Concept Of Coaching Research Articles

Instructional coaching: a focus on practice

This article provides an overview of coaching in educational settings in the UK before introducing the concept of Instructional Coaching which is an evidence-based approach which has been developed and trialled in the USA. Instructional Coaching is defined and discussed in relation to UK-based approaches. It is proposed that Instructional Coaching may be of value within the UK and this article concludes with some ideas about how the approach might be introduced into the education sector.

Movement skills proficiency and physical activity: A case for Engaging and Coaching for Health (EACH)–Child

Supporting children's participation in health-enhancing physical activities is an important occupational goal for therapists. Fundamental movement skills (FMS) are thought to underpin and enable many activity options. This study had two goals: first, to examine the relationship between fundamental movement skills (FMS) and physical activity, and second, to use this and existing evidence to inform strategies whereby children's motivation for and engagement in physical activity can be supported. A cross-sectional investigation of 124 children, aged 6-12 years, was undertaken. FMS were assessed using the Movement Assessment Battery for Children (M-ABC) and physical activity by pedometer step counts. A weak but significant association was found between weekend physical activity and balance skills for girls. Correlations between physical activity and ball skills or manual dexterity were not significant for either gender, however, having age appropriate ball skills did result in greater but not significant levels of physical activity for all children when grouped together. Findings from this study question the magnitude of the relationship between children's FMS and physical activity as measured by pedometers. If the goal of health enhancement through physical activity engagement is to be realised, it is proposed that community, occupation-based approaches may offer more potential than skills-based interventions at increasing activity participation. The concept of Engaging and Coaching for Health (EACH)-Child is introduced to this end. Occupational therapists are encouraged to work collaboratively with school and community organisations to assist children to find the physical activities that best accommodate their interests, abilities and offer opportunities for lifelong engagement.

A Gestalt perspective of coaching: a case for being more yourself

PurposeThe purpose of this paper is to outline how a Gestalt approach to coaching which makes use of the paradoxical theory of change can lead to personal growth and development.Design/methodology/approachProvides an overview of the key concepts of paradoxical coaching and a case study to illustrate the method.FindingsThe application of the paradoxical theory of change accesses the personal change process of the coachee and leads to improved performance.Originality/valueThe article provides an alternative perspective to the more widespread behaviorally‐based coaching approaches.

Peer coaching: a constructivist methodology for enhancing critical thinking in postgraduate business education

Peer coaching (PC) is one experiential learning method that can be used to enhance the depth of learning in managerial education. The paper explores the concept of peer coaching, and reports on the experiences of 43 students who participated in a PC program as part of their postgraduate management education. Powerful learning effects are reported by participants, and characteristics for successful PC relationships are examined.

Development of a discharge planning mentorship program.

Discharge planning coordinators at a tertiary medical center developed a Discharge Planning Mentorship Program. The group established the educational program to support the autonomy of the staff primary nurse in the discharge planning component of professional practice. To establish the program, the discharge planning coordinators used the underlying principle of "CollaMentoach." The term is an acronym combining the three core concepts of collaboration, mentoring, and coaching. Program planning and marketing, participant selection, curriculum development, and curriculum evaluation are included to guide staff development specialists and nurse managers in the formulation of a program to enhance staff nurse discharge planning skills.

Experiential learning of clinical skills by beginning nursing students: "coaching" project by fourth-year student interns.

To fulfill the requirements for the internship program, fourth-year academic nursing students participated in a leadership program and became coaches for novice students who were beginning their first clinical rotations in the hospital. The concept of coaching is recognized in theory, research, and clinical education as an educational tool, which provides mutual benefits for the coachee and the coach. The project lasted 12 weeks, 2 clinical days per week. The coaches served as a source of support and knowledge and assisted in problem solving for the beginning students. As nurse educators who oversaw the project, the authors summarized the program as it was developed and implemented at the Assaf HaRofeh School of Nursing including problems, revisions, and final conclusions and discussion.

The Conceptual Analysis of ‘Coaching’

The word ‘coaching’ means actions of coaches. But the word ‘coaching’ is weasel, and the meaning of this word is differentiated, This view about the differentiation of the meaning is based on following reasons: 1. Many scholars in America referred to the coaching as teaching in their studies on physical education or coaching. This means that ‘coaching’ is identified with ‘teaching’, or ‘coaching’ includes ‘teaching’. That is to say, the meaning of ‘coaching’ is differentiated to athletic leadings and educational leadings; 2. The coach as the actor of coaching is demanded to play multiple roles. This word ‘role’ means expectant actions that ought to be done as the coaching position. However, by the word ‘coaching’ that means the action of coaches, it can not mean every expectant action of coaches.The purpose of this study is to elucidate the concept of coaching. For that purpose, this study tried to grasp the concept of coaching as a chain of actions that does not mean a passing phase in the action of coaches but a time series of the action toward some goals. So, this study brought in the concept of administration as a conceptual tool, and examined on the concept of coaching (administration).As the result of this study, the concept of coaching (administration) could be characterized as follows: 1. The concept of coaching (administration) means a certain process toward some goals. This process of coaching (administration) subsumes the administrative phase as policy making and the managerial phase as policy implementation, The phase of policy making includes the stage of examination on goals themselves. 2. The concept of coaching (administration) means the manipulation of men by men about goals, and coaching (administration) must resolve the tension between the human concerns of individual team members and the overriding the winning as organizational purposes, so the process of coaching (administration) includes the stage of philosophy that quests human values.