Experienced Coach Research Articles

The Relationship of Preseason Upper Extremity Function, Pain and Training on Normalized DIII Collegiate Swimming Performance.

Shoulder injuries comprise the largest proportion of swimming injuries and there is a large percentage of swimmers participating with pain. Therefore, it is assumed that shoulder pain decreases performance, but studies have not compared collegiate swimmers' performance with and without pain. 1) Determine if individual swimmer's shoulder pain and function are associated with a change in normalized swimming performance over a season.2) Determine if differences in normalized swimming performance exist among 3 collegiate teams. 3) Qualitatively describe and compare team's training regimes. Cross sectional study. Swimmers completed pre-(T1) and post-season (T2) surveys including pain ratings and shoulder function using the Kerlan-Jobe Orthopaedic Clinic (KJOC) shoulder and elbow questionnaire. Swimming times were obtained from published meet results. Coaches reported training programs through interviews and tracking logs. 52 NCAA Division III swimmers from 3 teams. Stepwise linear regression was used to determine if pain and function related to performance. Team demographics and normalized swimming performance (reduction in time per lap from season's beginning to end) were compared with ANOVAs with post-hoc tests. Initial KJOC scores, but not pain, related to individual swimming performance. Differences in team performance were found (p=0.006), with Team 3 having greatest reduction in time (1.01 sec/lap), lower percentage of females, a more experienced coach and a periodization schedule with large increases and decreases in yardage. There was a main effect (p=0.043) for baseline demographics with Team 3's swimmers being taller and having longer competitive experience. The initial KJOC score predicting swimming performance improvement demonstrates the need for athletic trainers to prioritize enhancement of pre-season function. Endurance training induced hypoalgesia and motivation may explain the lack of effect of shoulder pain on performance. Further research is needed to elucidate optimal periodization and dryland training.

Особливості психологічної підготовки спортсменів у передзмагальний період

The training process is a constantly developing system that needs constant improvement. The effectiveness of the training process depends on many factors, such as: the athlete's psychological preparation, the trainer's qualifications, the athlete's motivation, training conditions, and material and technical support. Psychological preparation of athletes for competitions is a component of general training. It is aimed at the formation and development of psychological qualities necessary for achieving high results in sports activities. Training of professional sportsmen is carried out on the basis of a system of principles: focus on achieving the maximum result; in-depth specialization and taking into account the individual characteristics of the athlete; unity of general and special training; continuity of the training process; the unity of the gradual and maximal increase of training loads; undulation of load dynamics; cyclical training process; unity of physical, technical, tactical, psychological and theoretical training; scientific and methodological support of the training process; control and correction of the training process. The components of the training process are proposed: physical training, technical training, tactical training, psychological training, theoretical training. The study of individual psychological characteristics of the training process, which allow to understand the psychological characteristics of athletes, is of great importance; make it possible to develop effective methods of psychological training of athletes; contribute to improving the performance of athletes. Failure to take into account individual psychological features during the training process of athletes can lead to a decrease in motivation, loss of self-confidence, increased anxiety, loss of concentration and reduced stress resistance. The psychological features of a football player’s/football player’s training activities include: the formation of the player’s confidence in his own abilities, which is formed under the influence of successful and unsuccessful match results, the direct actions of the player or the player in the match, perception and understanding of the situation (game pattern) during the match, logical thinking under the time of a football match, sudden decision-making on a situation that arose during the game, correct understanding of the task set before the player, and the ways and considerations of the solution, the attitude of the coach to the football player, the level of development of cognitive abilities (introspection, planning, goal setting). The psychological features of the training activity of the male and female players depends on the correctness and accuracy of the tasks during training (in the pre-competition period) and their implementation (application, skillful use/application of the coach's instructions/instructions) directly during the football match. The emotional state of a football player can be positively influenced by external factors - the advice of an experienced coach or sports psychologist. In the professional activity of a sports psychologist, there are methods of multi-stage training correction of the athlete's pre-start emotional states, methods of instructions that take into account the trends of modern sports, correction of emotional states by the method of sports coaching, etc. Peculiarities of psychological training of professional soccer players include: mental training, stress management, motivation to achieve sports results, communication interaction. Psychological preparation helps professional football players to optimize their level of preparation for competitions and achieve better results.

The 3Ps: A tool for coach observation.

