Coaching Approach Research Articles

Academic Coaching in Entry-level Doctor of Physical Therapy Education.

Learners face a variety of academic and personal challenges that may impact performance in Doctor of Physical Therapy (DPT) programs. Academic coaching has emerged as a student support model within undergraduate medical education but has not yet been evaluated in DPT education. The purpose of this method/model presentation was to describe the development, implementation, and evaluation of 2 coaching programs. Two hybrid DPT programs implemented a coaching approach to support students. The coaching framework was centered around an individualized relationship between the learner and faculty coach to promote reflection, growth, agency, and persistence in educational and professional development. Faculty members were prepared and supported to serve as coaches. Coaches met with their assigned students at regular intervals throughout the program, including clinical experiences. The coaching programs were assessed through program exit surveys and an alumni survey. Graduates from both programs reported that the coaching program was effective and supported a sense of belonging or connectedness within their DPT program. They reported several specific activities that were part of the coaching program structure that supported its effectiveness, including group-based orientation activities and 1:1 meetings with their coach. Graduates also provided suggestions for program improvement including increased structure and more opportunities to connect with their peers and coaches in a nonacademic setting. Two DPT programs successfully implemented coaching as their student support model. With appropriate preparation, planning, and support, coaching programs have the potential to provide individualized and meaningful support for DPT students.

Exploring influencing factors to clinical leadership development: a qualitative study with healthcare professionals in Flemish nursing homes

BackgroundNursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals’ ability to tackle the challenges unique to the nursing home environment. However, the concept of clinical leadership in nursing homes remains poorly defined and investigated. This study aimed to explore and define influencing factors for the development of clinical leadership within healthcare professionals in nursing homes.MethodsA qualitative study was conducted in Flanders, Belgium, using semi-structured focus group interviews (n = 5) with healthcare professionals (n = 41), including nurse assistants, licensed practical nurses, registered nurses, occupational therapists, recreational therapists, psychologists, and gerontologists. Interviews were audio-taped, transcribed, analysed and interpretated by using a thematic analysis based on descriptive phenomenology.ResultsClinical leadership development within healthcare professionals’ hinges on four pivotal themes: (1) Cultivating an empowering working environment that fosters open feedback, encourages peer learning, and champions a stimulating learning climate. (2) Nurturing a supportive leadership style in formal leaders that exemplifies role modeling, accessibility, and a coaching approach. (3) Elevating well-developed professional identity through targeted training, experience, and a talent-oriented work approach. (4) Fostering team dynamics marked by commitment, collaboration, support, and trust.ConclusionsThe study’s findings on the influencing factors for clinical leadership development should be actively applied in nursing homes and guide the creation of targeted training programs and leadership development initiatives. Awareness of these factors are crucial to optimise and to support the development and implementation of clinical leadership in nursing homes in an attempt to reduce the workforce shortages.

Talking to Employees About Performance Issues: A Collaborative Approach

This article provides guidelines for managers on conducting effective performance discussions with employees who are failing to meet expectations. Drawing on an extensive body of academic research, it outlines best practices for planning, framing, and conducting performance conversations in a collaborative manner focused on employee development rather than punishment. The article explains how taking a coaching approach, focusing on objective performance data, understanding multiple perspectives, and jointly creating solutions leads to more constructive dialogues and sustainable performance improvement. Specific recommendations are offered around preparation, framing discussions factually yet supportively, and follow-up. An example scenario brings these strategies to life. The article argues that performance management handles as caring, collaborative processes create the conditions for open communication and real, lasting change.

