Coaching Course Research Articles

A Coach Developers’ Narrative on Scaffolding a Learner-Centred Coaching Course in Brazil

Sport coaching in Brazil is a regulated profession that requires higher education qualifications. A degree in physical education (PE) is mandatory since 1998 for those who aspire to work as coaches in the country, which has led universities and professors to play a key role in developing coaches through formal education. Through a personal narrative approach, we—a professor and a PhD candidate—wrote this paper with the purpose of sharing our pathways and reflections in implementing a learner-centred teaching (LCT) approach in an undergraduate coaching course in Brazil, both acting as coach developers (CDs). From a personal and professional growth perspective, as CDs, we acknowledge the relevance of offering such practical experiences along with reflection and peer sharing as crucial steps for practitioners to improve CD expertise in the higher education setting. By reflecting on the potential of a LCT approach in higher education, we demonstrate how LCT strategies can enhance opportunities for student-coaches to gain exposure to meaningful practical coaching situations as a way to better develop their coaching skills within the university environment.

INVESTIGATION OF THE STATE ANXIETY LEVELS OF KICKBOXING COACHES ACCORDING TO CERTAIN VARIABLES

The aim of this study is to investigate the state anxiety levels experienced by kickboxing coaches according to certain variables. The population of the study consists of 84 coaches who participated in the kickboxing coaching course conducted in Elazig in 2018 while the sample of the study consists of 79 coaches who participated in this course. In the study, a personal information form to collect data from the participating coaches and the “Trait Anxiety Scale”, which was developed by Spilberger, to determine the trait anxiety levels of coaches were adopted. The adopted scale was developed by Spielberg et al. in order to determine the trait anxiety levels of individuals and it was adapted into Turkish by Oner and Le Compte (1997), which consists of 20 matters. In the analysis of the collected data in the study, parametric tests were conducted and the data was interpreted in SPSS 24.00 package software. Then, for the significant differences observed in the results of frequency distribution, arithmetic mean, percentage, t-test and One-Way ANOVA, Tukey test was conducted in order to determine which groups contained the difference. As a result of the study, for the participating coach candidates, it was determined that the individuals from the 19-21 years old group had higher levels of anxiety compared to other groups while individuals with a high school level of education and 1-4 years of experience as athletes had higher levels of anxiety compared to those with 5-9 years and 15 years or above experience as athletes. Article visualizations:

Lesson Learned from Coaches of Malaysia National Football Development Programme (NFDP): Preferred Career Development Pathway and Accredited Coaching Course

The issues surrounding players and coaches at the elite football in Malaysia have been addressed by a number of scholars. Ironically, however, grassroots football coaches, although many said their role are fundamental to the development of football, has rarely been explored in the academic literature. This study to date therefore, has tended to focus on the grassroots coaches in National Football Development Program (NFDP). The aims of this study has been to try and established what is the NFDP coaches preferred as their development pathways as well as pathways of their preferred formal accreditation processes. This research was guided by principles of grounded theory (GT) by Strauss and Corbin, (1990) investigating the development of expertise. This is a qualitative study that used a developed design concept, using a purposive sampling method. A total of seven participants (coaches) from the NFDP were interviewed to determine the current and existing development direction related to their coaching context and accreditation pathways. The findings showed that their interest or preferred development pathways and preferred accreditation content, are different from what is already in place provided by the national football governing body, that they believed able to enhance their coaching competency. It is recommended that NFDP governing body, utilized the results of this study to review its coaching course to meet the aspiration of its coaches and approach findings of this study as a guideline to relay its career development pathways to address the needs of their coaches to finally give benefit to the player’s development. Researchers hope that proposed findings of this study can assist to improve the career path of the coaches in order to provide maximum impact to the national football development through NFDP.

