tenets of this vision. In the process, I provide a coherent explanation for the Olympic authorities' lack of an official stance on expatriate coaching and reflect on their disparate stand on the nationality of coaches and athletes. (shrink)

Este estudio trata de dar respuesta a la dificultad que presenta el alumnado que cursa el Grado de Maestro en Educación Infantil para elaborar el Trabajo Final de Grado (TFG). Para ello, se describe una experiencia de coaching con la finalidad de introducir al profesorado de educación superior en dicha metodología como herramienta para la innovación y la mejora educativa en el marco de la tutoría de TFG del citado grado. Finalmente, se discuten los aspectos positivos y a mejorar (...) de la implementación descrita y se plantea la necesidad de fomentar este tipo de metodologías entre el el profesorado de educación superior. (shrink)

Thomas Kretschmar and Andreas Hamburger provide an important overview of psychodynamic work in companies, presenting different viewpoints and explaining key psychoanalytic terms and techniques for coaching and supervision. Written in the form of a dialog between Kretschmar, an entrepreneur, and Hamburger, a psychoanalyst, the book provides unique insight into psychodynamic coaching and supervision. Psychodynamic Coaching and Supervision for Executives begins with an overview of coaching, psychodynamic approaches, the unconscious and relevant psychoanalytic theory. Kretschmar and Hamburger then (...) consider Operationalized Psychodynamic Diagnosis (OPD) in business, assess current research into coaching and supervision and present a selection of key case studies. At the end of each chapter, the authors compare their positions, giving important contextual information, exploring objections, complications and improvements, and providing a precise summary of the topic. This book will be an illuminating guide for therapists and professionals who wish to learn how psychoanalytic theory and practice can be used for coaching, counseling, and supervision in an organizational context. (shrink)

Coach observation studies conducted since the 1970s have sought to determine the quantity and quality of verbal feedback provided by coaches to their athletes. Relatively few studies, however, have sought to determine the knowledge and beliefs of coaches that underpin this provision of feedback. The purpose of the current study was to identify the beliefs and knowledge that elite team sport coaches hold about providing, receiving and evaluating feedback in their training and competition environments. Semi-structured interviews conducted with 8 coaches (...) were inductively analysed, revealing three broad themes: thinking and learning about feedback, providing feedback, and evaluating feedback. Findings revealed a detailed array of knowledge about feedback across a wide range of sub-topics. Coaches saw feedback as a tool to improve performance, build athlete confidence, help athletes to monitor progress, and as a tool to improve their own performance. Novel insights about evaluating an athlete’s reception of feedback, and tailoring feedback for individual athletes, were provided by coaches. The findings also highlight areas in which future coach education offerings can better support coaches to provide effective feedback. (shrink)

Social studies teachers are frequently athletic coaches who are often criticized for prioritizing coaching over teaching. The purpose of this study is to investigate the experiences of preservice social studies teachers regarding the relationship between coaching and teaching with respect to hiring in middle and secondary schools. The researchers employed phenomenological research methods to investigate the hiring experiences of social studies teacher candidates. Survey and interview data were collected from social studies teacher candidates at the three largest universities (...) in a southeastern state. Results illuminate a pervasive coaching contingency that many social studies teacher candidates face. Social studies teacher candidates perceived that willingness to coach a sport is the most important factor, other than teaching, to be hired to teach—particularly at the high school level. (shrink)

Coaching is a social phenomenon which transcends the boundaries of a particularprofession. Coaching teaches individuals new ways of thinking and how to learn.One of the basic principles of the coaching procedure is self-directed learning. Coaching isdominant in Western culture nowadays since people have recognized that it is a modernneed, a prerequisite for their personal and social growth in their lives. Coaching startedas Organizational Coaching, as a service offered in organizations. However, it was establishedas a (...) practice years later, in the 1980s, taking various forms in Education as well.To date, very little empirical research exists on educational coaching for students in Highschools, both in Greece and worldwide. Previous studies have used population samples ofpeople of different ages and mainly adult community samples, for example students inhigher education and institutions. While hundreds of higher education institutions haveimplemented coaching programs to help with student success, few coaching programshave been introduced in high schools. Furthermore, most of the literature about coachingat schools shows that coaching for educators has been studied extensively, while theinfluence coaching can have on students has been underestimated. The main goal of thisspecific research is to investigate the hypothesis that coaching intervention for final year/secondary high school students impacts their self-efficacy and personal growth positively.It utilizes a quantitative repeated-measures quasi-experimental design with the use ofa questionnaire. (shrink)

