Effective Coaching Research Articles

Effectiveness of Village Administration Coaching in Tompaso District Minahasa Regency

The main objective of this research is to analyze the effectiveness of village administration coaching in Tompaso District Minahasa Regency. This research uses a descriptive qualitative approach with primary data sources obtained through structured interview techniques to the sub-district head, sub-district secretary, village head, village secretary, government head in Tember, Kamanga, kamanga one, Sendangan, Liba, Tempok Selatan, Tempok, Talikuran, Tolok and Tolok one villages. Secondary data in the form of regulations, organizational structures and administrative activities of the sub-district head and Village General Administration book documents consisting of: 1) village regulation book, 2) Village head decision book, 3) Village inventory and wealth book, 4) Government apparatus book, 5) cash land book in the village, 6) land book in the village, 7) agenda book, 8) expedition book, and 9) village sheet book and village news. The results showed that the development of village government administration in Tompaso District Minahasa Regency has not been running effectively. This is because the administrative order has not been maximized, the village apparatus lacks discipline, and there is still a lack of socialization, limited technical guidance, weak supervision, and no incentives. For this reason, it is recommended: 1) that the village apparatus be given reinforcement in the form of socialization, technical guidance, and inherent supervision, 2) In order for the village apparatus to increase discipline in carrying out their duties and responsibilities, it is better to make a village head regulation to the village apparatus.

Recreational sports in prison: inmates' perspectives on coaching effectiveness.

This study examines inmates' perspectives on the effectiveness of sports coaches in prison. According to the integrative definition of effective coaching, coaches require professional, interpersonal, and intrapersonal knowledge to enhance athletes' outcomes within a specific context. Five male inmates of a German prison were interviewed after they participated in sports programs. The data were analyzed using directed content analysis. The inmates recognized professional knowledge in coaches who demonstrated clear training structures and spoke in an educated manner. Interpersonal knowledge was highly valued, with inmates expressing a preference for coaches who showed closeness, truthfulness, and responsiveness, while intrapersonal knowledge was attributed through coaches' adaptability. Inmates identified all four possible outcomes and emphasized that sensitivity, authenticity, energetic demeanor, physical appearance, and athletic skills are crucial qualities for an effective coach in a prison. The balance between an authentic and energetic demeanor, including a certain degree of strictness, emerges as a key factor in effective coaching within the prison context.

Investigating the Effectiveness of CBT-i Coach, a Free, Publicly Available mHealth App for Insomnia

Investigating the Effectiveness of CBT-i Coach, a Free, Publicly Available mHealth App for Insomnia

Developing CLOUT: A Longitudinal, Cross-Program Chief Resident Curriculum to Increase Psychological Safety in the Clinical Learning Environment.

Psychological safety in the clinical learning environment is essential for learning and thriving. The authors aimed to leverage the leadership position and influence that chief residents hold and invited them to participate in a longitudinal professional development curriculum designed to provide them with the tools to promote psychological safety. A total of 66 chief residents from 25 residency programs, along with 18 faculty allies, participated in 5 workshops, which were designed to increase their understanding of and effective responses to workplace mistreatment or bias directed toward trainees. These skills-based workshops focused on effective coaching, conflict management, and self-regulation of emotions for themselves and their trainees. There was a significant improvement in self-reported efficacy in these domains at the completion of the curriculum and evidence of behavior change as assessed by baseline and final case scenario responses. Additionally, the relationship building that resulted by bringing all chief residents together further enhanced the curriculum's impact as assessed qualitatively. Providing chief residents with skills and resources to become change agents through a longitudinal curriculum in a cohort model improves individual self-efficacy and responses to exemplar cases. Assessment of the overall impact on individual programs and institutional climate is planned.