There is growing recognition of the value of "in situ" coach development practice across a variety sporting contexts. Unfortunately, however, there remains a limited number of tools available with which to observe coaching practice. In this study, we pilot and test a quasi-systematic tool for observation in the form of the 3Ps. Drawing on a range of representational perspectives, the theoretically neutral labels of "procedure", "planning", and "process" were developed for the purpose of holistic observation. In order to test the tool, a group of experienced coach development practitioners (n = 10) integrated the tool into their practice over a 12-month programme of professional development. Those participants subsequently took part in semi-structured interviews, in which they expressed a strong sense of acceptability, perceiving effectiveness and positive opportunity cost. We propose that the 3Ps tool presents a holistic and practically useful means of observing coaches' professional judgment and decision making. We also suggest future directions for the researcher who seeks to generate evidence in a naturalistic coaching context.

An Immersive Virtual Reality System For Practicum Chair Assembly Training To Increase Effectiveness of PPTI 2

The implementation of practicum chair assembly training in PPTI 2 still uses conventional method training. The use of conventional methods has some drawbacks including high resource requirements when starting out and requires an experienced coach who should always be there whenever there is training. The use of conventional methods in the training of practicum chair assembly is considered less effective. There needs to be other alternatives in practicum chair assembly training. The alternative chosen is training using Virtual reality (VR). This paper contains a comparison between training using conventional methods and using virtual reality. That proves training uses VR more effectively than training with conventional methods.

How Can Learner-Oriented Scaffolding Strategies Be Implemented in Coach Education? A Case Study

ABSTRACT Purpose: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators’ scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. Method: A case-study was conducted for a full semester of twelve practical lessons in the unit “Sports Methodology I—Volleyball” of a renowned sport sciences coach education program. Multiple data collection sources included participant observation, video and audio recordings, individual interviews with the coach educator and focus group interviews with the aspiring coaches. A thematic analysis was performed, and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: The strategies adopted by the coach educator progressively unfolded throughout three main stages: (i) laying the foundations of a learner-oriented approach; (ii) enhancing personally meaningful learning experiences; and (iii) mediating peer-coaching activities. An intricate interplay was unraveled between the nature and reduction of the support given and the increased responsibility transferred to the aspiring coaches for their active participation in learning experiences. Conclusions: The learner-oriented scaffolding processes employed by the coach educator sought to promote enhanced understanding of game-play problem-solving and the aspiring coaches’ development of a deeper sense of what is required to become a coach through engagement in coaching technical activities and peer-coaching interventions.

A multi-national peer support intervention: the UPSIDES pilot phase

ABSTRACT Objective: Using Peer Support in Developing Empowering Mental Health Services (UPSIDES) is evaluating implementation of a peer support worker (PSW) intervention at six recruiting sites (Germany, India, Israel, Tanzania, and Uganda) (ISRCTN26008944). The aim of this study is to evaluate the pre-trial pilot phase. Method: The initial training to prepare individuals for the PSW role and the implementation of the peer support (PS) intervention was evaluated using a multi-method design comprising six focus groups (FG; n = 22) and questionnaires capturing the perspectives of service users, PSWs, peer trainers, and mental health staff members (n = 21). Results: Findings were organised across eleven key implementation themes: organisational culture, PSW training, PSW role definition, staff willingness and ability to work with PSWs, resource availability, financial arrangements, support for PSW well-being, PSW access to a peer network, acceptance, preparation, and other challenges. Discussion: The following recommendations are made, based on this pilot phase: the PS training should train on practical skills using role-playing exercises; PSWs should work in teams, including role reflection with colleagues (intervision) or with a highly experienced coach (supervision); necessary resources and tools for networking should be provided; and continuous awareness-raising about PS is needed.

Solution-Focused Coaching to Support Clinicians’ Professional Development: An Analysis of Relational Strategies and Co-constructed Outcomes

ABSTRACT Purpose To explore solution-focused coaching (SFC) as a means to enhance pediatric rehabilitation practitioners’ development of listening skills. Methods Six clinicians each participated in two SFC sessions with an experienced coach who used a practice model developed for pediatric rehabilitation (SFC-peds). The transcribed interviews were analyzed by inductive content analysis to identify the coach’s use of relational strategies and the nature of what was being co-constructed in the sessions. Results The coach used six relational strategies (e.g., supporting reflective and critical thinking). Through dialogue and reflection, the coach and clinician co-constructed four important outcomes, including shared meaning, awareness and discovery of strengths and values, discovery of strategies and opportunities, and forward movement Conclusions The study informs our understanding of the relational processes and benefits of SFC conversations. These conversations appear to provide an optimal learning space to enhance professional development, by facilitating the co-creation of meaning, awareness, and intentionality.