Community Connector Pilot – Review Of A Non-Clinical Programme Within An Integrated Care Programme For Older Persons Team

Abstract Background A Community Connector is a specialist Social Prescriber for older individuals who often present with complex medical needs and are referred directly by an Integrated Care team. The programme is a collaborative model between this team and a respective community host organisation. Integrated Care, as part of the Sláintecare Programme, places a stronger emphasis on social supports and person-centredness as key elements in healthcare (Goodwin, 2013). Methods Referrals are received approximately two to three weeks prior to discharge from the Integrated Care team which allows for relevant feedback from the Community Connector to this team. A coaching approach is utilised as a way of exploring each participant’s individual priorities and their expressed interests and goals in order to enhance their awareness of resources and supports in their own community and their subsequent readiness to engage. This process involves co-creating a personalised wellbeing plan with each individual which can act as the basis for a joint learning journey together. Results On referrals received to the programme, ongoing data is recorded regarding the number of individuals participating, the activities undertaken and the outcomes affecting the wellbeing of participants. Social isolation is a key reason for referral among this cohort in addition to cognitive stimulation, reengagement in social outlets and carer stress. Programme participants continue to be referred to a range of community activities, programmes and supports. Preliminary findings show an increase in community connectedness in regard to individuals’ increased knowledge and subsequent participation in local activities. Conclusion Key qualitative and quantitative data are the basis for initial and ongoing evaluation of the programme. These include recording any reflections and challenges which then act as key learning tools in delivering a unique person-centred programme for older individuals.

Transformational Leadership Training for Vocational School Principals in Ponorogo District : Strengthening Professional Learning Communities

This community service aims to improve the social competence of school principals through transformational leadership training to encourage professional learning communities in the Volatility, Uncertainty, Complexity, and Ambiguity era. The method used in this community service used an IGROW- based coaching approach. The target participants of the training consisted of principals and vice principals of vocational schools in Ponorogo District who were accompanied by coaches from the field of education management with expertise in transformational leadership and educational organizations. The evaluation of this training was conducted using questionnaires. The data collected from these instruments were then analyzed using descriptive statistics. The results of this activity showed that this transformational leadership model training was carried out well and smoothly so that the targets and outcomes of this community service activity could be achieved. Participants were active in conveying and elaborating on the leadership problems faced in their schools. The analysis of the training implementation evaluation data showed that principals were highest in applying the inspirational motivation aspect of transformational leadership. This aspect of inspirational motivation could include the principal's ability to inspire and motivate staff and teachers to achieve the school's vision and goals. This indicates the importance of the principal's role in fostering a positive work environment and motivating their team to achieve better.

“Male athletes play well to feel good, and female athletes feel good to play well”: Attitudes, beliefs, and practices pertaining to perceived sex-related differences in communication and interpersonal approach of strength and conditioning coaches in international women’s rugby union

ABSTRACT Effective communication and rapport building with athletes are key tenets of coaching. As the majority of empirical evidence to date has adopted an androcentric view of strength and conditioning, a potential knowledge gap exists regarding sex-related differences in physical preparation and coaching approaches. Therefore, this study explored the attitudes, beliefs and practices of strength and conditioning coaches (n = 8; M/F, 6/2) in elite level (international) women’s rugby union using semi-structured interviews (mean ±standard deviation duration 59 ± 15 min). The interviews explored differences in coaching practices for elite female rugby players compared to males, with a specific focus on the interpersonal aspects of the athlete-coach relationship. Reflexive thematic analysis was used to generate a rich qualitative dataset. The analysis resulted in the identification of higher order themes: athlete engagement, and interpersonal approach. The coaches in this study consistently perceived important differences between male and female players in factors related to engagement and interpersonal approach. Coaches adopted differing coaching practices for male and female athletes. This study provides important contextual evidence for the understanding of differences in the interpersonal relationships of female rugby players compared to male athletes from the perspective of elite-level strength coaches.

