Role Of Coach Research Articles

Connections between caring climate, self-compassion, self-pity, and reactions to an emotionally difficult sport situation

Multiple variables influence athletes’ ability to cope with the challenges of sport participation including self-compassion, self-pity, and emotional regulation. Yet, the role of coach and teammates in nurturing self-compassion (SC), reducing self-pity (SP), and helping to regulate emotions (RESE) has not been fully investigated. Therefore, this study explored the interrelationships between perceptions of the caring climate (CC), SC, SP, RESE, and reactions to an emotionally difficult sport scenario (REs) and specific ways coaches and teammates helped or hindered SC. 224 predominately White (79%), female (69%), male (30%), and non-binary (1%) undergraduate students (Mage = 18.44, SD = 0.66) involved in a high school sport the previous year, participated in an online survey. The survey included measures of CC, SC, SP, RESE, and REs along with four open-ended questions asking participants to reflect on how coaches and teammates helped or hindered development of SC. Correlations revealed CC was positively related to RESE and SC and negatively related to SP. Further, CC was positively associated with constructive REs and negatively associated with deconstructive REs. To test whether RESE, SC, and SP mediated the relationship between the CC and REs, a path analysis was conducted. A partially mediated model emerged, ꭓ2(11) = 22.10, p = .02, CFI = 0.99, TLI = 0.93, RMSEA = 0.07 (CI = 0.02–0.11), SRMR = 0.04, with CC positively predicting positive and negative RESE, positive RESE positively predicting SC, and negative RESE positively predicting SC and negatively predicting SP. Additionally, SC, SP, and RESE differentially predicted REs. Thematic analysis of the open-ended questions revealed higher order themes of emotional, esteem, informational, and conditional support with a variety of supports being used by coaches and teammates. These findings provide insight into how coaches may be able to support athletes’ SC and RESE to navigate challenges within sport.

Describing Nurses’ Competence in Primary Nursing Care Model: A Cross-sectional Study Conducted in an Italian Teaching Hospital

Introduction: Primary Nursing (PN) is a patient-focused nursing model that improves the quality of care. It has been defined over the years as a model to develop nurses’ personal knowledge, but the relationship between different nursing care models and nurses’ competence or experience still requires study. Objectives: The study aimed to describe nurses’ perceptions of their competence in the primary nursing care model and to identify sociodemographic and organisational predictors of nurses’ competence. Methods: A cross-sectional design was used to recruit nurses from wards using the PN care model and wards in which a team nursing care model was applied. A convenience sample of 142 nurses completed a self-administered questionnaire composed of a sociodemographic survey and the Nurse Competence Scale (NCS). Nurses’ age, gender, education degree, years as a registered nurse, months as a registered nurse under the specific nursing model, and type of employment contract were tested as potential independent predictors of nurses’ competence. Results: The PN nurses reported a better perception of their competence in all seven NCS categories. Independent predictors of a high level of competence in managing situations were an open-ended employment contract, greater work experience, working in a PN care model, and male gender. Predictors of a high level of competence in ensuring quality were greater work experience and working in a PN care model. Finally, an open-ended employment contract and working in a PN care model were both associated with a higher level of helping role, teaching–coaching, diagnostic functions, therapeutic interventions, and work role. The variables explained from 10% to 26% of the variance in all categories. Conclusion: PN model was found to be significantly positively correlated with nursing competence development. Advanced skills are involved in practising a personalized nursing care plan.

Knowledge transfer from and within digital incubators: does the context of entrepreneurship matter? The case of women entrepreneurs in France

PurposeThis paper aims to refer to the knowledge transfer of entrepreneurial skills between digital incubators and nascent entrepreneurs. It questions the role of the context and of the richness of the ecosystems in which these women evolve, as defined by Welter and Baker (2021) on such an attempt.Design/methodology/approachThis research is based on a qualitative study that refers to case studies of women nascent entrepreneurs who evolve into two different contexts – one rich zone and one deprived economic one of the French Parisian Region – and who integrated the same digital incubator.FindingsContext does partly matter: besides the “Where”, the “Who” and, moreover, the level of education and previous entrepreneurial experience really matters, and only educated women, whatever the other components of context, seem to be capable to receive the “best” knowledge transfer from incubators. Second, incubators can be considered as to be a knowledge hub that allow knowledge transfer not only from trainers and coaches to women nascent entrepreneurs but also among women entrepreneurs. This paper concludes with a discussion on the role of digital training and coaching in such knowledge transfers.Research limitations/implicationsFindings are limited to a specific place (the region of Paris). Therefore, women entrepreneurs evolve in more different contexts but the national entrepreneurial and institutional context remains the same. There should be need to explore the role of an incubator that evolves into more contrasted contexts.Practical implicationsIf results can be generalized, this means incubators should differentiate their services, teaching and coaching expertize according to the education level of nascent entrepreneurs: This is a plaidoyer against institutionalized incubators that claim to be capable of targeting any nascent (women) entrepreneurs.Social implicationsThis study is also a plaidoyer for more digital incubator to mix persons from different contexts, especially to welcome persons from more deprived economic zones.Originality/valueThe research reveals the role of context – and, some components of the context – intro coaching and training that are provided by online incubators. It contributes to the literature on knowledge transfer that is brought about by incubators. It also contributes to the literature in entrepreneurship by showing that some components among the others that define what we call “the context” matter more than others.

Scales for participant Alliance with Recovery Coach (SPARC): initial development and pilot test

Recovery coaches are individuals with lived experience with recovery from substance use disorder who typically engender a greater sense of trust than found with other types of healthcare providers. However, there currently are no validated tools that measure the connection between recovery coaches and their participants. The purpose of this study was to describe the initial development of the Scales for Participant Alliance with Recovery Coach (SPARC) to measure recovery coach connection or alliance, including initial psychometric analyses. Measurement development began with five scales of the Client Evaluation of Self Treatment (treatment participation, treatment satisfaction, rapport, peer support, and social support). Adapted items were pre-tested with focus groups (n = 8) to ensure they were meaningful and accurately reflected the domains (Study 1). After modifications, the SPARC has six scales (engagement, satisfaction, rapport, motivation and encouragement, role model and community linkage). The survey was piloted with 100 individuals (Study 2) age 18 or over who had met with a recovery coach within the last six months. Most study participants were male (60%) and white (87%) with less than two years in recovery. After removing two low performing items, the items for five of the domains had acceptable internal consistency. The items for the engagement domain had a slightly lower reliability. Findings suggest that items cover relevant recovery coach roles, are internally consistent within domains, and can be easily administered to individuals engaging in recovery coaching services. Additional research is needed with a larger, more heterogenous sample to further refine items.

Coaching and Physical Activity with Higher and Lower Skilled Student-Coaches in A Basketball Sport Education Season: A Pilot Study

ABSTRACT The purpose of this pilot study was to investigate student-coaches’ behavior and their players’ moderate-to-vigorous physical activity (MVPA) as a function of coaches’ skill level in a high school sport education basketball season. One high-school class (7 girls, 14 boys) participated in this study and was taught a 14-lesson sport education season in basketball. Based on 3v3 game play performance and a 10-item basketball content knowledge questionnaire, students were labeled as either higher -or lower skilled and put into three mixed-ability teams. In every team, higher- and lower-skilled students alternated the role of team coach each lesson. Prior to each lesson, coaches received a lesson plan and completed an online training to increase their knowledge of the lesson content. All coaches were audio- and videotaped during independent team practice. Coaching was reported in terms of duration (proportion of total time) and rate per 10 minutes. Players’ MVPA was collected using systematic observation. Inter observer agreement was 86% for coaching behavior and 89% for MVPA. Higher skilled coaches spent on average 15% of the team practice time coaching, lower skilled coaches 10%. Higher skilled coaches had higher rates for refereeing, cueing, feedback, and full demonstrations. Average MVPA under higher skilled coaches was 57%, with lower-skilled coaches 65%, which was not statistically significant. We conclude that higher skilled student-coaches had more content-related interactions.

Is coaches’ perceived team performance associated with their intentions to persist in coaching? The mediating role of coaches’ psychological needs and motivation

ABSTRACT This study examined the association between team performance perceived by coaches, coaches’ basic psychological needs, motivation, and their intentions to persist in coaching. Participants were 719 coaches (80 females, M = 33.49 years, SD = 10.27, range = 18–67) of different team sports (soccer = 514; basketball = 165; volleyball = 23; handball = 14; and hockey = 3) who completed questionnaire measures at the end of the season. Structural equation modelling adjusted for sex, coaches’ experience, age categories, and type of sport revealed that coaches’ perceptions of team performance were positively related to their need satisfaction and negatively to their need frustration. In turn, coaches’ need satisfaction was positively associated with their autonomous motivation, whereas their need frustration was positively related to controlled motivation and amotivation. Finally, coaches’ autonomous motivation was a positive predictor of their intentions to persist, and conversely, coaches’ amotivation was a negative predictor of their intentions to persist. We found a significant positive and indirect effect between team performance perceived by coaches and their intention to persist through their need satisfaction and autonomous motivation. These findings represent the first quantitative insight into how coach-perceived team performance could function as a new antecedent relevant to coaches’ motivational processes and persistence.

Implementation of a community health worker-focused team-based model of care: What modifications do clinics make?

Team-based care offers potential for integrating non-clinicians, such as community health workers (CHWs), into the primary care team to ensure that patients and families receive culturally relevant care to address their physical, social, and behavioral health and wellness needs. We describe how two federally qualified health center (FQHC) organizations adapted an evidence-based, team-based model of well-child care (WCC) designed to ensure that the parents of young children, aged 0-3, have their comprehensive preventive care needs met at WCC visits. Each FQHC formed a Project Working Group composed of clinicians, staff, and parents to determine what adaptations to make in the process of implementation of PARENT (Parent-Focused Redesign for Encounters, Newborns to Toddlers), a team-based care intervention that uses a CHW in the role of a preventive care coach. We use the Framework for Reporting Adaptations and Modifications to Evidence-based interventions (FRAME) to chronicle the various intervention modifications and the adaptation process, focusing on when and how modifications occurred, whether it was planned or unplanned, and the reasons and goals for the modification. The Project Working Groups adapted several elements of the intervention in response to clinic priorities, workflow, staffing, space, and population need. Modifications were planned and proactive, and were made at the organization, clinic, and individual provider level. Modification decisions were made by the Project Working Group and operationalized by the Project Leadership Team. Examples of modifications include the following: (1) changing the parent coach educational requirement from a Master's degree to a bachelor's degree or equivalent experience to reflect the needs of the coach role; (2) the use of FQHC-specific templates for the coach's documentation of the pre-visit screening in the electronic health record; and (3) the use of electronic social needs referral tools to help the coach track and follow up on social need referrals. The modifications did not change the core elements (i.e., parent coach provision of preventive care services) or intervention goals. For clinics implementing team-based care interventions, the engagement of key clinical stakeholders early and often in the intervention adaptation and implementation process, and planning for intervention modifications at both at an organizational level and at a clinical level are critical for local implementation.

Creating a culture of student success innovation through institutional coaching

AbstractThis chapter highlights the role of institutional coaches in supporting community college transformational reform efforts, such as guided pathways. The history of coaching support for student success is explored along with a description of a national network of state intermediaries supporting the work of coaches focused on campus‐level change. Specific examples of how coaching creates a culture of student success innovation and support is provided from three states.

The coach's role during an athlete's rehabilitation following sports injury: A scoping review

Coaches play a pivotal role during an athletes’ rehabilitation, assisting them to deal with the psychological challenges linked with injury recovery and return to sport. However, coaches’ views of their roles during rehabilitation, and the extent to which their influences may facilitate psychological coping is unclear. Although athletes value input from their coaches during their injury rehabilitation, their satisfaction with the support provided is varied. To explore the current literature on the role of coaches during an athlete's rehabilitation from injury, a scoping review, following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews guidelines, was conducted on EBSCOhost, PubMed and Scopus databases. A total of 27 articles met the inclusion criteria after 2716 studies were excluded based on the eligibility criteria during phases of title, abstract and full-text screening. Factors to consider when exploring coaches’ roles during injury rehabilitation include athlete's and coaches’ age and gender, the type of sport and level of competition, the athletes’ role in the team, and the injury severity and type. The major role that coaches play during rehabilitation is providing social support to the injured athlete. The amount and availability of social support, as well as different forms of social support and their perceived prominence to athletes’ well-being, are key concepts worth considering when analyzing the role of coaches during injury rehabilitation. Social support provided by coaches to athletes undergoing rehabilitation aids in maintaining the coach–athlete relationship, thereby preventing any unrest between the two upon return to sport.

How the Behavior Change Content of a Nationally Implemented Digital Diabetes Prevention Program Is Understood and Used by Participants: Qualitative Study of Fidelity of Receipt and Enactment.

The National Health Service Digital Diabetes Prevention Programme (NHS-DDPP) is a program for adults in England at risk of developing type 2 diabetes mellitus (T2DM). It is based on NHS England specifications that stipulate specific behavior change techniques (BCTs), that is, active ingredients to produce behavior change to target diet and physical activity. Now rolled out nationally, the NHS-DDPP is being delivered by 4 independent providers as a 9-month intervention via apps, educational material, and remote health coaching. To optimize effectiveness, participants need to be able to understand and use behavior change content (eg, goal setting and problem solving) of an intervention delivered to them digitally. Previous research has shown that people benefit from support to aid the understanding and use of BCTs. The objectives of this qualitative study were to evaluate how participants in the NHS-DDPP understand and use BCT content, investigate how participants describe the role of health coaches in supporting their behavior change, and examine how the understanding and use of behavior change content of the NHS-DDPP varies across providers. In total, 45 service users were interviewed twice by telephone at 2 to 4 months into, and at the end of, the program. Topics included participants' understanding and use of key BCTs to support self-regulation (eg, goal setting) and the support they received via the program. Transcripts were analyzed thematically, informed by the framework method. Participants described their understanding and use of some behavior change content of the program as straightforward: use of BCTs (eg, self-monitoring of behavior) delivered digitally via provider apps. Participants valued the role of health coaches in supporting their behavior change through the emotional support they offered and their direct role in delivery and application of some BCTs (eg, problem solving) to their specific circumstances. Participants expressed frustration over the lack of monitoring or feedback regarding their T2DM risk within the program. Variations in the understanding and use of behavior change content of the NHS-DDPP were present across provider programs. Health coaches' support in delivery of key components of the program seems to be pivotal. To improve the understanding and use of BCTs in digital interventions, it is important to consider routes of delivery that offer additional interactive human support. Understanding of some self-regulatory BCTs may benefit from this support more than others; thus, identifying the optimal mode of delivery for behavior change content is a priority for future research. The NHS-DDPP could be improved by explicitly setting out the need for health coaches to support understanding of some self-regulatory BCT content such as problem solving in the service specification and amending the discharge process so that knowledge of any change in T2DM risk is available to participants.

How relationship-maintenance strategies influence athlete burnout: Mediating roles of coach-athlete relationship and basic psychological needs satisfaction.

Athlete burnout has many potential negative effects on athletes' sporting performance and careers. Maintaining and promoting the coach-athlete relationship to meet athletes' basic psychological needs is one way to reduce burnout. Existing studies of the correlation between coach-athlete relationships and athlete burnout have mainly focused on the coaches' leadership style, with little attention given to relationship-maintenance strategies and the mechanism of athlete burnout from the athletes' perspective. Using an online survey of 256 adolescent athletes, we explore the relationship between relationship-maintenance strategies and athlete burnout, including the potential mediating effects of the coach-athlete relationship and basic psychological needs satisfaction. (1) Athletes' relationship-maintenance strategies negatively predicted athlete burnout. (2) Besides the direct effect, we found evidence to support three mediation paths: (a) the coach-athlete relationship, (b) basic psychological needs satisfaction, and (c) both as serial mediators. These findings enhance understanding of the mechanism of athlete burnout, demonstrating the influence of factors beyond the coach's role. The study also provides a theoretical basis for practical intervention by coaches, athletes, and sports organizations to reduce athlete burnout by focusing on athletes' perspectives.