Understanding the career experiences and reflections of Special Olympics Canada’s National Team Program coaches

ABSTRACT The most prominent competition for athletes with intellectual disabilities is the Special Olympics; however, there is surprisingly little research focusing on what it means to be an effective Special Olympics coach. The purpose of this study was to explore the career experiences and reflections of Special Olympics Canada’s National Team Program coaches. Thirteen Special Olympic coaches participated in individual semi-structured interviews. Guided by narrative inquiry, we analysed our data with a thematic narrative analysis; and using creative non-fiction, presented our findings in three composite vignettes. The first vignette illustrates Coach Sarah as head coach of the Canadian national team managing the complexities and stressors of athlete travel, medications, emotions, and behaviours. The second vignette is from Coach Jennifer who balances the demands of being a volunteer coach and parent of a child with an intellectual disability, and reflects on the creativity and patience required to coach in this setting. The final vignette is from Coach Michael, who reflects on how to improve coach learning and development for upcoming coaches in the Special Olympics, including providing formal mentorship and improving coach education for this setting. Using narrative inquiry as a theoretical and methodological framework, we were able to support the use of creative non-fiction as a learning tool for disability sport coaches. With accessibility in mind, these vignettes are readily available to be translated into coach education to provide Special Olympics coaches with common coaching experiences that can prepare and inform coaches of athletes with intellectual disabilities.

How speech and language therapists and parents work together in the therapeutic process for children with speech sound disorder: A scoping review.

Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists' (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress. To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged ≤ 5 years 11 months) with SSD to increase intervention intensity at home. This scoping review was completed in accordance with PRISMA-ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research. Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively. Emerging evidence supports the value of SLTs and parents working together to support home practice for children with SSD. The review highlighted the importance of SLTs allocating time to build positive therapeutic relationships with parents to support engagement in therapy. Approaching intervention, in particular, home practice, flexibly and in collaboration with parents, allows parents to fit home practice into their daily lives. Providing clear information to parents supports the fidelity of, and engagement in, home practice. What is already known on the subject There is a gap between what is recommended in the evidence base for intervention intensity for children with SSD and current clinical practice worldwide. SLTs try to bridge this gap through home practice and believe that working with parents/caregivers is vital for children with SSD to make progress. However, little is known about the best ways for SLTs to work with parents for this population. What this paper adds to the existing knowledge Training parents to be implementers of intervention in a personalized and flexible way is important and valued by parents and SLTs. Parents value understanding the clinical rationale behind the intervention approach and benefit from explicit instructions for home practice, including discussion, written information, observation and feedback. Therapeutic relationships take time to develop and impact parental engagement in home practice. What are the potential or actual clinical implications of this work? The findings of this study highlight existing knowledge which will support SLTs to work optimally with parents to implement home practice for their child with SSD. It highlights the importance of taking time to foster working relationships with parents to support effective home practice. The review identifies gaps in the current skills and knowledge of SLTs, highlighting the need for further research, support and guidance for SLTs in their work with parents, as well as implications for the development of the SLT pre-registration curriculum.

The Impact of Effective Coaching on Sales Performance Mediated by the Role of Soft Skills in the Tourism Industry

This research aimed to design a model for the role of effective coaching in achieving sales representatives' performance through soft skills for Iraqi tourism companies using quantitative and qualitative approaches. A questionnaire was designed to collect data to analyze the relationship between the research variables for (427) paragraphs that were randomly distributed to each tourism salesperson. To prove the model, five hypotheses were formulated where the effect and relationship were proven in all hypotheses using (SPSS, SMART PLS) programs. The results emphasize the importance of implementing strong coaching programs aimed at developing self-awareness, personal responsibility and personal skills among employees. Moreover, the study highlights the need for tourism service providers to comprehensively assess and develop personal skills alongside technical competencies during recruitment and performance management processes. It recommends providing value for the potential benefits of implementing coaching programs to support professional development and enhance the performance of front-line sales personnel. The results of this research can help in developing coaching strategies and coaching programs specifically designed to improve salesperson performance, and ultimately improve customer experience in the tourism services sector.