Improving Soccer Coaching: Considerations of Individual Learning Styles, Intelligence Levels, and Motivation

Problem statement. In the increasingly complex and competitive world of soccer, training approaches that do not consider differences in individual learning styles, intelligence levels, and player motivation can be a serious obstacle in producing quality players. The lack of a holistic coaching approach based on differences in learning styles, intelligence levels, and motivation in training soccer players, which has the potential to hinder the development of optimal soccer playing skills among students, is a specific problem in this study. Purpose. The purpose of this study is to develop a holistic and innovative soccer coaching approach, which not only takes into account differences in individual learning styles and intelligence levels, but also increases player motivation. Thus, it is expected to be able to produce high-quality soccer players and improve the mastery of big ball games in physical education in schools. Methods. This type of research is a Quasy experiment with a study population of 140 men, the sample amounted to 44 male students. The instruments used were soccer playing skills test and general intelligence test. The data were analyzed using two-way analysis of variance with the help of Statistical Package for the Social Sciens 23. Results. The results of the study are as follows: (1) in general, the soccer playing skills of students who learn to use the global method are better than the elementary method; (2) there is an interaction between training methods and intelligence levels on the ability to play soccer; (3) at high intelligence levels, the global method is better than training using elementary learning methods to improve students' soccer playing skills; (4) at low intelligence levels, the elementary method is better than training using the global method in improving students' soccer playing skills. Conclusions. It can thus be concluded that improving soccer training cannot be underestimated without seriously considering individual learning styles, intelligence levels, and player motivation. Based on the findings, a holistic approach that integrates learning style preferences, designs training strategies that match intelligence levels, and understands motivational factors, opens the door to more adaptive and successful soccer learning. Keywords: Methods, Learning, Intelligence, Play, Soccer.

Использование коучинг-технологий для повышения мотивации обучающихся

Despite the new standards, teachers are in no hurry to break away from the old work patterns. However, new educational strategies are increasingly reminding themselves, forcing students to engage in this process. This article analyzes the importance of coaching as an innovative tool aimed at supporting educational motivation and social growth of students. The introduction of such a tool requires the introduction of new pedagogical technologies that would contribute to the development of internal motivation, independence and intelligence, the ability to manage one’s cognitive activity. Such a pedagogical technology is coaching technology. The teacher, by introducing and using the technologies of the coaching approach, contributes to the growth and development of the personality of students. The use of a coaching approach promotes the personality of students. At the same time, the inner potential of the teacher is realized. Coaching technologies are in the nature of communication, communication between a teacher and students, when a teacher (coach) provides an opportunity to analyze, explore various options for students’ judgments, answers to emerging problems and to find the most reasonable conclusions. A coach not only develops, but also helps in self-development. Coaching contains great resources for self-realization and self-development of students, as a result of which they achieve high results. The article examines the key aspects and techniques of coaching, as well as evaluates its role in improving the learning process and in cultivating the personal characteristics of students. It follows from the analysis that the use of coaching techniques contributes to the development of skills for self-management of their learning and self-control.

Incentives and individualized coaching improve completion rates of supervised exercise therapy for claudication

ObjectiveSupervised exercise therapy (SET) provides clinical benefit for patients suffering from intermittent claudication and has been widely recommended as first-line therapy before endovascular or surgical intervention. However, published rates of SET program completion range from 5% to 55%, with historic completion of 54% at our own institution. As such, we sought to identify if targeted patient-supportive interventions improve SET completion rates while still maintaining efficacious SET programming. MethodsPatients who were diagnosed with intermittent claudication, as defined by ankle-brachial index (ABI) <0.9 without rest pain, were offered enrollment in a prospective quality improvement protocol for our 12-week SET for peripheral artery disease program. Program completion was defined as ≥24 of 36 offered sessions over 12 weeks. A three-pronged approach was utilized to improve completion during the study, including financial incentives up to $180, scheduled coaching with our advanced practitioner staff, and informational materials on the importance of SET programming and lifestyle modification. Patient-reported improvements in walking symptoms were tracked via regularly administered questionnaires. Functional measures of SET programming including total walking duration and distance, metabolic equivalent of task, and ABIs; vascular intervention within 12-months after enrollment was also collected and compared using univariate paired analysis. ResultsIn total, seventy-three patients were enrolled in SET for peripheral artery disease programming over the study period. Utilizing our three-pronged coaching approach, 56 patients completed SET programming, increasing our SET completion rate to 76.7% over a 2-year study period. Compared with pre-SET baseline, patients who completed SET noted less pain, aching, cramps in calves when walking (P = .004), and less difficulty walking 1 block (P = .038). Additionally, patients significantly increased their metabolic equivalent of task (3.1 vs 2.6; P < .001), total walking duration (30 mins vs 13.5 mins; P < .001), and total walking distance (0.7 vs 0.3 miles; P < .001) from their pre-SET baseline. There were no changes in participant ABIs from enrollment to completion in participants. Patients who completed SET programming also delayed vascular intervention compared with those who did not complete SET or declined participation (213.5 vs 122.5 days from enrollment; P = .041). ConclusionsTargeted incentives, including cost-coverage vouchers and personalized coaching with instructional materials, successfully improved patient completion of a prescribed SET program. Patients who completed SET programming reported subjective improvement in walking symptoms and objective walking benefits. In addition, these patients had delayed time to vascular intervention, supporting current vascular guidelines advocating for effective SET therapy prior to offering vascular intervention for intermittent claudication.

