Online Coaching Research Articles

Effects of using wearable devices on reducing sedentary time and prolonged sitting in healthy adults: a network meta-analysis

ObjectivesThis study aimed to compare the effectiveness of different wearable intervention strategies in reducing sedentary time (ST) and prolonged sitting (PS) on healthy adults.DesignA network meta-analysis (NMA).Data sourcesPubMed, Web of Science, SPORTDiscus, ProQuest, Opengrey, Medline and Cochrane Central Register of Controlled Trials were searched up to 1 June 2024.Eligibility criteria for selecting studiesRandomised controlled trials (RCTs) that examined the effect of wearable device interventions on ST and PS among healthy adults were included.Data extraction and synthesisTwo independent reviewers used standardised methods to search, screen and code included studies. Bias risks were assessed using Cochrane tools (Risk of Bias 2.0). Data were analysed using a frequentist framework NMA to directly and indirectly compare the effects of the five different intervention strategies (comparators). The results were reported as standardised mean differences (SMDs) with 95% CI and surface under cumulative ranking curve (SUCRA) was used to rank the best interventions. The five comparators were as follows: (1) wearable-only intervention (only using wearable devices for self-monitoring); (2) wearable combined with online intervention (ie, online coaching and social media support); (3) wearable combined with offline intervention (ie, face-to-face seminars and courses); (4) comparison group (ie, traditional, non-wearable interventions); (5) control group (ie, maintaining daily routine, waitlist).Results12 RCTs with a total of 2957 participants were included. Results of NMA showed that the ‘wearable+online’ has significantly better effects in reducing ST compared with control group, comparison group and ‘wearable only’, with moderate to large effect sizes (SMD=0.96, 95% CI 0.65 to 1.27; SMD=0.87, 95% CI 0.21 to 1.53; SMD=0.78, 95% CI 0.14 to 1.42, respectively). However, no significant differences were identified between the groups in reducing PS. The SUCRA values were ranked as wearable+online (98.1%), wearable+offline (64.4%,), ‘wearable only’ (40.5%), comparison group (25.9%) and control group (21.1%) for ST reduction. Similar rankings were observed for PS reduction, with probabilities of 69.9%, 61.1%, 59.7%, 37.1% and 22.1%, respectively.ConclusionsWearable+online is the best intervention strategy for reducing ST in healthy adults. Additionally, none of the wearable-based interventions effectively reduced PS in healthy adults, but as there is little research on PS, it should receive more attention in the future.PROSPERO registration number:CRD42021290017.

Enhancing skill acquisition knowledge and practice design in elite level swimming: Effects of a six-week online coach education intervention

In response to calls for examples from sports settings that highlight successful collaborations between skill acquisition specialists and coaches, this study evaluated the effectiveness of a skill acquisition coach education intervention. After an analysis of practice by a skill acquisition specialist, which provided context to impact learning design, two senior coaches from British Para Swimming with no prior knowledge of skill acquisition principles were observed and interviewed. The intervention harnessed coach experiential knowledge by emphasising development in understanding of theory underpinning three key principles of skill acquisition (i) implicit learning, (ii), focus of attention, and (iii) contextual interference, and encouraging informal and experiential learning between sessions. Following the intervention, coaches had adapted their approach to practice design to incorporate theory-informed techniques. Coach observations and interviews highlighted a range of novel findings in skill acquisition. First, outcomes indicated the use of implicit learning techniques in the form of analogy or metaphor cues can facilitate learning for athletes with intellectual disabilities. Second, coaches reported the learning benefits of utilising external and holistic focus cues in the elite athlete setting. Finally, through an increased understanding of the learning-performance distinction, coaches described the benefits of incorporating contextual interference, which emphasised temporal spacing between learning events. The coaches’ interpretation and implementation of skill acquisition theory are discussed with reference to potential avenues of exploration in future research.

Parents' online coaching in the early intervention home program for toddlers with autism spectrum disorder during the COVID-19 pandemic: Manual development and feasibility study.

Early intervention improves the developmental progress among toddlers with ASD. Family involvement enhances the intervention outcome. This study aimed to develop and test the feasibility of an early intervention home program manual for toddlers with ASD. Method: This study involved three phases: (I) formulation of manual concept and content design (II) manual development through focus group discussion (n = 10) and content validation by experts (n = 9); (III) cognitive interview (n = 6) and feasibility study (n = 8). Result: Content Validity Index (I-CVI) for the developed manual ranged from .78-1.0, S-CVI/Ave .96, and S-CVI/UA .79. Cognitive interview among six parents reported that the manual was easy to understand. The feasibility study reported all eight parents benefitted from coaching sessions. Approximately 87.5% of the respondents found the program benefited their children and could easily implement the activities in their daily routines. Approximately 75% of respondents reported having greater confidence in managing their child's behaviors at home. Parent coaching using the developed home program is feasible and accepted by parents of a toddler with ASD. Further study should be developed to explore the effectiveness of parent coaching using the manual.

NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-to- face or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students’ perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials.

Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme

ABSTRACT In this study, we investigated how early career teachers implemented individual goals set in a self-management training course in the context of professional development, followed by online coaching (OC) designed to support transfer to practice and self-regulation. We conducted qualitative analyses of coaches’ OC reports from 60 teachers and a case study including three teachers’ and their coaches’ perspective on the process of goal implementation. Two action-oriented patterns of goal pursuit (pragmatic and reflective) and one low focus and engagement pattern were identified. The OC helped teachers to deal with school-, stress-, and career-related challenges, and to reflect. We conclude that OC is suitable to support teachers’ self-regulation and to empower them, provided they engage with it. We argue that adaptive coaching models, based on principles of professional coaching, including goal orientation, should be further developed for teacher education.

10-Week Trajectories of Candidate Psychological Processes Differentially Predict Mental Health Gains from Online Dyadic versus Mindfulness Interventions: A Randomized Clinical Trial.

Background: App-based contemplative interventions, such as mindfulness-based interventions, have gained popularity for the promotion of mental health; however, the understanding of underlying intervention-specific mechanisms remains limited, especially related to novel inter-relational dyadic practices. Methods: We tested (n = 253) seven putative mechanisms underlying two brief (daily 12-min) online mental interventions: attention-focused mindfulness and socio-emotional partner-based, both supported by weekly online coaching. Weekly self-reports of rumination, worry, psychological flexibility, affective control, social support, acceptance, and mindfulness were obtained over 10 weeks of intervention, and depression, anxiety, and resilience were assessed as pre- and post-intervention outcomes. Results: Significant week-to-week reductions in rumination and increases in psychological flexibility were observed in both interventions. Only attention-based practice led to temporal reductions in worry, and only socio-emotional dyadic practice led to temporal increases in affective control. Mediation analyses with slopes of weekly variables as mediators detected no significant indirect effects. However, exploratory moderation analyses revealed that intervention-related reductions in depressive symptomatology and anxiety vulnerability and increases in resilience were predicted by weekly increases in acceptance and affective control in the socio-emotional dyadic group, and by weekly reductions in rumination and worry in the mindfulness group. Limitations of the study include reliance on brief self-report measures, relatively small sample size, and absence of long-term follow-up assessments indicating the need for future well-powered longitudinal studies comparing intervention modalities. Conclusions: We present preliminary evidence for practice-specific active ingredients of contemplative interventions, which can be leveraged to enhance their efficiency for mental health.

Effects of remote cardiac rehabilitation using wearable devices with and without weekly online coaching in patients with coronary artery disease: J-CARP FIT study

Effects of remote cardiac rehabilitation using wearable devices with and without weekly online coaching in patients with coronary artery disease: J-CARP FIT study

Adults’ engagement in music learning during and after online coaching

ABSTRACT This article sheds light on adult engagement in a learning activity during and after online coaching on piano, guitar, or songwriting. Data was collected from the participants using thematic semi-structured interviews and experience sampling. To investigate the extent to which adult learners are involved in learning during and after online music coaching, we analysed the visibility of four components of engagement – namely behavioural, cognitive, affective and social. During the coaching, flexibility, a regular and repetitive course structure and the learning community positively influenced engagement. However, only a few participants continued their active music-making after the coaching period ended. A lack of time and goals were potential explanations for non-continuance, whereas participation in a music-related community beyond the coaching was recognised as a potential factor in continuing to make music when it stopped.

가정에서의 긍정적 행동지원을 위한 강점기반 부모교육 프로그램 개발 및 효과 검증 연구

The purpose of this study is to develop, implement, evaluate a strength-based parent training program for positive behavior support for families. A total of nine parents of children with developmental disabilities aged between six and 12 participated in this study. The program consists of 10 sessions and incorporates the procedures of Prevent-Teach-Reinforce for Families(PTR-F), along with practical exercises in positive psychotherapy and techniques from solution-focused counseling as components. By reviewing the delivery methods of evidence-based parent training programs for children with developmental disabilities developed in foreign countries, the program integrates both collective instructional sessions and personalized guidance; it also facilitates parental implementation via online coaching. To evaluate the impact of the program on parental efficacy in behavior support, the subjective well-being of parents, the positive perceptions of parenting children with disabilities of parents, as well as the adaptive behavior of children with developmental disabilities, Wilcoxon signed-rank tests were utilized to measure changes from pre- to post-test for each dependent variable. The results of this study revealed statistically significant differences in all dependent variables both before and after implementing the program. Along with the discussion of the research results, significance and limitations of the study, as well as suggestions for future studies were presented.