Initial Experience of Pediatric Urology Consortium in Taking Care of Children with Bladder Exstrophy: the Search for the Holy Grail

The bladder exstrophy-epispadias complex is a very rare and complex spectrum of congenital anomalies. The holy grail of treatment for BEEC is volitional voiding with preservation of the upper tracts and patient satisfaction. The development of a collaboration can increase the exposure and experience for a panel of surgeons to better improve the care of babies with this anomaly, both in the surgical correction and in the pre- and post-operative care. The reported outcomes after exstrophy repair vary widely due to different approaches to closure as well as the variable outcome measures used to report experiences. While it is yet too soon to report on final continence outcomes, over the last 6 years, a collaboration between three institutions has increased by three-fold the experience for every individual under the guidance of an experienced coach. The treatment of patients with bladder exstrophy and epispadias is a complex anatomic and physiologic process that requires careful attention to a precise surgery while also focusing on the long-term growth of the bladder and keeping the upper tracts safe. This collaboration, which is predicated on a dedicated team with a focused target, has increased experience and exposure to exstrophy for all institutions.

HOW DO COACH EDUCATORS INFLUENCE MEANINGFUL BEHAVIOR CHANGE IN SPORTS COACHES?

This article provides an overview of how coach educators influence meaningful behavior change in sports coaches. Drawing upon the extant research, we outline gaps in the literature before reviewing key factors that influence behavior change in sport coaches. The framework for this article provides examples of five specific hypotheses, including: H1 : Ensure coach education programs are structured and sequenced; H2 : Coach characteristics drive behaviors: H3 : Behavior change is more likely to occur when coaches understand the impact of their behavior: H4 : The learning environment must align with needs of coaches; and H5 : Delivering and receiving feedback appropriately informs coach education practice. We include evidence of how an experienced coach educator influences meaningful behavior change in sports coaches. We conclude with recommendations for sport coach development programs and future researchers.

Ultra-short-term heart rate recovery after maximal exercise in elite European table tennis players

The purpose of this study was to examine heart rate (HR) responses during 10-s intervals over the first minute of recovery (i.e., ultra-short-term recovery) after table tennis-specific maximal exercise in elite and sub-elite players. Twenty-five elite (22.8 ± 6.1 years) and 18 sub-elite (20.1 ± 2.2 years) table tennis players completed a specific table tennis test performing forehand offensive strokes against balls launched from a table tennis robot by an experienced coach at a rate of approximately 60 balls/min until exhaustion. Immediately upon exercise cessation, the participants were placed in a lying position for 60 s of HR recording. In general, both absolute heart rate and heart rate expressed as a percentage of the peak exercise heart rate were possibly to likely lower (50–92% likelihood of being different; magnitude-based inference), suggesting faster heart rate recovery, in elite players than in sub-elite players. Therefore, we conclude that elite players have faster HR recovery than sub-elite players and that ultra-short-term recovery can be used to monitor training routines.

Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities.

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K-8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers' knowledge and implementation of research-based reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Results yielded positive student academic growth for all three methods of coaching; however, coaching via technology, a more efficient, less time-consuming method of giving teachers ongoing professional development, produced larger statistically significant Cohen's d effect sizes than the other two forms of coaching ranging from 0.22 to 1.01 in areas of phonemic awareness, decoding, comprehension, fluency, writing, and spelling. Other findings as well as the educational implications of implementing coaching via technology are also included.

Impact through coaching: does the use of models limit connectedness in coaching?