In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational (...) leadership is considered. The role of master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader’s ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today’s schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term “coaching” and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals. (shrink)

To address the growing costs associated with chronic illness care, many countries, both developed and developing, identify increased patient self‐management or self‐care as a focus of healthcare reform. Health coaching, an implementation strategy to support the shift to self‐management, encourages patients to make lifestyle changes to improve the management of chronic illness. This practice differs from traditional models of health education because of the interactional dynamics between nurse and patient, and an orientation to care that ostensibly centres and empowers (...) patients. The theoretical underpinnings of coaching reflect these differences, however in its application, the practices arranged around health coaching for chronic illness self‐management reveal the social regulation and professional management of everyday life. This becomes especially problematic in contexts defined by economic constraint and government withdrawal from activities related to the ‘care’ of citizens. In this paper, we trace the development of health coaching as part of nursing practice and consider the implications of this practice as an emerging element of chronic illness self‐management. Our purpose is to highlight health coaching as an approach intended to support patients with chronic illness and at the same time, problematize the tensions contained in (and by) this practice. (shrink)

In the last 10 years, emotional intelligence has become a current issue of research in psychology, and there are indicators to consider that emotional intelligence should be analyzed to help the coach to behave effectively during competitions. According to Boardley’s (2018) revised model of coaching efficacy, coaches’ emotional intelligence is predictive of their efficacy beliefs, which, in turn, is predictive of coaching behavior. However, little is known about the mediating effects of coaching efficacy dimensions on the relationships (...) between coach’s emotional intelligence and reactive behaviors in competitive settings. Thus, the purpose of this study is to examine mediating effects of coaching efficacy dimensions on the relationship between emotional intelligence and coaches’ reactive behaviors during a game using a multimethod approach. Participants were 258 coaches of youth football players aged 9 to 17 years old. Observations in situ using Coaching Behavior Assessment System were carried on 258 football games during two seasons. At the end of each game, coaches completed the Wong and Law Emotional Intelligence Scale and the Coaching Efficacy Scale. Structural equation modelling analyses revealed that motivation efficacy and character building mediated the relationship between regulation of emotion and positive and negative coaches’ reactions during game. Specifically, motivation efficacy mediated the association between regulation of emotion and positive coaches’ reactions, and the relationship between regulation of emotion and negative coaches’ reactions were mediated by motivation efficacy and character building. In addition, coaching level moderated the relationships between emotional intelligence, self-efficacy and coaches’ reactive behaviors. Findings of the present study showed that coaching efficacy dimensions (i.e., motivation efficacy and character building) that have the capacity to influence their confidence in ability to affect the psychological mood and positive attitude of athletes, transfer the effects of emotional intelligence (i.e., regulation of emotion) on coaches’ verbal reactions during a youth soccer game. Specifically, a coach who feels competent to regulate their own emotions would perceive high beliefs of efficacy to motivate and to build character of their athletes, and this insight has an impact on their positive verbal reactions in response to athletes’ performances. (shrink)

This quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, self-report data measuring teacher's (...) instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials. (shrink)

Based on social cognitive theory, we studied the relationship between coaches’ paternalistic leadership and youth athletes’ organizational citizenship behavior and the mediation effect of athletes’ trust in coaches, in China. This age-specific research was conducted among more than 2,000 Chinese youth soccer players. Overall, 758 youth soccer players, aged 13–18 years, completed a self-report questionnaire. The results showed that the three dimensions of the coaches’ PL have different relationships with OCB, and the differences were due to differences in athletes’ ages. (...) Additionally, we verified the mediation role of trust. Our research conclusions are of great significance to the study of Chinese youth soccer as in-depth research can provide a deeper and more precise understanding of the relationship between PL and the OCB of Chinese youth soccer players. This study expands the literature on social cognitive theory and sheds light on the relationship between coach leadership and athlete OCB by providing extensive evidence. (shrink)