A Teachers’ Coaching Approach to Sustainable Professional Development

Abstract The value of coaching teachers by professional coaches in their school context is recognized to provide them with sustainable professional development (SPD). However, little is known about the coaching process promoting SPD and the variables that can explain its quality. Three objectives were pursued: 1) to describe the quality of the coaching process; 2) to determine the characteristics of the coach, and 3) to identify the characteristics of the school context that can explain quality to promote SPD. An Embedded Multiple-Case Study Design was conducted at two different schools. Results describe that the quality of the coaching process was clear in its orientation to precise goals, its complexity, and its dynamism. The coaches’ characteristics that can explain the quality of the coaching process to promote SPD are their perceptions of the context and their conceptions. The most important characteristic of the context that can reveal the quality of coaching enacted is the leadership of the school principal and the teachers’ culture of collaboration.

Coaching Approach as a Sustainable Means of Improving the Skills of Management Students

The impetus for the development of coaching as a professional managerial activity is based on the needs and requirements of a modern sustainable society. This paper aims to explore the awareness of academic students about the coaching approach and to formulate recommendations for its application in the academic environment so that students are prepared for the requirements of practice. This article focuses on the views of experts in the field of the coaching approach as a means of improving communication in the academic environment, characterizes communication skills and the coaching approach, and describes coaching models and their benefits and barriers. This research aims to survey the awareness of the coaching approach among college and university students in Slovakia and the possibilities of its application in the academic environment. The primary research was carried out by the inquiry method with 689 students. An evaluation of the questionnaire and a statistical evaluation of the established hypotheses and assumptions concerning the coaching approach were conducted. According to the survey, 468 students, representing 68% of respondents, had knowledge about coaching. Furthermore, 68% of students had or have doubts about achieving their goals during their studies. According to the results of the survey, only 24% of students had experience with coaching. Cooperation with a coach was regarded as beneficial for 76% of the students who had already experienced coaching lectures who took part in the survey. The proposition of the students was the implementation of the subject “Foundations of coaching”, which could be offered to be taught to all students at the University of Zilina, Slovakia. The students of managerial fields would benefit by enhancing their leadership skills and providing support to their working teams, completing their final thesis, searching for professional job opportunities, and also coping with everyday life and stressful situations. Finally, we suggest the organization of introductory full-day workshops in specific areas of coaching for students of management, who are future managers. This will help to raise the awareness of the coaching approach at the University of Zilina in cooperation with the Counseling and Career Center and its activities.