Purpose Models are currently used extensively in the delivery of coaching. These models are used to give structure and form by coaches. The purpose of this paper is to present an alternative viewpoint of the impact of the use of models in the coaching relationship. Design/methodology/approach The approach taken has been to reflect on recent conversations across professional networks. The cooperative curiosity and questioning of some of our professional assumptions explores using models in coaching to enhances our practice, rather than limiting it. The paper acts as an exploratory prompt to question our practice and the role of the coach in the client/coach relationship. Findings The paper suggests that models are used, to a greater extent by the more inexperienced coaches to support their early practice. It is suggested that with greater experience, there is less reliance and use of format and recognised models. The paper proposes the more experienced coach provides “freedom without models” creating an alternative type of environment. Practical implications The implications of this paper are that if the authors are to grow and develop the practice and profession, there is a need to continue to research what current practice is delivering and offering the clients. The authors need to question if the early career coaches have the skills to meet the needs of the clients who engage them. Originality/value Researching our practice intends to will spark new ideas that may enhance the coaching practice and deliver the requirements of clients looking for development in a volatile and challenging corporate business world.

Large-scale survey of trust and safety in coaching supervision: Some evidence that we are doing it right

Objectives:There is increasing interest in supervision across the executive and workplace coaching professions, and so it is worth exploring whether promised benefits can be demonstrated. A large-scale empirical survey was conducted into the satisfaction, trust and vulnerability of coaching supervisees. Results are compared with those that have been achieved in other areas of supervision such as occupational therapy and counselling supervision.Design:We employed a cross-sectional design focused on relatively experienced coaches, directed at large numbers so as to measure differences within the population. We inquired into satisfaction and trust in general terms, and we also asked more specifically about the most worrying, concerning or shameful episode in the coach’s practice over the last few years, whether this episode had been brought to supervision and if the ensuing supervision had been helpful.Methods:The sampling strategy was snowballing out from our own experienced coach networks, with help from European professional organisations. The web-based questionnaire was short, easy to use and entirely confidential with no requirement to leave any personal data. Five hundred and eighteen full responses were received on the questionnaire, from 356 female and 162 male coaches from 32 countries. Statistical properties of the responses were computed and two-sample t-tests and non-parametric (Mann-Whitney) U-tests were conducted to look at the influence of gender, age, experience, nationality, amount and nature (i.e. group versus individual) of supervision on satisfaction and trust scores.Results:The results show that these experienced coaches are considerably safer, more satisfied and more trusting of their supervisor than was found in comparable research in counselling and psychotherapy. Significant differences were found in the appreciation of supervision by men and women, and also with supervisee age and relative exposure to supervision.Conclusions:With this sample of relatively senior coaches it appears that highly trusting and satisfactory supervision relationships are emerging, perhaps thanks to current practice where most coaches self-select and engage supervisors out of the proceeds of their own work. Nevertheless, even in this sample there are still just under eight per cent occurrences of insufficient trust and safety around really worrying episodes. There are also demonstrable differences within the overall diversity of the profession.

Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice

ABSTRACTWe investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We illustrate how the coach assisted one teacher in developing an understanding of ‘Critical Stance’ as a pedagogical principle in her kindergarten class that included many English Learners. Analysis of the coaching sessions shows that, to this end, the coach predominantly used ‘dialogue as inquiry,’ establishing a non-hierarchical relationship within which she and the teacher were able to co-construct a practical understanding of Critical Stance as a teaching practice. We argue that it is through the strategic use of dialogue as inquiry that the coach cultivated a dialogic space in which the teacher was invited to challenge, explore, appropriate, and eventually enact Critical Stance in her teaching. The analysis further indicates that the experience of dialogic interaction in the coaching sessions led the teacher to appropriate a ‘dialogic stance’ and space in her classroom with her kindergartners.

The Interplay Between Learning, Knowledge, Biography and Practice: The Tale of an Experienced Track & Field Athletics Coach

This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.

Referral to a Commercial Weight Management Program in Patients With Coronary Heart Disease: A PILOT STUDY IN THE NETHERLANDS.

To quantify the impact of a commercial weight management program on weight change in obese patients with coronary heart disease. An observational, single-center pilot study in the Netherlands. Forty-five patients diagnosed with a recent acute coronary syndrome and a body mass index of >30 kg/m2 were recruited. The commercial weight management intervention (Weight Watchers) promotes a hypoenergetic and balanced diet, increased physical activity, and group support. The program included weekly 30-minute in-hospital meetings with an experienced coach. The program was offered in parallel with a cardiac rehabilitation program. Thirty-five patients completed the program. Of these patients, 32 patients (91%) decreased body weight. Mean weight change was -5.8 kg (range: +0.6 kg to -15.4 kg), and 20 patients (57%) achieved the target of 5% weight loss of their initial weight. Twenty-seven patients continued the commercial weight loss program after 14 weeks, the mean followup of these patients was 34 weeks and their mean weight change was -9.1 kg (range: 0.0-23.0 kg). Obese patients, discharged after an acute coronary syndrome, who were referred to a commercial weight management program, achieved significant weight loss. Although this is a nonrandomized pilot study with patients who were selected by motivation and by the ability to participate in the program, the proportion of weight loss is significant and promising.