This two-wave study investigated the temporal interplay between motivation and the intensity and reported impact of athletes’ emotions in training settings. In total, 217 athletes completed self-report measures of motivational climate, motivation regulations, emotional states (i.e., pleasant states, anger, and anxiety) experienced before practice at two time points during a 3-month period. Latent change score modeling revealed significantly negative paths from task-involving climate at time 1 to the latent change in the intensity of dysfunctional anxiety and anger, and significantly positive (...) paths from ego-involving climate at time 1 to the latent change in dysfunctional anger (i.e., intensity and reported impact). The paths from controlled motivation at time 1 to the latent change in the intensity of dysfunctional anxiety and vice versa were significantly positive. The path from controlled motivation at time 1 to the latent change in the intensity of functional anger was significantly positive, but not vice versa. In addition, the paths from dysfunctional anger (i.e., intensity and reported impact) at time 1 to the latent change in motivation regulations were significant, but not vice versa. Overall, evidence provided suggested that the temporal interplay of motivation and emotions is contingent on the specific emotions. The findings highlight the role of coach-created motivational climate and the importance of identifying high levels of controlled motivation to help athletes better adapt to psychological stress. (shrink)

Lecture was the most prevalent teaching style in the colleges and universities we attended. Hired as a lecturer by a local university, the lead author choose to approach teaching based on two principles: first to teach the way she preferred to learn, which is in groups, and second to be both a teacher and a fellow learner.Ten adult practitioners were enrolled in the graduate course Iisted as “The Trainer/Manager as Coach.” This article includes their experiences along with those of the (...) instructor / facilitator.Critical thinking and critical self-reflection are ways to help participants explore assumptions about coaching and particularly about their roles as coaches in the workplace. Critical thinking is a means of examining assumptions by identifying patterns in ourselves and in others-patterns that influence our thinking and subsequent actions. Critical self-reflection is “challenging the vaIidity of presuppositions in prior learning” (Mezirow, 1990, p. 14). Our purpose together was to develop critical thinking skills and practice critical self-reflection as they related to coaching within our practices.Participants used time between class sessions for integration of learning and self-reflection on their own assumptive worlds. Students participated in electronic dialogue and in action research. The online dialogue provided opportunities to share experiences from our places of work. It further served as a collaborative means for building a knowledge base from onIine discussion of coaching literature.Action research is a means of studying one’s practice for the purpose of improvement. Students applied an action research model to a workplace problem that involved them in the role of coach.The results were transformational for all co-Iearners. Changes took pIace in our approaches to coaching. Changes in the focus of coaching, from focusing on the coach to focusing on the learner, are prevalent. (shrink)

As a practicing clinical ethicist at a major teaching hospital, I found it reassuring to learn that ethics consultation activity has increased overall. However, it was disheartening to see tha...

Drawing on the self-determination framework, the study examined the effect of coaches’ autonomy support on the leisure experience of young male football players. Specifically, a model was tested analyzing the long-term predictive power of the players’ perception of coach-autonomy support at the beginning of the season on the subjective vitality of young football players at the end of the season through needs satisfaction and intrinsic motivation. Moreover, we tested whether the effects of coach-autonomy support on the aforementioned variables (needs satisfaction, (...) intrinsic motivation, and subjective vitality) at the end of the season remained at the beginning of the following season. Because the coach in the second season was not the same one as in the first season, the perception of coach-autonomy support at the beginning of the second season was used as a control variable. Three hundred and sixty football players (M age = 12.60 years; SD = 0.52) completed a questionnaire on the variables of interest at the beginning of the first season (T1), at the end of the first season (T2), and at the beginning of the second season (T3). The results of the path analyses showed that player’ perceptions of coach autonomy support at the beginning of the season (T1) positively predicted needs satisfaction at the end of the first season (T2), which in turn predicted intrinsic motivation at the end of the first season (T2). Additionally, intrinsic motivation significantly and positively predicted subjective vitality at the end of the first season (T2). Finally, needs satisfaction, intrinsic motivation, and subjective vitality at the end of the second season (T2) positively predicted these same variables at the beginning of the second season (T3). Results emphasized the importance of the autonomy support offered by the coach in promoting the quality of young people’s leisure experience playing football and its benefits for their well-being. (shrink)

Concussion is a form of traumatic brain injury that has been defined as a “trauma-induced alteration in mental status that may or may not involve loss of consciousness.” Terms such as getting a “ding” or getting your “bell rung” are sometimes used as colloquialisms for concussion, but inappropriately downplay the seriousness of the injury. It is estimated that between 1.6 and 3.8 million concussions occur annually in the United States as a result of participation in sports or recreational activities. To (...) date, there are no objective, biological markers for concussion; rather, the current diagnosis of concussion is dependent upon symptom reporting by the athlete. In the acute phase, concussions can result in a broad spectrum of symptoms that can be transient or last for days, weeks, or even months. Symptom prolongation is generally referred to as post-concussion syndrome. (shrink)