Effect of Self-regulation Coaching on Professional Teacher Burnout in Public Secondary Schools in Kiambu County, Kenya

Effect of Self-regulation Coaching on Professional Teacher Burnout in Public Secondary Schools in Kiambu County, Kenya

The Mediating Effect of Coaching and Mentoring Competencies in the Relationship between Instructional Skills and Job Performance of Teachers

This study determined the mediating effect of coaching and mentoring competencies on the relationship between instructional skills and job performance of teachers. The quantitative research design of descriptive-correlational type of study was employed in this study and a sample of 300 teachers was taken randomly from the current teachers in the public junior high schools of Island Garden City of Samal division. Modified questionnaires were used to gather participant data, which underwent content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, and Multiple Regression Analysis. The results reveal that the levels of coaching and mentoring competencies are high, and the respondents' instructional skills and job performance are very high. Moreover, a significant relationship existed between these variables. A significant relationship between instructional skills and coaching and mentoring competencies was significant. A significant relationship between coaching and mentoring competencies and job performance was statistically significant. A significant relationship between instructional skills and job performance was also significant. The extent of the influence of predictor variables on job performance of teachers was proven in the study. This implies that coaching and mentoring significantly enhance teachers' instructional skills, leading to improved job performance, emphasizing the importance of structured support and collaboration in professional development.

Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review

ABSTRACT Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches.

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

Psychological resilience and performance under pressure: a study of elite badminton players - a systematic review

Psychological resilience is a critical factor influencing athlete performance in many sports, including badminton. This study aims to systematically review the existing literature to understand the relationship between psychological resilience and elite badminton athlete performance. The research background details the importance of psychological factors in the context of sport, particularly under competitive pressure. Focusing on elite badminton players, the study aimed to identify consistency and variation in previous research findings and detail the practical implications for athlete training and coaching. Research materials and methods included a systematic design with explicit inclusion and exclusion criteria. A thorough literature search was conducted to identify relevant studies that met the inclusion criteria. A careful study selection process was completed, and data were extracted for systematic analysis. Data analysis methods used included synthesizing findings from multiple studies, potentially using meta-analysis where appropriate. The results present the main findings regarding the relationship between psychological resilience and the performance of elite badminton athletes. The analysis of findings from multiple studies highlights the consistency in this relationship while acknowledging the variation that may occur due to differences in competitive context and athlete characteristics. The practical implications of these findings are explained in the context of training and coaching badminton athletes to enhance their psychological resilience under competitive pressure.The research conclusions highlight the vital contribution of this study to understanding psychological factors in badminton. This research provides a foundation for developing more effective training strategies and coaching of athletes that can enhance their psychological resilience, thereby improving their performance at the elite level. As such, this study provides scientific insights and practical guidance for the potential development of elite badminton athletes under competitive pressure.

A Digital Health Model for School-Based Implementation to Improve Parent and Child Outcomes: Comparison of Active Versus Light-Touch Coaching Effects.

Online or app-based parenting interventions have become more widely available in recent years. However, challenges related to poor engagement and high attrition have been noted in the literature, and there are important questions regarding ways to enhance parental engagement and improve treatment outcomes through digital health, including through the addition of therapeutic coaches. The current study evaluated differences in the effects of active versus "light-touch" coaching implementations of an enhanced version of Family Check-Up Online (FCU-O) on parent/family and child-level outcomes from pre-treatment to 2-month follow-up assessments. The enhanced version of the FCU-O was adapted to support families in coping with pandemic-related stressors to prevent youth behavioral and emotional problems during middle school and included app-based modules designed to support effective parenting practices as well as virtual coaching. In the "active-coach" condition, parenting coaches were active in efforts to arrange coaching sessions with parents as they worked through the app-based modules, while in the light-touch intervention, parent-coaches enrolled participants in the context of a one-time support session but did not actively pursue families to schedule additional sessions. Parents in the active-coach condition exhibited greater engagement with both the app and coaching sessions than parents in the light-touch condition. Further, stronger improvements in several aspects of parenting and child functioning were observed in the active-coach versus light-touch conditions. However, parents in the light-touch condition showed reductions in stress and comparable levels of dosage when using the app. Implications for prevention and accessibility of digital health interventions are discussed.

Effect of Digital Health Coaching on Healthy Eating in Individuals with Cardiometabolic Conditions

Effect of Digital Health Coaching on Healthy Eating in Individuals with Cardiometabolic Conditions

Moderating Effect of Coaching Between Leadership, Culture and Work-Life Balance with Job Satisfaction in Malaysia

Objective: The purpose of the research is to examine the moderating role of coaching on employee job satisfaction within the Malaysian manufacturing sector. The independent variables are transformational leadership, organizational culture and work-life balance. Thus, research investigates the connections between the independent variables and employee job satisfaction as the dependent variable, with a specific focus on the moderating impact of coaching. Theoretical Framework: The underpinning study uses Theory X and Theory Y where empowering managers foster positive relationships with their employees and improved productivity. Method: Through a quantitative analysis and the 400 questionnaires was successfully collected using snowball sampling. The data is being analysed using SPSS software to perform Pearson correlations and regression. Results and Discussion: The findings reveal positive correlations between variables and job satisfaction. Coaching also significantly mediates the job satisfaction. The implications extend beyond the manufacturing sector, providing valuable insights for organizations seeking to cultivate positive work environments and achieve overall organizational success. Research Implications: The study advances scholarly knowledge by closing a gap in the literature on job satisfaction of Malaysian manufacturing workers. Prior to this study, no empirical investigation on the function of coaching as a moderator in the relationship between particular traits and employee work satisfaction in Malaysian manufacturing could be found. In essence, by including coaching into these areas, Malaysian manufacturing companies can raise employee job satisfaction. By means of coaching strategies, leaders enable employees to guide and support them, offer timely feedback, and promote personal development, so enhancing employee performance, job satisfaction, and Malaysian manufacturing companies. Originality/Value: The concept of the study examined the understanding for what coaching can moderate the relationship between leadership, organizational culture, and work-life balance with job satisfaction in Malaysia. This topic is particularly relevant to SDG 8: Decent Work and Economic Growth: Enhancing job satisfaction can lead to higher productivity and economic growth.

Factors influencing the relationship between coaches and athletes with disabilities: a systematic review.

The relationship between coaches and athletes with disabilities is critical for enhancing athletes' performance and psychosocial well-being. This study aims to provide evidence-based recommendations for coaches, sports organizations, and policymakers dedicated to supporting athletes with disabilities. A comprehensive analysis of existing literature was conducted. Five databases were searched, including PubMed, Web of Science, SPORTDiscus, Google Scholar, and China National Knowledge Infrastructure. A total of 22 studies were included for thematic analysis. This systematic review identifies key factors influencing the coach-athlete relationship in disabled sports. These factors are categorized into three main domains: professional, interpersonal, and intrapersonal. In the professional domain, effective coaching requires sport-specific skills and adaptive techniques tailored to the unique needs of athletes with disabilities. Coaches must understand the technical and tactical aspects of each parasport and adapt training plans to optimize performance and foster independence. The interpersonal domain emphasizes communication strategies and team-building practices. Effective communication involves understanding athletes' needs and adapting approaches to maximize strengths. Building rapport, managing conflict, and fostering a supportive team environment are crucial for maintaining a positive coach-athlete relationship. The intrapersonal domain highlights the importance of self-reflection and continuous learning. Coaches who engage in self-reflection and professional development better understand their behaviors and biases, enabling them to tailor coaching strategies to the specific needs of athletes with disabilities. Continuous learning is essential for remaining responsive to the evolving needs of these athletes. This review underscores the importance of a holistic approach that integrates professional expertise, interpersonal skills, and intrapersonal awareness. By addressing these factors, it provides a foundation for developing more effective coaching strategies and supports for athletes with disabilities, ultimately enhancing their performance and well-being. Future research should explore cultural differences, the specific coaching needs of athletes with intellectual disabilities, and the impact of policies and structural barriers on the coach-athlete relationship in disabled sports.