Beyond coping and adaptation: Toward a sociology of coaching. A necessary paradigm shift to address contemporary dramatic social change

This article discusses how, in today’s world of disruptive and dramatic social change, non-sports related coaching, which includes a wide range of services such as life coaching, career coaching, executive coaching, and team coaching, can inadvertently fuel undesirable social dynamics. There is little or no awareness of this risk among coaches and coachees. The global, fast-growing, multi-billion-dollar industry aimed at supporting people and organizations to perform better and increase wellbeing while managing and adapting to change has been developed with limited sociological input. The article is based on 15 years of social constructionist-informed reflective practice by a sociologist-turned-coach, and uses a multi-layered theory-driven autoethnographic account to argue for a sociologically informed paradigm shift in coaching, as well as relevant sociological knowledge, learning sciences, and action research methodology in coaches’ education. It presents the rationale and key features of a new coaching approach that places dramatic social change-relevant sociological concepts at the heart of the process, helps people develop psycho-sociological awareness, and uses a learning-to-develop through research design. A new definition of coaching to address dramatic social change is derived. Coaching practitioners will find dramatic social change-relevant sociological concepts, critical reflections, coaching questions, and procedures to expand coaching effectiveness. Interdisciplinary research topics are proposed, combining coaching sociology – which must be developed to make coaching a well-founded profession – and coaching psychology, which currently dominates the knowledge production in the field. Implications for workplace strategies to attract, motivate, and retain employees in search of meaning or purpose in life are also suggested.

КОУЧИНГОВИЙ ПІДХІД ДО ФОРМУВАННЯ ЛІДЕРСЬКИХ ЯКОСТЕЙ МАЙБУТНІХ ОФІЦЕРІВ

The purpose of the article is to substantiate a coaching approach that ensures the effectiveness of developing leadership skills of future officers and to provide practical recommendations on the example “peer-to-peer” leadership training in higher military educational institution. The article substantiates that the coaching approach of the leadership skills formation of future officers begins with the establishment and development of relationships between cadets and instructors before providing relevant content that agrees with the stage of leadership development, learning and experience of cadets. The implementation of the coaching approach covers all areas of learning (cognitive, reflective and behavioral) through numerous forms of learning (training, role-playing, simulation games) contributing to carefully organized environment and space conductive to learning. Cadets should see the benefits of the leadership development program contributing to their personal growth. It is established that the purpose of the coaching approach is to create a positive experience for future officers. The result of the coaching approach to training is cognitive growth, development of leadership skills and sustainable behavioral change of future officers. The coaching approach is proven to be based on connection rather than content to build trust and strengthen the social structure between participants. This is done through reflection and building reflective connections that allow sharing and discussing difficult situations. It is summarized that the coaching approach offers a new perspective on leadership development by eliminating the shortcomings of traditional approaches and justifies the emergence of leadership development training programs. The coaching approach puts less emphasis on formal teaching and instead uses discussion, situation solving and emotional storytelling. Future officers develop and apply new knowledge and skills together with instructors and fellow students, developing relationships between them and creating a positive learning environment. The peculiarities of the coaching approach are considered on the example of “peer-to-peer” leadership training. Key words: future officers, cadets, leadership skills, reflection, coaching approach, training, higher military educational institutions.

Self-determined motivational health coaching (‘SAMI’) during outpatient treatment to promote physical activity of people with serious mental illness: a pilot controlled trial

Background Brief motivational coaching, integrated into health care; seems promising to address physical inactivity of people with serious mental illness (SMI). Aims To test the impact of a self-determined health coaching approach (the “SAMI” intervention) during outpatient mental health treatment on moderate-to-vigorous physical activity (MVPA) of people with SMI. Methods Adults (mean age = 41.9, SD = 10.9) with an ICD-10 diagnosis of mental illness were semi-randomized to the SAMI-intervention group (IG) or control group (CG). The IG received 30 minutes of health coaching based on the self-determination theory (SDT). MVPA and sedentary time (ST) were measured with the International Physical Activity Questionnaire – short form (IPAQ-SF) and symptoms of mental illness with the Brief Symptom Inventory (BSI-18), each at baseline and follow-up (3–4 months). Differences in primary (MVPA) and secondary (ST, BSI-18) outcomes were evaluated using negative binomial regressions and general linear models. Results In the IG (n = 30), MVPA increased from 278 (interquartile range [IQR] = 175–551) to 435 (IQR = 161–675) min/week compared to a decrease from 250 (IQR = 180–518) to 155 (IQR = 0–383) min/week in the CG (n = 26; adjusted relative difference at follow-up: Incidence Rate Ratio [IRR] = 2.14, 95% CI: 1.17–3.93, p = 0.014). There were no statistically significant differences in ST and BSI-18. Conclusions Brief self-determined health coaching during outpatient treatment could increase post-treatment MVPA in people with SMI, potentially up to a clinically relevant level. However, great uncertainty (for all outcomes) weakens the assessment of clinical relevance.

Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning

Researchers highlight the importance of using constructivist, learner-centered approaches to develop effective strength and conditioning (S&amp;C) coaching practice, such as reflective practice and community of practice. Such approaches are relational meaning that the S&amp;C coach developer must build effective relationships with the learner (i.e., S&amp;C coach) to enhance cooperation and engagement, which can take a considerable amount of time. Constructivist learning strategies are essential to develop an athlete-centered coaching approach, which focuses on developing not only performance but also the overall well-being of the athlete. Yet, there has been a considerable lack of evidence of how to integrate and utilize reflective practice and community of practice within S&amp;C coach development, as well as documenting their impact. This practical advance article aims to address this knowledge-to-action gap by examining how a S&amp;C coach developer, who is paid by and in situ working with an organization, implemented an effective longitudinal, learner-centered coach development program to promote athlete-centered coaching practice. In doing so, we outline the importance of relationship building, creating community, and trust, which underlines the organic process that seamlessly integrates guided critical reflection and community of practices as valued learning strategies to develop S&amp;C coaches’ psychosocial skills.

'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.

Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. This qualitative study grounded in an interpretivist paradigm used interviews of longitudinal medical student coaches at two academic institutions. Interviews, using TLT as a sensitizing concept, explored coaches' experience coaching struggling learners. We performed thematic analysis. We interviewed 15 coaches. Coaches described supporting students through multi-faceted struggles which often surprised the coach. Three themes characterized coaches' experiences: personal responsibility, emotional response, and personal learning. Coaches shouldered high personal responsibility for learners' success. For some, this burden felt emotional, raised parental instincts and questions about maintaining boundaries with learners. Coaches evolved their coaching approach, challenged biases, and built skills. Coaches learned to better appreciate the learner point of view and employ resources to support students. Through navigating learner struggles, educators can gain self-efficacy, learn to understand learners' perspectives, and evolve their coaching approach to lessen their personal emotional burden through time.

Team coaching using LSP and team facilitation: a randomized control trial study measuring team cohesion and psychological safety

PurposeTo date, little research has been undertaken to test the effectiveness of team coaching, with past work focusing on models, frameworks and competencies. This study aimed to examine the effectiveness of team coaching within real world organizational teams and its impact on individual perceptions of team cohesion and psychological safety.Design/methodology/approachA randomized control trial (RCT) using the comparable interventions: (1) team coaching (intervention) and (2) team facilitation (control) was employed with multiple teams and multiple facilitators, measuring the impact on team cohesion and psychological safety.FindingsThe data indicate participants engaging in the team coaching intervention made greater gains in terms of their individual perceptions of psychological safety and team cohesion than individuals who received the team facilitation intervention (T1–T2).Practical implicationsFacilitators should apply a team coaching approach when seeking to address issues of cohesion and psychological safety within workplace teams.Originality/valueThis study provides the first evidence, using an RCT method, of the effectiveness of team coaching as a workplace intervention for enhancing individual perceptions of psychological safety and team cohesion.

A Renaissance in Academic Medicine—Using a Coach Approach to Develop Early-Career Faculty

This Viewpoint discusses contemporary approaches to mentoring and coaching new physicians.

An exploration of how dominant discourses steer U.K. strength and conditioning coach education

ABSTRACT Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches.

Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students’ argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts.