Successful Coaching Research Articles

Analysis of personal psychological characteristics of football coaches as a factor of professional success in sports of higher achievements

The effectiveness of coaching depends on many factors. As is known, a successful coach is a person with a high level of multidisciplinary knowledge, an appropriate personal psychological profile and the ability to perform a wide range of functional responsibilities: from team recruitment to managing the process of sports training and the team. As a result of the rapid commercialization of professional sports in general and football in particular, which has been observed over the past few decades, the structure of football clubs and, accordingly, the role of the head coach have undergone significant changes. Therefore, the subject of analysis in the presented work was the psychological characteristics of the coach in the context of the modern conditions of his professional activity. The basic responsibilities of the coach, which consist of planning, organizing, conducting and monitoring the educational and training process, have been supplemented by functions that are usually attributed to management. Thus, having high-level specialized specialists among his assistants, as well as separate departments responsible for individual areas of ensuring sports training in the team, the coach must be able to effectively use this resource. Formulating adequate goals and objectives, coordinating the work of individual specialists and entire departments, delegating, creating conditions for effective communication of all team members is far from a complete list of tasks facing the head coach of a football team today. Such changes and expansion of the functional responsibilities of the coach have led to the fact that the already considerable importance of the psychological component of the professional profile of the coach has become even greater. In addition to the psychological qualities that ensure the effectiveness of the coach as a teacher, he must possess and successfully demonstrate a number of leadership qualities, which determines the quality of his performance of management functions.

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Toward a holistic approach to mathematics support at Munster Technological University’s Academic Learning Centre

This case study outlines plans for a revised approach to mathematics support at Munster Technological University’s Academic Learning Centre. Under this proposed approach, mathematics support – delivered both on a one-to-one basis and in group settings – is to be supplemented by and integrated with learning supports offered by the Academic Learning Centre’s sister programmes, Academic Success Coaching and Navigate Learning Development. This new approach will see the three programmes brought together under the Academic Learning Centre name. In implementing this approach, we have two key objectives: firstly, to determine the impact of this integrated approach on our mathematics support service and on its users – particularly those displaying traits of mathematics anxiety – and, secondly, to assess the extent to which presenting students with one integrated support option may result in increased service access and use.

STUDENT SUCCESS COACHING IN HIGHER EDUCATION: A REVIEW OF LITERATURE

Student success coaching has emerged as a vital support mechanism in higher education. It aims to bolster academic performance, personal development, and overall well-being. This paper reviews the literature on student success coaching and synthesizes existing research to illuminate its evolving landscape. The review delves into the nature of student success coaching, characterized by personalized guidance, frequent interactions, and a focus on individual students’ needs. Definitions and models of student success coaching are explored, addressing students’ diverse aspirations and challenges. Trends in student success coaching underscore its effectiveness in integrating students into academic and social aspects of postsecondary institutions, thereby breaking down barriers to success. Coaching interventions encompass goal setting, academic planning, and connection to resources, all geared toward facilitating student achievement. This paper identifies areas for further research, emphasizing the need to explore the effectiveness of coaching across diverse student populations and its long-term impact beyond immediate academic outcomes. Additionally, institutional factors and the role of technology in enhancing coaching programs are proposed as avenues for future inquiry.

“We could have used a lot more of this before…”: A qualitative study understanding barriers and facilitators to implementing a provincial PPE safety coach program during the COVID-19 pandemic

A Provincial PPE Safety Coach Program was introduced to support appropriate use of personal protective equipment by health care workers. The objective was to understand barriers and facilitators to implementation. A qualitative study was conducted mid-2021. Participants were recruited using a purposive sampling strategy. Interviews were conducted using a guide informed by the Theoretical Domains Framework and Consolidated Framework for Implementation Research. Analysis was conducted using the Theoretical Domains Framework. Prominent domains identified by staff were "social influences and skills", "environmental context and resources", "social/professional role and identity", "emotion", and "belief of consequences". Prominent domains identified by safety coaches were "knowledge", "social/professional role and identity", "environmental context and resources", and "memory". Only "environmental context and resources" and "social/professional role and identity" were similar. The main facilitators were fear of COVID-19 and leadership commitment, while the main barriers were lack of clarity and balancing the role. Understanding the local context of a health care environment influenced the success of safety coaches. The role allowed individuals to develop leadership skills and help staff improve their perceived competence in using personal protective equipment. Safety coaches were well received. Influencing factors provide a basis for strategies to embed this approach throughout a health care system.

Success Coaching: A Proactive Student Support Strategy

Success Coaching: A Proactive Student Support Strategy

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.

Examining the Predictive Power of Emotional Intelligence on Coaching Success

Emotional intelligence (EI) is recognized as an indicator of success, yet little research has examined the role of EI in coaching success. This cross-sectional study assessed the power of EI in predicting coaches’ career winning percentage in 277 head collegiate coaches including 51 basketball and 226 volleyball coaches. Coaches were on average 41.47 years old (SD = 9.68), had 12.17 years of head coach experience (SD = 9.40), and a career winning percentage of 50.67% (SD = 16.5). Coaches completed an online questionnaire including the Assessing Emotions Scale, which was used to assess their EI. Career winning percentage was calculated by extracting data from institutional websites and NCAA databases. Regression analyses revealed EI was not a significant predictor of coaching success when all coaches were analyzed together, F(4, 272) = 0.7504, p = .5585. However, when examined separately, EI was a significant predictor of basketball coaches’ success, F(4, 46) = 2.678, p = .0433, but not volleyball coaches’ success, F(4, 221) = 0.363, p = .0835. Thus, the current body of evidence indicates EI has a nonuniform impact on coaching success. While acknowledging sample size limitations, these novel findings nevertheless indicate that EI may disproportionally influence the coaching process and downstream success by sport.

Intelligent team formation and player selection: a data-driven approach for football coaches

This article presents a data-driven approach called Intelligent Team Formation and Player Selection (ITFPS), aimed at assisting football coaches in making informed decisions about team formation and player selection. The proposed approach utilizes deep neural networks to evaluate the suitability of each player for different positions on the field. The problem is then formulated as finding the maximum weighted matching in a complete bipartite graph, with the objective of achieving the best possible alignment between team members and the positions designated by the coach. The Hungarian algorithm is employed to facilitate this matching process. Furthermore, the approach allows coaches to select a system of distinct representatives for each position, based on the specific qualities expected from players in a given match. The effectiveness of the approach is demonstrated through tests conducted on four teams from the 2021–2022 English Premier League. The results indicate that ITFPS produces decisions comparable to those made by successful coaches. By optimizing team formations and enabling the utilization of rotating formations, this approach not only enhances team performance but also empowers coaches to make strategic decisions while fully leveraging the potential of their players. ITFPS serves as an intelligent assistant for coaches, complementing their strategic perspectives.

Coaching program sets struggling students up for success

BOSTON — When student affairs staff at Texas State University wanted to boost student retention and graduation rates, they decided to focus on students on academic probation and in developmental education courses. According to Victoria Black, Associate Dean for Student Services at Texas State University, 20% of first‐year students find themselves on academic probation and 75% of those students don’t get into good academic standing, lose their financial aid, and thus have to leave the institution. To set those struggling students on a path to success, staff developed a success coaching program, resulting in improved GPAs for at least 50% of students who received success coaching at least three times. Also, about 75% of students who received coaching at least two times described the program as helpful, Black said during a presentation at the annual conference for NASPA — Student Affairs Administrators in Higher Education.

Preservice Coach Education Students’ Rankings of Coach Characteristics: A Longitudinal Study

Preservice coach education students (PCES) can provide valid insight into the most important coaching characteristics of the successful coach. Over the course of 21 academic semesters from 2002 to 2020, 1,464 PCES responded to a coaching characteristics survey while enrolled in a coach education course (CEC) at a university in the northern Rocky Mountain region of the United States. The PCES completed a survey that required the forced ranking of 10 coaching characteristics. The students’ responses were compiled and analyzed for the categorization of the most important coaching characteristics. This study was to provide the opportunity for PCES to rank preferred coach characteristics, to determine whether significant differences existed between the coach characteristic rankings, and to establish if gender differences were present in the ranking of coach characteristics. Conclusions and recommendations are offered to contribute to the advancement of coach education and insight into the most valued coaching characteristics as determined by the PCES.

The Critical Success Factors for Entrepreneurial Coaching in South African Business Incubators

This study examines the critical success factors for entrepreneurial coaching in South African business incubators through a qualitative method that involved interviewing 32 participants. The research aimed to identify the factors contributing to successful coaching interventions between coaches and entrepreneurs. The key findings include the importance of demographics, diversity, and cultural intelligence, coaching relational aspects, the coach’s personal attributes, the entrepreneur’s characteristics, the coach’s competence, and coaching elements. The study highlights the need for coaches to possess emotional intelligence, empathy, and a cultural understanding of their coachees. Additionally, the research underscores the significance of coaching programs and methods tailored to the unique needs and characteristics of the entrepreneurs being coached. The study’s findings have significant implications for coaching practitioners and program developers who work with entrepreneurs in South Africa, and it underscores the need for a nuanced and culturally sensitive approach to coaching and mentoring in the context of South African business incubators.

Coaching as a growth- or security-oriented process-How regulatory fit increases coaching success.

Regulatory focus theory suggests that promoters are more concerned with growth and preventers are more concerned with security. Since coaching is a growth-oriented process, it seems to be more suitable for clients high on promotion than for clients high on prevention. Applying regulatory fit theory, the present research investigates how preventers can also benefit from coaching. First, a study looking at real coaching processes (N1 = 103) found that a higher promotion than prevention focus was indeed related to more coaching success, i.e., satisfaction and approach motivation. Next, testing the hypothesis that fit effects should also be present in coaching, a study using a vignette approach (N2 = 99) shows that participants experiencing a fit between their focus and a promotion versus a prevention coaching indicate a better coaching evaluation than participants experiencing no fit. In three studies (N3a = 120, N3b = 85, N3c = 189), we used an experimental approach and manipulated the regulatory focus of coaching interventions. We found promotion as well as prevention fit effects showing that participants experiencing a fit indicate more coaching success than participants experiencing no fit. Two studies (N4a = 41, N4b = 87) further tested interpersonal fit, i.e., the fit between the coach's and client's regulatory focus. We found promotion as well as prevention fit effects on participants' satisfaction with and trust in a coach (Study 4a) and promotion fit effects on participants' goal attainment and coaching progress (4b). The findings suggest that by adapting coaching to the client's focus, coaching success can be increased not only for promoters but also for preventers. Thus, we found that regulatory fit effects, albeit small to medium, are also present in coaching. Multiple studies assessing multiple variables relevant to coaching showed that the findings differ regarding the interventions used and the variables that we looked at. The practical implications of these findings are discussed.

Relationship between Objective Professional Success and Life Satisfaction of Sports Coaches

The article discusses the specifics of the relationship between professional success and life satisfaction by the example of sports coaches. According to research results, life satisfaction is likely to precede performance in general, including objective and subjective assessments of success. However, the feedback and mutual amplification of these parameters are possible. At the same time, adaptation to successful events in life and activity is often observed, which dulls positive emotions and mood, weakening feelings of satisfaction. The specific conditions of sports activities with periodic ups and downs of its participants also imply a constant transformation of emotional states (which creates a certain protection against adaptation). Without denying the assertion about the linear relationship between professional success and life satisfaction, a hypothesis about the possibility of the existence of a non-linear relationship between these parameters was put forward and tested. The study was carried out with the participation of 60 coaches of different levels of professional success, whose level of satisfaction with life was assessed. The results of one-way ANOVA showed significant differences in life satisfaction depending on the level of professional success of coaches (F = 6.836, p < 0.001). Evidence suggests that a high level of professional success does not always lead to a high level of life satisfaction. Probably, the results obtained confirm the negative impact of stress experienced during significant competitions by all participants, on the level of happiness and satisfaction with life. Perhaps, there is a phenomenon of adaptation to successful events in life and work. The results obtained can be useful in planning and conducting psychological counseling of coaches to improve the effectiveness of their activities; for the prevention and correction of symptoms of excessive emotional stress in sports coaches.

성공사례기법을 적용한 경력단절여성 대상 커리어 코칭 사례연구

The purpose of this study is to explore the success stories of participants in a career coaching program designed for women who have experienced career interruptions. For this research, we conducted a case study by selecting successful examples among the coachees (participants) in the “Career Coaching Program for Women with Career Interruptions” held at the Saeil Center in Area G, Seoul. Interviews were conducted with three coachees, and the analysis identified their experiences before, during, and after coaching, as well as the factors contributing to the success of the coaching. Women with career interruptions initially joined the coaching program by chance, often accompanied by psychological unease. Through the coaching experience, they established a positive self-identity, underwent a mindset shift concerning work, and ultimately regained confidence in job-seeking activities. Furthermore, conversations with the coach helped them establish a sense of direction in their careers and take on new career challenges. The study confirmed that the coach's expertise, trust, and social support were instrumental in achieving successful coaching outcomes. Based on these findings, this study suggests implications for expanding career coaching programs that can assist women with career interruptions in re-entering the job market.

Coaching program sets struggling students up for success

BOSTON — When student affairs staff at Texas State University wanted to boost student retention and graduation rates, they decided to focus on students on academic probation and in developmental education courses. Knowing that 20% of first‐year students find themselves on academic probation, and 75% of those students don’t get into good academic standing, so they lose their financial aid and have to leave the institution, according to Victoria Black, Associate Dean for Student Services at Texas State University. To set those struggling students on a path to success, staff developed a success coaching program, resulting in improved GPAs for at least 50% of students who received success coaching at least three times. Also, about 75% of students who received coaching at least two times described the program as helpful, Black said during a presentation at the annual conference for NASPA — Student Affairs Administrators in Higher Education.

Online, offline, or both? The importance of coaching format for side effects in business coaching

PurposeAccelerated by the COVID-19 pandemic, in recent years, face-to-face coaching has largely shifted to online coaching. The authors examined both the side effects of and coaching success in face-to-face, blended and online coaching from both coaches' and clients' perspectives. This paper aims to discuss the aforementioned examination.Design/methodology/approachThe authors conducted two independent studies to examine the differences between the side effects of face-to-face, blended and online coaching. In Study 1 (N = 119), the authors compared the side effects of these formats using a quasi-experimental design and tested differences in perceived coaching success from the coaches' perspective. In Study 2 (N = 104), the authors integrated the client perspective on the side effects of coaching formats into the design and tested the differences.FindingsCoaches in the face-to-face format experienced a significantly lower prevalence of side effects for their clients compared to coaches who engaged in the blended and online coaching formats. From the client perspective, clients experienced the most side effects of the blended coaching format. Neither study showed any differences between the coaching formats in perceived coaching success.Practical implicationsThe results provide guidance to practitioners in choosing the most suitable coaching format for themselves. Being aware of side effects in coaching can help both coaches and clients take appropriate measures to mitigate the impact of these effects.Originality/valueThis paper is the first to expand knowledge about side effects in coaching across different coaching formats from both coaches' and clients' perspectives. The findings provide evidence regarding the context in which coaching is currently performed in a post-COVID world, with sustainability remaining a global concern and a key driver for organizations.

Scaffolding the Transition to Residency: A Qualitative Study of Coach and Resident Perspectives.

This study explores coaching during transition from medical school to residency through the perspectives of residents and faculty coaches participating in a coaching program from residency match through the first year of residency. From January to September 2020, 15 faculty coaches in internal medicine, obstetrics and gynecology, emergency medicine, orthopedics, and pathology participated in a synchronous, in-person coaching training course. All 94 postgraduate year 1 residents in these 5 training programs participated. Between November 2021 and March 2022, focus groups were held with interns from all residency programs participating in the program. Interviews were conducted with faculty coaches in February 2022. Faculty and residents discussed their experiences with and perceptions of coaching. De-identified transcripts were coded, and researchers organized these codes into broader categories, generated cross-cutting themes from the concepts described in both cohorts, and proposed a model for the potential of coaching to support the transition to residency. Descriptive themes were constructed and analytic themes developed by identifying concepts that crossed the data sets. Seven focus groups were held with 39 residents (42%). Residents discussed the goals of a coaching program, coach attributes, program factors, resident attributes, and the role of the coach. Coaches focused on productivity of coaching, coaching skills and approach, professional development, and scaffolding the coaching experience. Three analytic themes were created: (1) coaching as creating an explicit curriculum for growth through the transition to residency, (2) factors contributing to successful coaching, and (3) ways in which these factors confront graduate medical education norms. Learner and faculty perspectives on coaching through the transition to residency reveal the potential for coaching to make an explicit and modifiable curriculum for professional growth and development. Creating structures for coaching in graduate medical education may allow for individualized professional development, improved mindset, self-awareness, and self-directed learning.

Student Success Coaching Is Best Delivered Early and Often

This research investigates the effects of a success coaching program by examining the timing of the first appointment and the frequency of additional coaching. Using a fuzzy regression discontinuity approach, we provide Local Average Treatment Effects of the program when students make appointments early in the semester. Students with appointments scheduled before discontinuity had an average of two additional meetings compared to students who waited to make their first appointment. We find each coaching session yields an effect of about 0.2–0.3 grade points and approximately 0.8 additional credits earned. This article contributes to understanding of the timing and frequency effects for success coaching and recommends programs aim to have first interactions with students happen before the sixth week of classes and offer four to six appointments per semester for maximum impact.

Building a Relationship Culture in Sport

Caring relationships with athletes form the foundation of successful coaching. Without relationships, athletes often wonder why they are playing for a coach or why they are working so hard for a coach. This article presents ideas for developing a six-pillar relationship culture in sport settings based on Maslow’s Hierarchy of Needs, emotional intelligence, social–emotional learning, vulnerability and empathy, and education-based athletics.