Becoming a literacy specialist: Developing identities

ABSTRACTThis paper describes findings from the first cohort of an ongoing longitudinal study investigating the impact of master’s coursework and related coaching experiences on in-service teachers’ coaching skill development leading to literacy specialist identity. The study follows literacy specialist candidates through coursework and into their first year post-graduation. Analysis suggests contextualized coaching experiences encourage literacy professional identity development. Participants in their first coaching course demonstrated pedagogical knowledge and provided partners with feedback and support, suggesting an emergent stage of identity development. Participants in their second course utilized targeted feedback, improved conversational flow, and knowledge of coaching practice and research, suggesting a novice stage of identity development. Post-graduate interviews revealed continued, job-embedded literacy professional identity development.

Lesson Learned from Coaches of Malaysia National Football Development Programme (NFDP): Preferred Career Development Pathway and Acrredited Coaching Course

Lesson Learned from Coaches of Malaysia National Football Development Programme (NFDP): Preferred Career Development Pathway and Acrredited Coaching Course

Integration of Health Coaching Concepts and Skills into Clinical Practice Among VHA Providers: A Qualitative Study.

BackgroundAlthough studies of health coaching for behavior change in chronic disease prevention and management are increasing, to date no studies have reported on what concepts and skills providers integrate into their clinical practice following participation in health coaching courses. The purpose of this qualitative study was to assess Veterans Health Administration (VHA) providers’ perceptions of the individual-level and system-level changes they observed after participating with colleagues in a 6-day Whole Health Coaching course held in 8 VHA medical centers nationwide.MethodsData for this study were from the follow-up survey conducted with participants 2 to 3 months after completing the training. A total of 142 responses about individual-level changes and 99 responses about system-level changes were analyzed using content analysis.ResultsEight primary themes emerged regarding individual changes, including increased emphasis on Veterans’ values, increased use of listening and other specific health coaching skills in their clinical role, and adding health coaching to their clinical practice.Four primary themes emerged regarding system-level changes, including leadership support, increased staff awareness/support/learning and sharing, increased use of health coaching skills or tools within the facility, and organizational changes demonstrating a more engaged workforce, such as new work groups being formed or existing groups becoming more active.ConclusionsFindings suggest that VHA providers who participate in health coaching trainings do perceive positive changes within themselves and their organizations. Health coaching courses that emphasize patient-centered care and promote patient–provider partnerships likely have positive effects beyond the individual participants that can be used to promote desired organizational change.

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

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

Implementation and outcomes of an evidence-based precepting program for burn nurses

IntroductionThere is significant nationwide interest in transitioning new and new-to-specialty nurses into practice, especially in burn care. Lack of a structured transition program in our Burn Center was recognized as a contributing factor for nursing dissatisfaction and increased turnover compared to other hospital units. Employee evaluations exposed a need for more didactic instruction, hands-on learning, and preceptor support. The goal of this project was to implement an evidence-based transition to practice program specific to the burn specialty. Material and methodsThe Iowa Model of Evidence-based Practice served as the model for this project. A working group was formed consisting of nurse scientists, clinical nurse leaders, clinical nurse specialists, lead preceptors, staff nurse preceptors and wound care coordinators. A systematic review of the literature was conducted focusing on nurse transition; preceptor development and transitioning nurse training programs with competency assessment, ongoing multifaceted evaluation and retention strategies were created.The evidence-based Vermont Nurses in Partnership (VNIP) Clinical Transition Framework was selected and subsequent education was provided to all Burn Center leaders and staff. Benchmarks for basic knowledge assessment (BKAT) and burn wound care were established among current staff by work site and education level to help evaluate transitioning nurses. Policies were modified to count each preceptor/transitioning nurse dyad as half an employee on the schedule. Multiple high-fidelity simulation scenarios were created to expand hands-on opportunities. ResultsFrom September 2012–December 2013, 110 (57% acute care nursing) Burn Center staff attended the VNIP Clinical Coaching Course, to include 34 interdisciplinary staff (rehabilitation, education, respiratory therapy, and outpatient clinic staff) and 100% of identified preceptors (n=33). A total of 30 new nurses participated in the transition program: 26 (87%) completed, 3 (10%) did not complete, and 1 (3%) received exception (no patient care). Transitioning nurses achieved passing BKAT scores (n=22; 76%) and WC scores (n=24; 93%); individual remediation was provided for those failing to achieve unit benchmarks and transition training was modified to improve areas of weakness. Transitioning nurses’ weekly competency progression average initial ratings on a 10 point scale (10 most competent) were 5±2; final ratings averaged 9±1 (n=25) (p<0.0001). ConclusionsAn evidence-based team practice approach toward preceptorship created a standardized, comprehensive and flexible precepting program to assist and support transition to specialty burn practice for experienced nurses. Use of objective metrics enabled ongoing assessment and made training adaptable, individualized, and cost effective. Application of this standardized approach across our organization may improve consistency for all transitions in practice specialty.