Technology affordances and social withdrawal: The rise of hikikomori

AbstractThe prevalence of social withdrawal behaviors has been a growing concern in recent years. The concept of hikikomori, a severe social withdrawal condition, has gained increasing attention in high‐income societies and developed economies. The term applies to both the condition and the person experiencing it. Technology has been blamed for exacerbating the isolation of hikikomoris. Paradoxically, anecdotal evidence suggests that technology can help mitigate their social withdrawal. Drawing on affordance theory, this study explores the potential of technology as an intermediate intervention to help hikikomoris reintegrate into society by addressing the research question—“How are the affordances of technology leveraged to contribute to the gradual reintegration of hikikomoris into society?” This netnographic study is based on over 2‐year naturalistic observations of the Hikikomori Escape online community. Our findings identified seven types of affordances that facilitate Hikikomoris' social reintegration journey: anonymous storytelling, meta connectivity, information access for skill growth, peer networking and community building, online coaching, virtual‐to‐real connectivity, and tech‐enabled skill development. We discuss how three levels of technology affordances shape hihikomoris' self‐motivation to connect socially at the individual and community levels, facilitating their gradual reintegration into society. This research contributes by developing an empirically grounded framework of how technology can contribute to addressing social withdrawal among hikikomoris. Such knowledge is crucial for scholars, policymakers, and health professionals seeking to tackle this pressing societal challenge.

Healthcare workers’ experience of a coach-led digital platform for better well-being

ABSTRACT This study aimed to use a coach-led digital health platform to mitigate burnout and enhance wellbeing among hospital workers. Individual interviews were conducted with 11 healthcare workers to explore their experiences of working with a coach through text-based communication on a digital support platform. Interviews were analysed using thematic analysis. Three overarching themes were identified: (1) Human-centred Conversation, Facilitated Awareness, (2) Learning and Growth, (3) Forward Momentum in the pillars of Lifestyle Medicine. Participants had a positive human-centered connection with their coach and felt safe to communicate openly with her via online chat messages. The coach facilitated participants’ awareness, learning and growth by helping them to identify the goals they wanted to achieve. Participants experienced forward momentum in the pillars of Lifestyle Medicine, including sleep, relationships, meaning and purpose in life, exercise, eating well, along with reduced loneliness and burnout. This study found that participants can experience an inherently human-centred connection through text-based communication with an online coach. There were some limits to this connection, including individual preferences and beliefs in relation to the digital means of communication. Participants felt connected to their coach and experienced benefits that extended beyond achieving individual goals to improving their lifestyle and wellbeing.

Education in the New Normal: The Plight of Junior High School English Language Trainers

The purpose of this study was to document the problems, coping strategies, and key learnings of the junior high school language instructors. To analyze the lived experiences of junior high school language teachers during the “new normal,” this study used a phenomenology analysis, making it qualitative research. Ten junior high school English teachers from Panabo City Division who are either teaching or have experience with language education were the participants. These renowned teachers have first-hand experience training children for various competitions in the contemporary period. The tool utilized after a verified Interview Guide Questions (IGQ) was an in-depth interview. It was decided to use reflexive thematic analysis to produce the study’s findings. Furthermore, the findings revealed the various themes about the lived experiences of the study participants: difficulty in conducting online coaching, issues navigating online platforms, inadequate monetary support, intermittent internet connectivity, constrained training period, and multitasking with overlapping tasks. Secondly, their coping mechanisms are patience toward students’ capacity, effective time management, preparing resources beforehand, soliciting peer support, and participating in skills enhancement webinars. Lastly, the meaningful insights generated from the study infuse students with inspiration, maintain open communication, engage experts collaboratively, and decrease the excessive paperwork load of the teachers who are language trainers at the same time.

Social prescribing for children and young people with neurodisability and their families initiated in a hospital setting: a systematic review

ObjectivesSocial prescribing (SP) is a non-medical intervention in which professionals refer patients to a link worker (LW), who connects them with appropriate support. Children and young people (CYP) with neurodisability...

Internet-based Technologies are the Tools for Promoting Sportsmanship in Pakistan

In today's digital era, the sports industry is going through a remarkable transformation. It's no longer just a game; the integration of technology in sport is reshaping how teams operate, athletes train themselves, and fans like to engage. Various tools, platforms, and applications for online coaching, performance assessment, smart apparel, and footwear have been created. Thus, it can be inferred that a network of well-organized devices and sensors has emerged to revolutionize sports industry as a whole. However, in Pakistan, technological adoption is often neglected and prejudiced. In the context of sports, Pakistan exhibits a restricted range of diverse athletic activities, mostly adhering to traditional practices and displaying little integration of technology advancements. The primary objective of this research is to examine the impact of internet technology on the promotion of sportsmanship within the context of Pakistan. The researchers have conducted in-depth interviews with athletes and sports professionals, using theme analysis to transcribe and evaluate the participants' comments in a comprehensive manner. The results indicate that technology plays a crucial role in upholding the integrity of the game, and the incorporation of technology in sports may enhance Pakistan's overall performance index.