In this article, we argue that contemporary parenting ideals are characterised by labour-intensive introspective emotional work akin to the techniques used by psychological coaches. We situate these ideals of contemporary parenting in an emotionalized culture that focuses on the production of happy, thriving children that is simultaneously linked to the production of moral subjectivities. We analyse examples from contemporary Danish parenting literature and explore how these ideals of parenting promises both wellbeing and future life success of children. However, we argue (...) that the ideal of parents as psychological coaches exacerbates the demands of emotional labour on parents, consolidates the individualized responsibilisation of parents for the future success of their children, creates a reification of the self and overlooks ethical and existential questions rooted in pedagogical approaches to upbringing. (shrink)

Research shapes our understanding of practice in powerful and important ways, in sports coaching as in any other discipline. This innovative study explores the philosophical foundations of sport coaching research, examining the often implicit links between research process and practice, descriptions and prescriptions. Arguing that the assumptions of traditional single-disciplinary accounts, such as those based in psychology or sociology, risk over-simplifying our understanding of coaching, this book presents an alternative framework for sports coaching research based on (...) critical realism. The result is an embedded, relational and emergent conception of coaching practice that opens new ways of thinking about coaching knowledge. Drawing on new empirical case study research, it demonstrates vividly how a critical realist-informed approach can provide a more realistic and accountable knowledge to coaching stakeholders. This knowledge promises to have important implications for coaching, and coach education and development practices. Sport Coaching Research and Practice: Ontology, Interdisciplinarity and Critical Realism is fascinating reading for any student or researcher working in sports coaching, sport pedagogy, physical education, the philosophy or sociology of sport, or research methodology in sport and exercise. (shrink)

The aim of this study was to analyze the association between coaches’ experience and their perceptions on the implementation of a long-term athletic development model created in 2016 by the Portuguese Swimming Federation. Eighty-six swimming coaches were assembled in groups according to their experience level: “novice”, “intermediate”, and “experienced”, and they answered a questionnaire with the following items: awareness of the existing model acceptance usefulness for practice, and implementation of this model by their peers. Regardless of experience, ~67% of the (...) coaches were aware of the model. Among those, a large number showed acceptance and confidence in its usefulness for their daily practice. Most coaches showed concerns about the fact that their peers do not respect the model frameworks, declaring the search for their swimmers’ immediate success as the main cause for such behavior. The results also showed an association between experience and knowledge about the model’s existence [χ2 = 10.223, p < 0.01, V = 0.345], and experienced coaches exhibited better knowledge than their intermediate [χ2 = 9.555, p < 0.01, V = 0.393] or novice [χ2 = 5.926, p = 0.02, V = 0.314] counterparts. While there was an association between the coaches’ experience and knowledge about the LTAD model’s existence, this situation does not seem to influence the way coaches accept and understand the usefulness of the model for their daily practice. (shrink)

There is no doubt that a negative perception of financial risk and a lack of credit risk management adversely impact business growth and business owners’ wellbeing. Past studies suggest that most Nigerian traders have poor risk perceptions and manage risk poorly. A business coaching program within rational-emotive behavior therapy framework was evaluated in order to determine its effects on financial risk perception and credit risk management among Nigerian traders. This study used an open-label parallel randomized control design. This 8-weeks (...) coaching program had 60 traders in the REBT-based business coaching group and 59 traders in the control group. The mixed-model repeated measures ANOVA was utilized for analysis of the study data. Results show that relative to a control group, traders’ financial risk perception [F = 637.29, p < 0.001, ω2 = 0.69] and credit risk management [F = 795.51, p < 0.001, ω2 = 0.80] significantly improved after participating in REBT-based business coaching program. This study shows that REBT-based business coaching program is integral to increasing financial risk perception and credit risk management among Nigerian traders. This study contributes to the advancement of business coaching program within the rational-emotive behavior therapy framework for market traders, and its application in similar situations. The study considered the benefits of business coaching program for market traders from a developing country, which is a rarely studied group. It is highly recommended that professionals study the relationship between REBT-based business coaching and economic decision-making within various organizational contexts. (shrink)