Education: build it and they still don't come

Education: build it and they still don't come

Evaluation of a Health Coaching Course for Providers and Staff in Veterans Health Affairs Medical Facilities.

The purpose of this study was to determine whether a health coaching (HC) course for providers and staff in Veterans Health Affairs medical facilities resulted in increased attitudes toward, intentions to use, and actual use of HC. A Whole Health Coaching Course was developed and implemented in national sites in 2014. A pre-post intervention group only design was used to assess changes in HC outcomes, including use of HC skills. There were large pre- to posttest increases in preparedness and self-efficacy that were sustained at follow-up. Initial small increases in attitudes toward patient-centered care and intentions to use HC skills were not sustained at follow-up. There was a medium-sized increase in actual use of HC skills between pre-test and follow-up. Findings suggest that participation in the HC course is an effective means for providers and staff to increase preparedness, self-efficacy, and actual use of health coaching skills.

Viral Complications In An Elite Road Cyclist

HISTORY: A 48-year-old white female patient (an elite road cyclist) attended an international coaching course in Europe where she contracted a virus. She rode, coached, and lived with U23 elite road cyclists. In the second week of the course, a Middle Eastern athlete became ill with 103 degree fever, SOB, chest pain, coughing and joint pain. The patient coached 2 other athletes that were ill with similar symptoms; these cyclists recovered and rode again in 10 days. Nine days after initial exposure to the symptomatic cyclists, the patient came down with the same symptoms as the riders she coached. She was also riding up to 5 hours per day with 103 degree fever and SOB for 3 days before she was too ill to continue. Treatment began after she was flown back to the US. PHYSICAL EXAMINATION: Examination at the ED included 102 degree fever, SOB, chest pain (8/10), nausea, vomiting. Over the next 24 hours, symptoms changed to Strider breathing, SOB, chest pain, vomiting and muscle cramping in the legs and feet. Patient was transferred to isolation ICU for further care. 8/2014 - patient felt better with little chest pain and was released to ride bike again. Chest pain returned each time after increasing HR during moderate exercise. 10/2014 - chest pain continued and worse when lying down - improved when sitting up/leaning forward. DIFFERENTIAL DIAGNOSIS: 1. MERS, 2. Pulmonary Embolism, 3. Myopericarditis TEST AND RESULTS: Echocardiogram: 6/2014 - EF 35-40% with posterior lateral wall motion abnormalities; 10/2014 - EF 60%, no wall motion abnormalities Left Heart cath - WNLs EKG: 6/2014 - Sinus bradycardia, nonspecific ST-T wave changes; 10/2014 - sinus bradycardia Troponin: elevated in 6/2014 and 10/2014 pBNP - elevated in 6/2014, WNLs in 10/2014 LFTs: elevated in 6/2014, WNLs in 10/2014 Mildly elevated CRP throughout cMRI - no evidence of scarring FINAL WORKING DIAGNOSIS: Myopericarditis due to viral infection TREATMENT AND OUTCOMES: 1.Colchicine 2.Indomethacin 3.Pain medications as needed - dilaudid, Norco, tramadol 4.Avoid strenuous exercise for extended period. 5.Pain has improved over time. There is less breakthrough pain unless patient overexerts herself.

A Soccer Coaching Course for Physical Education Majors

A Soccer Coaching Course for Physical Education Majors