Insights into coaching effectiveness: Perspectives from coaches and players in South African Women's Rugby

Sports coaching involves navigating ambiguity and uncertainty in stakeholders’ perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches’ perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide.

Effects of coaches' authentic leadership on athletes' training competition satisfaction: The mediating roles of psychological ownership and athlete engagement

Coaching leadership greatly impacts athletes’ mental health and wellbeing. Although research shows a positive link between authentic leadership and athlete satisfaction, studies on specific subdimensions are limited. This study examines the influence of authentic leadership on athlete engagement and performance, utilizing a conditional process model to explore the mediating effects of psychological ownership and athlete engagement. A survey of 381 athletes (274 male, 107 female; Mage = 19.98; SD = 2.48) from team and individual sports found that perceived authentic leadership positively correlates with training competition satisfaction, psychological ownership, and athlete engagement. Structural equation modeling revealed that psychological ownership and athlete engagement significantly mediate this relationship. Thus, authentic leadership directly and indirectly enhances athletes’ satisfaction.

Video-Based Coaching for Laparoscopic Salpingectomy: A Randomized Controlled Trial.

To evaluate the effect of video-based coaching on the gynecology resident performance of laparoscopic salpingectomy. PGY-1 and PGY-2 residents were randomized before their gynecology rotations to standard gynecology curriculum (control group) or standard curriculum plus two video-coaching sessions by a fellowship-trained minimally invasive gynecologic surgeon (VBC group). Residents were video recorded intraoperatively performing three unilateral laparoscopic salpingectomies. Participants in the VBC group were coached between the procedures. The primary outcome was the improvement in modified GOALS (Global Operative Assessment of Laparoscopic Skills) and OSA-LS (Objective Structured Assessment of Laparoscopic Salpingectomy) scores, compared with baseline, in the VBC and control groups, with videos independently graded by three blinded minimally invasive gynecologic surgeons. A minimum sample size of 18 participants (nine per group) was needed to achieve 90% power to detect a difference of 5.0 points. From October 2021 to December 2022, 28 PGY-1 and PGY-2 residents completed the study with 14 participants per group. Baseline characteristics were similar between groups. In the VBC group, modified GOALS scores significantly improved by 3.0 points from video 1 to video 2 ( P =.04) and by 3.2 points from video 1 to video 3 ( P =.02). Modified OSA-LS scores also increased significantly in the VBC group, by 6.1 points from video 1 to video 3 ( P =.02). In the control group, modified GOALS and OSA-LS scores improved from baseline but were not significant ( P =.2, P =.5). Video-based coaching also enhanced resident comfort and confidence in performing laparoscopic surgery. Video-based coaching improves resident performance of laparoscopic salpingectomy and can be used as an adjunct to resident surgical training. ClinicalTrials.gov , NCT05103449.

“Walking the Tightrope”: Reflections on Mobilizing Foucauldian Theory Within an Endurance Running Coach Development Intravention

This paper presents our efforts and subsequent reflections in attempting to make Foucauldian theory accessible and relevant to a group of high-performance endurance-running coaches within the context of a coach development intravention and Foucauldian inspired workshop series. Specifically, we reflect upon our efforts to introduce coaches to Foucauldian ideas and concepts such as the knowledge–power–practice triad and upon the tensions we experienced in doing so. These tensions were related to the power of the theory–practice divide to set expectations around what it means to be an effective coach developer and a high-performance coach but also in the main related to our intentions regarding a broader shift in the coaches’ thinking concerning the influence of a number of social forces in the formation of their practices. We contend that coaching scholars invested in mobilizing ways of knowing underpinned by a different logic (e.g., relationally informed ways of knowing) within coaching and coach development settings would benefit from a deeper understanding of the politics of sports coaching knowledge and practice and how relations of power–knowledge impact learning within pedagogical contexts. Such an awareness, we believe, would in turn support more targeted pedagogical frameworks, practices, and strategies specifically aimed at disrupting established relations of power–knowledge and related problematic binary understandings such as the theory–practice divide which stand in the way of more diverse and ethical knowledge production processes in sports coaching and coach development work.