When introducing changes to an organisation, it is crucial to know how a given change will affect the company’s success. It is easy to forget or, more frequently, fail to appreciate the importance of the feelings and thoughts of the people who experience such changes. The distinction between objective change and subjective change is helpful in understanding the psychological consequences of changes and how they may affect the effectiveness of introducing changes in organisations. Results of studies on the psychological costs (...) of changes for an individual indicate that there are differences in the way people experience objective and subjective changes, and that the way a change is perceived by an individual is crucial for the consequences of change. Studies have also identified factors which can buffer the negative consequences that changes may have on an individual. For changes in an organisation, coaching is one method to nurture these buffering factors in affected individuals, and, most of all, in those who are responsible for planning and introducing the changes, so that the employees of a company can experience the change in the most constructive way possible. (shrink)

SJ Schmidt als bekannter Geisteswissenschaftler und Walter Schwertl Praktiker im Bereich Business-Coaching nähern sich in Dialogform der Frage, wie ein Geisteswissenschaftler und ein Praktiker eine hinreichend gemeinsame Konzeption von Kommunikation erarbeiten können. Gerade zwischen hoch abstrakten Theorien selbstreferentieller Systeme und dem, was als systemische Praxis bezeichnet wird, erscheint die Kluft unüberwindbar. Die Autoren spannen einen Bogen zwischen philosophischen Diskursen und Fragen alltäglichen Handelns. Der Hinweis auf die Vorgeschichte des Buches lässt erahnen, dass die Protagonisten Neugierde auf die Argumente des (...) Anderen, Vertrauen und respektvollen Kommunikationsstil der Kluft erfolgreich entgegensetzen. (shrink)

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and (...) dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed. (shrink)

All football teams that compete within the F. A. Premier League possess an academy, whose objective is to produce more and better home-grown players that are capable of playing professionally. These young players spend a large amount of time with their coach, but little is known about player’s perception of the coach-athlete relationship within F.A. Premier League Academies. The objectives of this study were to examine whether perceptions of the coach-athlete relationship changed over six months and if the coach-athlete relationship (...) predicted self-reported goal achievement among F. A. Premier League academy players. This study included cross-sectional (n = 104) and longitudinal (n = 52) assessments, in which academy soccer players completed a measure of the coach-athlete relationship and goal achievement across either one or two time periods. The cross-sectional data were subjected to bivariate correlations, whereas the longitudinal data were analyzed using multiple regressions. Perceptions of the coach-athlete relationship remained stable over time. The coach-athlete relationship predicted the achievement of mastery goals six months later. Enhancing the quality of the coach-athlete relationship among elite adolescent athletes appears to be a suitable way of maximizing mastery achievement goals, particularly among developmental athletes who participate in team sports. (shrink)

Self-, collective, and participative efficacy are strong predictors of sustainability action. Yet, few studies have investigated the dynamics and variability of efficacy beliefs. In this transdisciplinary study, we tested such factors in the context of a peer-to-peer coaching program for sustainability volunteers, embedded in a structured-educational context. Over weekends, 2 qualified coaches trained 36 German bottom-up, student-led sustainability initiatives. These coaches instructed students in team building, envisioning, project planning, and on-campus sustainability practice. While 317 participants completed our pre-questionnaire, N (...) = 165 completed both the pre- and post-questionnaire. As hypothesized, after having participated in the coaching weekend, action skills, collaboration skills, group identification, and self-, collective, and participative efficacy all increased. The latter of these increased, to our knowledge, for the first time in environmental psychology research. Group identification and having a vision emerged as important efficacy predictors, and participative efficacy beliefs in turn predicted volunteering. Moreover, we took initial steps in investigating the interaction of psychological and structural factors from a multilevel perspective. Our analyses revealed that efficacy beliefs on the individual level were higher when the university had a green office and when the student initiative was at a small university. We conclude by proposing an empowerment model for sustainability volunteers and by discussing the practical implications of our findings. (shrink)

Senior leadership transitions present daunting challenges. To promote inclusive development and comply with equal opportunity legislation, South African companies often fast-track careers of high-potential previously disadvantaged individuals. Organisations typically do not sufficiently support transitioning leaders, possibly acting unethically. The rate of failure is high with devastating effects for the individual and their organisation. The novel, empirically researched Transformative Transition Coaching framework, helps facilitate deep and lasting changes in meaning perspectives of transitioning leaders through coaching. The ability of the (...) TTC framework to support transitioning leaders is presented in this article. (shrink)

An invited collection of prominent scholars examining normative issues raised by the role of coaching, the ethics of competition, coaching youth sports, and coaching relating to the law.

