Coach Students Research Articles

Exploring Academic Competitions: A Phenomenological Study of Foreign Teachers Coaching Students for Local and International Competitions

Exploring Academic Competitions: A Phenomenological Study of Foreign Teachers Coaching Students for Local and International Competitions

Comparison of Attitudes Towards Sports, Physical Activity Levels and Sleep Quality of University Students in Different Departments After the COVID-19 Pandemic

ABSTRACT
 
 Purpose: Aim of this study is to compare attitudes towards sports, physical activity levels and sleep quality of students of Physiotherapy and Rehabilitation Department and Coaching Department.
 
 Material and Methods: 25 Physiotherapy and Rehabilitation and 25 Coaching students participated in our study. Demographic information of participants was recorded in form prepared by researchers. Attitudes towards sports were evaluated with “Spora Yönelik Tutum Ölçeği” (Attitude Towards Sports Scale) developed by Şentürk (2015), physical activity levels were evaluated with International Physical Activity Questionnaire, and sleep quality was evaluated with Pittsburgh Sleep Quality Index. SPSS 24.0 program was used for statistical analysis and significance value was accepted as p

Examining the Influence of Academic Stress and Suicidal Ideation on Mental Health in Coaching Students: A Cross-Sectional Study

Examining the Influence of Academic Stress and Suicidal Ideation on Mental Health in Coaching Students: A Cross-Sectional Study

The Influence of Experiential Pedagogy on Undergraduate Sport Coaching Students’ ‘Real World’ Practice

There is a body of research on the challenges that coaches face when trying to implement athlete-centred coaching, but very little attention has been paid to the influence that the growing number of sport coaching degrees has on coaches’ beliefs and practice in regard to athlete-centred coaching. While studies have been conducted on sport coaches’ use of game-based approaches (GBA) to coaching, undergraduate sport coaching students’ interpretation of this coaching innovation has been largely overlooked. This article takes a step toward redressing this oversight by reporting on a study that inquired into the influence of the experiential pedagogy used in a course on athlete-centred coaching on students’ beliefs about coaching and their practice. The scholarship of teaching study adopted a constructivist grounded theory methodology to focus on five undergraduates in a sport coaching program with data generated through a series of three interviews with each participant. This study concludes that the experience-based course design was effective in influencing undergraduate students’ beliefs about coaching and their practice outside university.

Pembinaan dan Layanan Kecakapan Hidup Peserta Didik di MAN Purbalingga

Coaching students is part of the management of students which requires madrasas to not just take notes - record the administration of students. Coaching students can be actualized by the existence of activities that accommodate all the needs of students in the field of self-potential development and increase their knowledge. Madrasas need to provide guidance to students through activities that are deemed necessary. It is necessary in the sense of providing benefits for students, for madrassas and the community. The study in this paper is to determine the coaching and life skills services of students at MAN Purbalingga.The results of this study are 1) MAN Purbalingga seeks to establish itself as a research madrasa, through research-based activities carried out by MAN Purbalingga students and / or teachers; 2) Coaching students in MAN Purbalingga is carried out through various activities not only to accommodate talents and interests but also in order to grow and develop life skills of students both academic, personal, social and vocational; 3) the activities of fostering students in MAN Purbalingga consist of guidance on character of noble and religious character, guidance on subjects and the Olympics, guidance on institution management, education and training in journalism and research, as well as through intracuricular and extracurricular activities; 4) Services provided to students include: library, canteen, school health unit, guidance and counseling, vehicle parking, worship facilities and other learning support facilities.

The visible hand behind study-abroad waves: cram schools, organizational framing and the international mobility of Chinese students

This paper adds an organizational dimension to the body of literature on international student mobility. Existing studies examine push/pull factors and student motivations, neglecting that students’ motivations and demands are not necessarily spontaneous, but can be shaped by external forces. Drawing on interview, archival and observation data collected on four leading cram schools that prepare students for the TOEFL/GRE, IELTS and SAT in China, I argue that cram schools not only coach students on test preparation and “how to study abroad,” but they also adopt organizational framing to instill in students “why to study abroad.” Leading cram schools have played an integral role in promoting a certain organizational framing as the dominant approach of a niche market in a given era. During the 1990s, when the TOEFL/GRE niche market was rapidly expanding, the market leader in this niche promoted self-help and nationalism as dominant discourses. Self-help discourse frames overseas study and test preparation not as means, but as the ends of students’ lives: going beyond one’s limit and making one’s life complete. Nationalist discourse depicts overseas study as a detour to build a stronger China after learning from the West. After 2000, however, new organizational framing picked up momentum in the new niche markets of IELTS and SAT. Targeting urban middle-class consumers, market leaders in these new niches increasingly framed studying abroad as a springboard for immigration, a channel for becoming global elites and an opportunity for status improvement for the entire family. My article bridges literature on transnational higher education with studies on supplementary education.

Metacognitive changes and sources of confidence judgements in health professions classroom learning

IntroductionThe purpose of this study was to examine sources of confidence during learning to better understand metacognition and if a metacognitive intervention improves student metacognition or assessment performance. MethodsOne-hundred fifty-eight doctor of pharmacy students participated in a semester-long intervention that included ratings of confidence as well as sources of their confidence judgments. Throughout the semester, students made metacognitive judgements on selected topics within the course. Students also completed a pre- and post-assessment which was used to examine changes in performance and metacognitive accuracy over time. ResultsMost students appeared to anchor their confidence (i.e. judgments of learning) on prior knowledge, particularly at the beginning of the course. Students' performance and judgements of learning (confidence) increased over the semester, but the gains in both were dependent on topic. Making metacognitive judgements on selected topics did not appear to help or hinder assessment performance or improve metacognitive accuracy for most topics. ConclusionsStudents may need assistance recognizing that their prior knowledge may not be adequate to judge their current learning. To improve their judgements of learning, students should utilize more external sources (e.g., the textbook) rather than internal cognitive resources. Instructional strategies should model the task and coach students to competency (i.e. scaffold).

Attaining Multicultural Citizenship through Indigenous‐Language Instruction: Successful Kichwa Misfires and the Modeling of Modernist Language Ideologies in Ecuador

In recent years, state policymakers have responded to the demands of Indigenous peoples with cultural and linguistic recognition, and such recognition has influenced how traditionally marginalized peoples self‐identify. This article examines how teachers in an intercultural bilingual school in Quito, Ecuador, coach students to speak successively in Spanish and Kichwa in greetings and songs as they model languages as discrete, commensurate, and orderly. Through semiotic processes of diagrammaticity, multilingual ways of speaking align with nonlinguistic markers, such as regional forms of dress, to illustrate a sanctioned form of Indigeneity as the identities of the students. Drawing on the concept of “misfire,” the article shows how, in the process, the students speak “incorrectly” in Kichwa but successfully illustrate their citizenship identities for non‐Kichwa‐speakers. Such actions foreground sanctioned traits, helping students to pass through public spaces and gain funding for intercultural bilingual education. State recognition thus paradoxically orients use of Indigenous languages towards those who do not understand them.

Using Audio for Summative Assessment Feedback: Experiences of Work-Based Postgraduate Sport Coaching Students

Personalised, understandable and balanced feedback is well documented as having a transformational influence upon the academic, professional and personal learning of learners. However, an emerging literature base suggests traditional forms of written feedback may fail to sufficiently engage and empower high numbers of modern-day higher education students. In recent times, academics have been encouraged to consider alternative ways of producing and delivering high-quality feedback which addresses assessment marking criteria, indicates how well students are understanding new material, recommends how future performance may be acted upon and improved, provides constructive criticism when necessary, plus strengthens students’ capacities to self-regulate their own work. Over the past decade, across wide-ranging HE disciplines, university student cohorts have warmly embraced receiving audio feedback as an effective way for providing expert guidance, justifying grades, enhancing motivation to learn confidently and autonomously plus feeding forward. However, current understanding regards its effectiveness in nurturing student achievement is based predominantly upon research employing descriptive quantitative methodologies with full-time undergraduate cohorts. Distinctive aspects of this unique study, focusing on work-based postgraduate sports students, include going beyond simplistically evaluating if audio was considered “superior” or “inferior” than traditional written feedback. Employing semi-structured qualitative interviews, this study explored initial emotional-responsiveness, resulting satisfaction and engagement plus consequent impact upon professional-practice of eight part-time postgraduate sport coaching students who received audio feedback for the first time during the final year of a sport coaching Masters degree at a North of England University. Findings provide evidence to inform future feedback policy that may be more appropriate for meeting the academic capabilities, needs and motivations of future work-based postgraduate cohorts. Recommendations and guidelines for supporting the re-tooling and professional development needs of academic and support staff across the sector are also presented.

A Learning Specialist's Tips for Coordinating a Medical School Academic Support Program

This article was migrated. The article was not marked as recommended. Educating medical students is resource intensive, including substantial human, financial, and capital investment. When students experience academic difficulty, there are ramifications for faculty and staff, as well as personal stress and anxiety experienced by the struggling student. This article offers some lessons learned in the process of developing a medical school curriculum-wide system to support struggling students. This model for a comprehensive academic support program describes a formal structure for intervention beginning at new student orientation with the hope of preventing course failure and the complications of remediation. Some eight years ago, our medical school (400 students) embarked on this targeted consolidation and integration effort for academic support services. As implemented, Learning Specialists from the Office of Academic Resources & Support (OARS) meet with and coach students from all classes (MSI-MSIV) for medical school transition, learning and study skills training, both theoretical and clinical exam remediation, licensing exam preparation (US), curriculum schedule monitoring, personal issues, and research project coaching. Learning Specialists work closely with the Student Affairs and Assessment offices and initiatives, and participate in Curriculum and Block (course) Directors meetings. Despite a 25% increase in student matriculants six years ago, many with challenging personal and academic situations, we maintain an average 85% four to five-year graduation rate, which includes personal, academic, and enrichment activities. As a unit of Undergraduate Medical Education (UME), the academic support program has evolved and continues as a meaningful voice for student performance intervention.

Being Prepared to Teach and Coach Students with Diabetes

With diabetes being one of the most common chronic childhood diseases, it is important for physical educators and coaches to be aware of or help create a management plan to ensure the safe participation of students with diabetes. This article provides key recommendations and resources for doing so.

Flipping the Biostatistics Classroom, With a Twist

For ecology faculty members not directly involved in pedagogical research, it can be daunting to decide among the many new tools and approaches available to improve teaching and learning. Problem-based learning (Edens 2000), blended learning (Garrison and Kanuka 2004), case-based teaching (Herreid et al. 2011), active learning (Bean 2011), MOOCs (Daniel 2012), and flipping the classroom (Bergmann and Sams 2008, Bergmann and Sams 2012, Fulton 2012, Tucker 2012, Bishop and Verleger 2013, Herreid and Schiller 2013) are just a few of the new methods being evaluated and implemented in educational theory and practice. Flipping the classroom is the process of moving traditional lecture content teaching to videos watched by students outside the class, while simultaneously moving activities such as homework and group projects into the classroom (Bergmann and Sams 2008, 2012). At our university, replacement of traditional introductory biology lectures with recorded “talking head” videos in the late 1970’s and early 1980’s was an abysmal failure, one that damaged the reputation of our department long after the practice was abandoned. How does “flipping the classroom” differ from this? In what context might it make sense to move content delivery outside the classroom, while moving homework and group exercises into the traditional lecture period?

A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback

In this article, I demonstrate how I planned and conducted a peer review training workshop to coach my students in giving and responding more effectively to peer feedback. The recommended training approach aims to raise students’ consciousness through analyzing the effectiveness of their peer feedback and evaluating the extent to which peers’ comments are incorporated into their subsequent revisions.

“It's not necessarily the words you say…it's your presentation”: Teaching the interactional text of the job interview

This article explores one institution's efforts to teach strategies for succeeding in a customer service job interview. The study takes place at Possibilities Inn, a work-training program aimed at preparing underemployed and unemployed African American adults for jobs in the hospitality industry. In this article, I explore the ways the teachers work not only to build students’ competency in the interactional practices believed to be valued by interviewers, but also to change their perception of these practices. Using an analytic approach grounded in Contemporary Linguistic Anthropology, I examine multiple levels of text production in the teachers’ interviewing lessons. Looking at long stretches of classroom discourse, I explore the ways the teachers work to socialize the students into valued interviewing behaviors without devaluing the students’ means of self-expression. Mock interviews play an important role in the socialization efforts of the teachers. As the teachers and students participate in the event, they explore the various social positions, interactional texts and ideologies associated with the roles of interviewer and interviewee. Through the mock interviews, teachers (a) implicitly construct the interview as a hostile environment, and (b) coach students on how to present themselves as the “professional” person the interviewers will want to hire. The mock interview events also contribute to the teachers’ positions as mentors on whom the students can rely for emotional and educational support in their efforts to succeed in their upcoming high stakes gatekeeping events.

The Interplay of Teacher and Student Actions in the Teaching and Learning of Geometric Proof

Proof and reasoning are fundamental aspects of mathematics. Yet, how to help students develop the skills they need to engage in this type of higher-order thinking remains elusive. In order to contribute to the dialogue on this subject, we share results from a classroom-based interpretive study of teaching and learning proof in geometry. The goal of this research was to identify factors that may be related to the development of proof understanding. In this paper, we identify and interpret students' actions, teacher's actions, and social aspects that are evident in a classroom in which students discuss mathematical conjectures, justification processes and student-generated proofs. We conclude that pedagogical choices made by the teacher, as manifested in the teacher's actions, are key to the type of classroom environment that is established and, hence, to students' opportunities to hone their proof and reasoning skills. More specifically, the teacher's choice to pose open-ended tasks (tasks which are not limited to one specific solution or solution strategy), engage in dialogue that places responsibility for reasoning on the students, analyze student arguments, and coach students as they reason, creates an environment in which participating students make conjectures, provide justifications, and build chains of reasoning. In this environment, students who actively participate in the classroom discourse are supported as they engage in proof development activities. By examining connections between teacher and student actions within a social context, we offer a first step in linking teachers' practice to students' understanding of proof.

Medical Students as Health Coaches

The purpose of this project was to teach students how to work effectively with patients in the area of health-behavior change. As part of the patient-doctor course, first-year medical students worked with diabetic patients who were selected by their primary physicians. In preparation for their patient interactions, students were taught basic communication concepts and the role of the relationship in improving patient outcomes, and continuity issues were addressed as students learned to collaboratively develop behavioral-change plans with their patients and then followed their patients' progress over the course of the year. An educational research trial was conducted to compare the traditional community placement track (shadowing) with the health-coaches track. Students were randomly assigned to the two educational tracks. Health coaches were assigned in pairs to a family medicine patient with diabetes. Under supervision by the patient's medical provider, student pairs worked with the patient in an area of health-behavior change (i.e., weight loss, smoking cessation, exercise, or adherence to medication regimen). Students were required to have at least six patient contacts over the course of a year, consisting of at least three face-to-face visits and including one home visit. Didactic sessions with health coaches taught by either a behavioral consultant or health educator covered the basics of diabetes and behavior-change areas appropriate to respective patients. Students were also given reading assignments from communication and health-behavior change literature and handouts for patients. Behavior-change specialists were available as needed for consultation. In support of the health coaching process, students participated in eight small-group discussion sessions (eight students each) led by a behavioral change specialist. Small-group sessions lasted approximately 90 minutes each and contained didactic and experiential elements. Topics were: "Getting Started" (interviewing, the patient's story), "Fundamentals of a Home Visit," "Changing Behaviors" (stages of change, relapse prevention), "Home Visit Feedback" (report and reflections), "Challenging Patients to Change" (difficulties, challenging irrational ideas), "Giving Direct Guidance," "Non-verbal Skills," "Ending and Celebrating" (terminating the helping relationship). Evaluation methods included a pre- and post-physician belief scale completed by students, pre- and post-provider's evaluation of patient, and a patient-completed health behavior questionnaire. As available, patients' HbA1C levels were compared pre- and post-intervention. As expected, initially some health coach students complained about their perceived increased workloads compared with the workloads of students in the shadowing track. Some students also expressed reservations about their abilities to be effective with their patients, but these complaints diminished as students made contact with patients. For many, this opportunity to establish continuity relationships with patients helped students begin to understand difficulties inherent in effecting health-behavior change. Some students expressed appreciation for the opportunity to discuss their increased self-awareness about communication as well as relationship difficulties and strengths during the small-group sessions. Data analysis is under way. Lessons learned from this project influenced a major first-year curriculum revision the following year, resulting in increased emphasis on basic communication skills and the use of small groups to reach a variety of curricular objectives.

The Effectiveness of a Mock Board Experience in Coaching Students for the Dental Hygiene National Board Examination

A Mock Board is available through the American Dental Association to any student or dental hygiene program as a study aid for the Dental Hygiene National Board Examination (DHNBE). The purpose of this study was to evaluate the usefulness of this Mock Board as a learning activity to help students gain familiarity with the question formats and the overall board exam experience. A sensitivity-specificity model was applied to validate the Mock Board's accuracy in identifying students who would pass or fail the DHNBE. A survey was conducted to assess students' opinions of the Mock Board experience. The Mock Board accurately identified success or failure on the DHNBE for 75 percent of the participants. However, the Mock Board's sensitivity was much better than its specificity. A majority of students reported the Mock Board motivated them to study and prepared them well for the national board experience. Comments showed, however, that students did not feel the Mock Board experience was as intense as taking the DHNBE. Findings indicate the Mock Board can be a valid and effective addition to board preparation activities. Dental hygiene faculty members are urged to consider incorporating the Mock Board experience with more traditional methods of coaching in preparing students for the DHNBE.