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.

Athletes’ Perceptions of Developing Relationships Through Adult-Oriented Coaching in Online Contexts

Online coaching has grown in popularity, in which the coach and athlete work together using Internet-based platforms, without meeting in person. Kettlebell lifting has been using the online format for some time. The majority of Kettlebell lifters are Masters Athletes (MAs), over the age of 35 years, and competing in registered events around the world. Adult-oriented psychosocial coaching approaches that prioritize relationship development have proven to be successful when coaching MAs. While the coach–athlete relationship has been extensively examined, it is not known how the coach–athlete relationship is created and maintained in an online-only environment. The purpose of this study is to explore the perceptions of MAs’ relationships with their online coaches. Five kettlebell lifters were interviewed to explore their experiences of having online coaches. Using interpretative phenomenological analysis, the lifters’ individual experiences within the online coaching environment were examined. Three higher order themes suggest (a) initial relationship building involves the coach selection by the MA, as well as developing closeness and complementary behaviors; (b) progressing in the relationship through communication; and (c) coach programming that is adaptable and negotiated. The coach–athlete relationship for mature adults in an online-only platform can be fostered through adult-oriented approaches.

Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments

Special Issue in Online and Remote Coaching: Exploring Coaching Delivery and Coach Education in Online/Digital Environments

The Coach Developer as a Learning Designer: An Insight Into the Development of the ICOACHKIDS Massive Open Online Courses

The role of the coach developer (CD) has broadened over the last two decades. Today CDs fulfil multiple functions, such as tutor, facilitator, expert, or mentor. They also play a significant part as learning designers. CDs are normally not trained to perform this role. This practical advances paper provides an overview of the role and required skills of learning designers, specifically in the context of the creation of an online coach development resource: the ICOACHKIDS massive open online courses. The paper offers a novel description of the development process. It describes four stages, including: (a) agreeing on target audience and learning outcomes, (b) choosing the pedagogical model, (c) selecting technological solutions and partners, and (d) content development. For each stage, the working parameters, associated challenges, and the learning gained by CDs are described. Each of these phases presents unique challenges and requires different competences. We conclude that learning design, especially in relation to massive open online courses (and perhaps, more broadly, online), must become part of the CD development curriculum going forward.

Online Learning in a High-Performance Sport Environment—A Mixed-Method Study

This study investigated a high-performance rugby academy program in New Zealand during the COVID-19 lockdown period in 2020. Unsurprisingly, this challenged academy staff who were abruptly charged with conceptualizing and implementing the program in innovative ways including a move to online learning and the adoption of online learning tools. A mixed-method sequential exploratory design was employed to explore the managers, coaches, and learners’ experiences. Phase 1 explored three coaches and two academy managers conceptualization and subsequent experiences of the online program. Phase 2 explored 44 academy players’ experiences of the online learning program. Our findings reveal that an explicit focus on player well-being and connection online appeared to increase a “sense of community” within and across both cohorts through enhanced communication, participation, and interaction. The challenges encountered included: accessibility, the amount, flow, and direction of information, “app fatigue,” and online technologies that were not fit-for-purpose. Our discussion reinforces that purposeful design and constant reflection is requisite to the successful and sustainable implementation of online coaching environments. We conclude with five fundamental lessons learned from COVID-19 that are worthy of consideration in the purposeful design of future online high-performance sporting programmes.

Understanding the Impact of an Online Level 1 Coach Education Award on Dodgeball Coaches’ Learning and Practice

Improved internet access and technological advancements have significantly influenced coaches’ learning opportunities, with numerous online coach education courses now available. Despite this, we know little about coaches’ experiences of such provision and how it shapes coach learning. Consequently, the aim of this research is to understand the impact of an online Level 1 coach education award on dodgeball coaches’ learning and practice. Data were collected via an online qualitative survey involving 57 dodgeball coaches who had completed the award, alongside follow-up virtual semistructured interviews with eight coaches. Following a reflexive thematic analysis process drawing upon the theoretical framework of Jennifer Moon, three themes were generated: (a) a surface or deep approach? Understanding dodgeball coaches’ experiences of the Level 1 award, (b) coaches’ preferences and learning styles: a barrier for online coach education, and (c) enhancing the impact of online coach education: assessment and postaward support. Findings indicate that the award’s impact on learning and practice varied depending upon coaches’ cognitive structures, which influenced their perceptions toward the value of online provision. Although coaches’ experiences were generally positive, authentic assessment(s) and mentoring opportunities were proposed to further enhance the award’s impact.