In the sport context, an essential aspect of an athlete’s development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified. Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer (...) players. Additionally, simple mediation and serial mediation models were also tested. Participants were 377 Mexican soccer players, who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables’ interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete’s perceptions when they are providing corrective feedback and their implications for athlete’s technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches. (shrink)

Treatments for students with problematic levels of music performance anxiety commonly rely on approaches in which students are referred to psychotherapists or other clinical professionals for individual care that falls outside of their music training experience. However, a more transdisciplinary approach in which MPA treatment is effectively integrated into students’ training in music/performing arts colleges by teachers who work in consultation with clinical psychologists may prove more beneficial, given the resistance students often experience toward psychotherapy. Training singing teachers, and perhaps (...) music teachers at large, to use an evidence-based coaching strategy like Acceptance and Commitment Coaching to directly manage students’ MPA is one such approach. Building on the work of a previous study in which ACC was administered by a singing teacher to a musical theatre student with problematic MPA, we piloted the effectiveness of a six-session, group ACC course for a sample of performing arts students with MPA related to vocal performances, using a mixed-methods design. The coach here was also a singing teacher without a clinical background, and her training in ACC by a clinical psychologist was of a similar duration as the previous teacher’s. Similar to the musical theatre student, the students reported being significantly less fused with their MPA-related cognitions, more accepting of their MPA-related physiological symptoms, and more psychologically flexible while performing in general, and these improvements were maintained after 3 months. Furthermore, they appeared to lower their shame over having MPA and change how they thought in relation to one another. Of note, these improvements were similar to those shown by seven vocal students with MPA after they received Acceptance and Commitment Therapy from a clinical psychologist, but with larger reductions in shame and better acceptance of MPA, which suggests a non-clinical, group ACC intervention that includes supportive discussions to normalize MPA and challenges attempts to control it may be more helpful than individual psychotherapy. These results are promising and indicate a brief training in ACC may be sufficient for singing teachers to provide significant benefit for students with problematic MPA. (shrink)

There remains a paucity of research investigating the efficacy of executive coaching. Ambiguity surrounds its definition, its methodology and outcomes. Despite this, the executive coaching remains a viable business proposition. Practitioners bring services to the business community offering services that transcend traditional performance management consultations establishing independent “performance-driven” relationships with executives. This paper examines the process of coaching suggesting that a better understanding of process will enhance practice efficacy and accelerates empirical investigations. In addition, ethical, confidential and (...) legal issues require attention when planning to utilize an executive coach. All this implicates the need to better understand coaching – and how it typically operates. Case studies are provided in the examination of coaching consultations in Fortune 100 settings. (shrink)

The Art of Somatic Coaching introduces the concepts and principles of coaching with practices that include body awareness, bodywork, and mindfulness for both the coach and the client. Author and expert coach, Richard Strozzi-Heckler, PhD, explains that in order to achieve truly sustainable changes in individuals, teams, and organizations, it is necessary to implement body-oriented somatic practices in order to dissolve habits, behaviors, and interpretations of the world that are no longer relevant. He explains that these ways of (...) being are integrated in the body--at the level of the musculature, organs, and nervous system. By implementing a somatic approach, these patterns can be shifted in order for transformation to occur. Opening with a discussion of the roots of Somatic Coaching, the book describes the emotional and physical cost of being distanced from our bodies. Originating from the rationalistic idea that the mind and body are separate, this sense of disconnection spurred the emergence of the field of somatics that views the body as not just a physiological entity, but as the center of our lived experience in the world. Out of this philosophy, Somatic Coaching was developed as a way to cultivate the self through the body. Methods in this book include: • Somatic awareness--becoming aware of sensations • Somatic opening--includes bodywork to release held patterns in the body • Somatic practices--meditation, movement, and being present in everyday life The social context in which one is raised, the supportive, healing force of the outdoors and nature as well as acknowledgment of the spirit are also woven into the practice. Through these practices, a rhythm of unfolding occurs in what Strozzi-Heckler describes as an Arc of Transformation--moving in stages from conditioned tendencies to a new satisfying and fulfilling way of being that is fully embodied. Contents: Introduction; Chapter One: A Short Distance but a Big Cost; Chapter Two: Coaching; Chapter Three: Somatics and Somatic Coaching; Chapter Four: The Methodology; Chapter Five: The Rhythm of Action; Chapter Six: The Somatic Arc of Transformation. (shrink)