WS03.1 Positive effects of a coaching program for parents after the diagnosis of CF following newborn screening

Objectives Parents are emotionally severely disrupted after their child is diagnosed with CF following Newborn Screening. The Dutch CF Foundation (NCFS) started a coaching program for parents to assist them to regain control of their lives. Methods After the diagnosis, parents were offered a maximum of 4 individual sessions at home and one group session with other parents and an experienced family coach. At the start of the coaching program and at the end, both parents filled in questionnaires related to the perceived health status of their child (TAPQOL), anxiety and distress of the parents, and satisfaction about the coaching program. If applicable, paired non-parametric testing was performed for differences between the start and the end of the program. Results 48 parents participated in the program. Mean age of the child at start was 28 weeks. Almost all parents completed 3 or 4 individual sessions. Parental perception of the health status of their child improved significantly over time. Anxiety and distress of the parents significantly decreased. The coaching program was rated good or very good by 80% concerning information, by 90% concerning the coach, and by 75% concerning the content (with only lower scores for the amount of sessions, which were preferred to be higher). 36 parents participated in the group session. 90% rated this session as good or very good. 90% of the parents has reached their predefined goals and almost all parents advised to continue the coaching project in the home situation for future parents. Conclusion A coaching program for parents after the diagnosis CF is feasible and useful. Other groups also might benefit from a coaching program.

Experiencing a Learning Organization: School Administrators Identify Causes of Teacher Ineffectiveness

This stu dy aimed to determine school problems that cau se teacher ineffectiveness, and to find possible solutions to these problems in school improvement. This descriptive study aimed to analyze and identify the current situation. Semi-structured interview technique was used to collect qualitative data. Participants in this research were 17 administrators from 6 schools in city of Gaziantep in the 2012-2013 academic years. In the experience of learning school, school administrators detect problems of the school and aim to find solutions with meetings. Within the research project of the Learning Organization, 12 meetings were held guided by an experienced coach. Participants were asked: What are the factors that cause ineffectiveness of teachers in school improvement? In this qualitative research, content analysis was carried out on recorded administrators' responses. In the findings of research 5 main themes were identified: inadequate teacher education, lack of diversity, limited teaching ability, lack of motivation, a nd emotional exha ustion. Consequently the administra tors identified several responses including determining salary based performance and arranging seminars to develop pedagogical content knowledge.

How meaningful episodic experiences influence the process of becoming an experienced coach

The research on coach learning and development deals with the classification of the sources from which coaches learn, and more recently, with the identification of learning being an idiosyncratic process in which there are variations in coaches’ learning paths. From a constructivist view, learning may be seen as a process of becoming: a person engages in social situations throughout life that are transformed cognitively, emotively and/or practically, and integrated into the person’s biography so that the person becomes more experienced. ‘Episodic experiences’, when they are meaningful to individuals, may result in considerable change to the way that individuals perceive what they know, and have the potential to influence their perception on future learning. The purpose of this article is to illustrate how such meaningful episodic experiences can have an important influence on an individual coach’s process of becoming an experienced coach. Through the use of non-fictional vignettes, we explore how five Canadian women coaches from various sports learned throughout their long careers in coaching as a result of specific episodic experiences in their lives that they considered meaningful. The five vignettes respectively demonstrate learning from episodic experiences with an athlete, with other coaches, in formal and non-formal education courses, with family, and in taking time out to reflect. Due to their own unique biographies, coaches may perceive certain planned and unplanned experiences as meaningful and the learning that occurs as a result may ultimately influence their career paths. This article adds to the emerging body of literature regarding coach learning and highlights the importance of the various experiences of these female coaches in understanding their development.

Biomechanical performance measurement using wireless inertial sensors for professional and recreational darts players

Biomechanical performance is an important factor for developing darts players. The darts throw happens so quickly (< 200 ms) that even the trained eye of an experienced coach has difficulty...