Changing views on the role of physical education teachers and sports coaches in Polish sports pedagogy literature up to 2015

For centuries societies all over the world have been searching for the ideal of a teacher. As a result of this search, expectations of the profession have changed. In the 19th century people were looking for ways to improve health and living conditions. At that time a movement of hygienists arose, which saw an opportunity to improve the situation in education and school hygiene, and a new teaching speciality was created, i.e. the physical activity teacher. Meanwhile, there was an intense development of sports, among other things, due to the organization of the modern Olympic Games. The above factors contributed to the emergence of a new specialisation in teaching physical education. In the second half of the 20th century, due to more focus on the role of physical education teachers, and above all, as a result of the development of sport, the profession of sports coach emerged. Opinions on the role of physical education teachers and sports coaches have been changing over the years. Not only are the knowledge and skills of the coach important, but also who they are as a specialist, as an educator and as a person. According to the author, the coach should have the player’s best interests at heart in every situation. In addition, it was pointed out that amateur and professional sport are inextricably linked.

The relationship between sports teacher – coach role conflict and self-efficacy with the mediating role of sports goal orientation

Teaching and coaching are two different occupational roles and the responsibilities of teachers and sports coaches can be distinguished from each other. The aim of this study was to investigate the relationship between the role of teacher-coach in sports and self-efficacy with the mediating role of sports goal orientation. This study used descriptive-correlational research. The appropriateness of the measurement model was tested by confirmatory factor analysis. Research datawere obtained from 36 physical education teachers through a questionnaire. For data analysis, statistical methods of correlation test and bivariate regression using SPSS-22 and AMOS software were used. The conflict between the roles of sports teacher-coach with the presence of the mediating variable of sports goal orientation indicated a positive and significant effect on self-efficacy. Sports goal orientation also had a positive and direct effect on self-efficacy. The results of the present study displayed a comprehensive view. Accordingly, physical education teachers who have an intermediate role (teacher-centered and coach-centered) showed high self-efficacy and sports goal-orientation. The findings of this study offered valuable information to improve the quality of learning and teaching for sport coaches and physical education teachers.

Entrepreneurial coaching mediating relationship between TQM soft practices and firm performance: cases of certified Tunisian companies

PurposeThis paper aims to study implicitly the mediating role of entrepreneurial coaching between TQM soft practice and firm performance.Design/methodology/approachThe data was gathered from 160 Tunisian-certified companies. The direct and indirect effect between TQM soft practice, entrepreneurial coaching and firm performance are shown using the structural equation modeling. It was performed using SPSS 20 software and AMOS 20 software.FindingsFirst, TQM practices have a positive effect on entrepreneurial coaching. Second, entrepreneurial coaching has a positive effect on firm performance. Third, TQM soft practices have a positive effect on firm performance. So, entrepreneurial coaching may implicitly mediate the relationship between TQM soft practice and firm performance.Research limitations/implicationsThis paper helps the practitioner to understand how entrepreneurial coaching ensure TQM soft practice implementation and how entrepreneurial coaching affects firm performance.Originality/valueTo the best of the author’s knowledge, this paper presents an innovative approach since it is among the first research study that treats the relationship between entrepreneurial support and TQM soft practice implementation and especially the relationship between entrepreneurial coaching and the success of the TQM soft practices implementation.

PERAN ORANGTUA DAN PEMBINA REMAJA KRISTEN TERHADAP FENOMENA PERILAKU REMAJA CITAYAM

The role of parents and youth coaches in the growth and development of adolescent life is significant. This is because there is much news about teenage problems, such as teenage fights, school shootings, alcohol-related accidents, drugs, early pregnancy outside marriage, and teen suicide. Juvenile delinquency due to dropping out of school and lack of parental attention is also often a problem. Adolescent problems can extend to whole communities, schools, churches, cities, and countries. Teenagers at their critical age are trying to find their identity after going through childhood to adult humans. All positive and negative influences in teenagers' lives tend to be easily absorbed, studied, and carried out, even though many are developed as innovations from their creativity. The presence of the adolescent phenomenon from Citayam has recently become the author's interest to examine the role of parents and youth coaches in responding to their influence on teenagers as the next generation of the Kingdom of God. The phenomenon of Citayam youth brings positive and negative impacts and brings a new challenge for parents and youth coaches to answer the challenges of today's youth. This research was made using a qualitative literature study from the Bible, books about teenagers, articles, and social media content about the Citayam youth phenomenon.

Cognitive Coaching in Special Operations: Design Principles and Best Practices

Cognitive enhancement platforms have received growing interest as a means to improve workplace performance. Among the many commercial and professional organizations exploring cognitive training, the United States military has begun exploring the potential added value of cognitive enhancement tools. Whereas most platforms offer automated or algorithm-based solutions to support cognitive training, special operations have developed the role of a cognitive coach to support training. The current discussion provides several lessons learned when trying to bridge cognitive systems and enhancement tools within military operations that should apply to any organization seeking to improve cognitive performance among already high-performing personnel.

Women from Culturally Diverse Backgrounds in Sport Leadership: A Scoping Review of Facilitators and Barriers

Women from culturally diverse backgrounds are underrepresented in sport leadership, often experiencing increased oppression and discrimination based on intersectionality. The aim of our paper was to scope the literature for facilitators and barriers that exist for women from culturally diverse backgrounds in sport leadership. Four databases with no limits on publication date were searched. A total of 1,838 articles were retrieved and screening revealed 12 eligible peer-reviewed journal articles. The review identified a dominant focus from the USA on experiences of Black or African American women, in basketball coaching or athletic director roles in college athletic departments. Key facilitators and barriers were entwined within four themes including personal characteristics, interpersonal support, organisational support and discrimination. Topics evolved from these themes to create a future research agenda.

BreakThrough Communication in a Hybrid World: Amplifying Interactive, Experiential Learning

This case study document describes the research foundation and instructional design of BreakThrough Communication, an evidence-based hybrid learning enterprise that builds organizational capacity by boosting communication skill in individuals and teams. BTC’s tiered talent development program combines asynchronous, self-paced video instruction in foundational knowledge; live virtual workshops customized to engage learners in practicing new skills on organizational challenges they face; and change-sustaining follow-through to embed new skills through assessment, video reinforcers, and real-time practice sessions. A certificate program that prepares internal trainers to assume communication coach roles completes the process. The BTC learning system is grounded in the traditional pedagogy of the communication field, aligns with adult learning theory, and reflects recent neuroscience research on how the human brain most efficiently learns. Three distinct areas of communication skill comprise the program’s subject material: inter-personal conflict; teamwork; persuasive speaking. The communication models within each area have been validated in both experimental and field studies, shown to change behavior and affect outcomes.

Evaluating the impact of business coaching programmes by taking perceptions seriously

The paper addresses the challenges of evaluating the impact of business coaching programmes with a varied portfolio of firms working across sectors and countries. Observable indicators of changes in business management practices are rarely relevant across sectors. Therefore, evaluators need to rely on the perceptions of the managers who have received coaching. We designed an online survey to compare the effectiveness of business coaching within a portfolio and across programmes. The survey was applied to the portfolio of two private sector development programmes. We derived so-called ‘contribution scores’ from individuals’ perceptions of how business management practices had changed and their perceptions of the role of business coaching in bringing about these changes. The survey included some features to reflect on response reliability. We show that the tool seems fairly reliable for comparative analysis and helped to identify the types of firms and contexts where business coaching support appears more effective.

Coaches in postgraduate training: A difficult choice.

The authors discuss challenges inherent to playing the role of coach in postgraduate training by reflecting on role conflicts and benefits with regard to feedback's impact on professional development.