The aim of this article is to know the role of learning tasks within the pedagogical content knowledge of novel sports coaches in initial stages of sports training of children/young people and their impact on their daily work. Participants are two coaches in their first or second working year. A mixed methodology was used by means of polar coordinates analysis. The results agree with previous studies that established that PCK of novel coaches presents deficits in task selection and modification, motivation (...) is the key factor determining tasks selection process, and they do not know how much time they should dedicate to each task. Even so, better development was found in the PCK of the coaches. (shrink)

I will discuss a variety of cases such that the subject's believing truly is somewhat of an accident, but less so than in a Gettier case. In each case, this is because her reasons are not ultimately undefeated full stop, but they are ultimately undefeated with certain qualifications. For example, the subject's reasons might be ultimately defeated considered in themselves but ultimately undefeated considered as a proper part of an inference to the best explanation that is undefeated without qualification. In (...) each section of the paper, I consider different qualifications and show how in each case we get an epistemic standing I call “coach-class knowledge”. First-class knowledge requires justifying reasons that are undefeated without qualification. Coach-class knowledge only requires qualified lack of defeat. I will use this distinction to bring debates over knowledge from falsehood and fake barns to an ecumenical resolution. In both cases, the subject enjoys coach-class rather than first-class knowledge. I will also show that the defeasible reasoning tradition can better account for graded accidental truth than safety theories. (shrink)

Emotion-Focused Training for Emotion Coaching is based on Emotion-focused Therapy findings and was developed to help participants deepen their emotional skills. The goal was to examine the efficacy of a 12-week EFT-EC group program the level of emotion intelligence, self-compassion and self-criticism in a student population. A quasi-experiment with no control group was conducted with pre- and post-measurements using The Self-compassion scale, the Forms of Self-Criticising/attacking & Self-Reassuring Scale, and the Trait Emotional Intelligence Questionnaire – short form. The EFT-EC (...) participants were128 students. The EFT-EC intervention had a significant effect on self-criticism and self-control latent scores as reported at post-measurement. The structural equation model with latent variables was not an adequate fit for the rest of the subscales. These results are promising and suggest that interventions intended to enhance emotion skills can also reduce self-criticism even when not directly addressing it. (shrink)

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. (shrink)

Drawing on social information processing theory, the present study examines how and when leader coaching can be beneficial for team performance. Based on a sample of 58 teams from a sanitary product company in China, we found that peer coaching served as a mediator linking leader coaching and team performance. Moreover, the team individualistic/collectivism value moderated the first-stage relationship that the relationship between leader coaching and peer coaching was more positive when the team individualism value (...) was low, but not significant when the team individualism value was high; while team task interdependence moderated the second-stage relationship that the relationship between peer coaching and team performance was more positive when the team task interdependence was high, but not significant when it was low. The findings enrich our understandings of the effectiveness of leader coaching behavior by uncovering the theoretical mechanism and boundary conditions. The study also provides important implications for coaching practice in organizations. (shrink)

The present two-study paper examined the role of communication strategies that athletes use to develop their coach-athlete relationship. Study 1 examined the mediating role of motivation, support and conflict management strategies between the quality of the coach-athlete relationship and athletes’ perceptions of sport satisfaction. Study 2 examined the longitudinal and mediational associations of communication strategies and relationship quality across two time points, over a six-week period. Within both studies, data were collected through multi section questionnaires assessing the studies’ variables. For (...) study 1, structural equation modelling highlighted significant indirect effects for motivation and support strategies between the quality of the coach-athlete relationship and athletes’ experiences of sport satisfaction. For study 2, significant indirect effects were found for the athletes’ perceptions of the quality of the coach-athlete relationship at time 2 between athletes’ use of communication strategies at time point 1 and time point 2. Together these findings provide support for the practical utility of communications strategies in enhancing the quality of the coach-athlete relationship and athlete’s experiences of sport satisfaction. In addition, the findings provide evidence to highlight the potential cyclical relationship between communication and relationship quality across time. (shrink)