Online Coaching Research Articles

Goal Setting in Masters Sport An Autoethnography of a Masters Kettlebell Athlete and Coach

The purpose of this paper is to describe the nuances of goal setting in coached Masters sport from the perspective of a Masters athlete (MA) who is also a Masters coach. Thus, this paper is an autoethnography of how the first author’s experience in goal setting plays out as a MA with an online coach, and as a coach, coaching other MAs in-person. Data were collected through a series of guided reflexive journal entries, prompted by follow up questions from the second author to create narrative visibility. Journal entries were analyzed to determine what, when, where, how, and why the first author uses goal setting. In Masters sport, goals are set using many of the same principles described in the literature from different sport contexts; however, this autoethnography indicates that it is important for goal setting to originate from the MA to account for individual motives, and then to be communicated with, negotiated by, and supported from the coach with an interdependent, adult-oriented approach.

Online coach development and certification programs in sports: are they possible?

Anticipating the inevitable shift of coach education and Coach Certification Programs (CCP) to distance-learning platforms in the imminent future, I have attempted to identify obstacles that we are likely to face. After explaining the rationale and the potential benefits of such courses, I have identified technique as the most difficult component to both teach and evaluate. A specific viewpoint regarding technique is briefly discussed and several related guidelines are provided to assist in both teaching (coach education) and evaluating technique (CCP) within the context of distance education.

Classroom discourse in mathematics lessons: the effect of a hybrid practice-based professional development program

ABSTRACT There is a need to strengthen the theory-practice connection, particularly for early-career mathematics teachers, through effective professional development (PD) programs that integrate theory and research with the implementation of classroom practices. The current study investigates the effect of the online coaching component a hybrid practice-based-PD program that is focused on supporting teachers’ facilitation of classroom discourse through observing and reflecting on their instructional practices during video-recorded classroom lessons. Participants were 18 early-career mathematics teachers who participated in a two-year Fellowship Program. Teachers‘ discourse instructional practice was analysed quantitatively using the PLATO observation tool. The relationship between these instructional practices and the online component of the PD was examined qualitatively through the analysis of teachers’ reflections and coach’s feedback during recorded coaching conversations. Findings revealed an improvement in teachers’ discourse practices during video-recorded mathematics lessons. This improvement was associated with more explicit, specific references to classroom discourse in the teachers’ reflections and more positive feedback from the coach during online coaching conversations. The study makes theoretical, methodological and practical contributions regarding effectiveness of practice-based PD programs focusing on classroom videos and coaching.

Predictors of Chat Usage in an App-Based Health Coaching Platform: Implications for Treatment Program Planning

Introduction: Digital healthcare with smartphone application is a promising approach to bridge the gap between hospital and community care by facilitating preventive health behavior and chronic illness management. Such technology allows healthcare professionals to integrate online coaching and consultation as part of the treatment process.Objectives: This study seeks to understand the factors predicting users’ usage of the chat function in an app-based health coaching platform.Methods: A total of 394 employees from an oil and gas company participated in health screening as part of their human resource initiatives for employee wellness. Demographic variables, biometrics, psychometrics, and other variables were collected as part of the screening. Employees with existing chronic illness (i.e. diabetes and cardiovascular disease) or the risk of developing one, as indicated by their body mass index ([BMI] > 27), blood pressure (>140/90), HbA1c (> 5.9), cholesterol (> 5.2), and depression/ anxiety/ stress levels (moderate to severe), are enrolled into a 4-month online coaching program. Pearson correlation was performed between all the variables, together with users’ total chat count in four months. Subsequently, significant variables were entered into a multiple linear regression model using the forward method, with total message count as the dependent variable.Results: The analysis included 278 sample who have been offered the coaching program. Significant zero-order correlation was found between total chat count, waistline, family history of high cholesterol, self-identified areas of improvement, ongoing medical follow up, and cholesterol level. At the multivariate level (R2 = .119, F [1, 198] = 26.62, p < .001), only total number of self- identified areas of improvement was found to be significant (β = .34, p<.01).Conclusion: This study shows that the number of self-identified areas of improvement is an important factor that predicts user chat activity in online health coaching.International Journal of Human and Health Sciences Supplementary Issue: 2019 Page: 29

The potential of online coaching to develop female entrepreneurial self-efficacy

PurposeThe purpose of this study is to explore the potential of coaching to develop female entrepreneurship by overcoming potential barriers. It sought to understand how entrepreneurial self-efficacy can be applied to development relationships, through on-line coaching, examining changes in the four key elements of entrepreneurial self-efficacy enactive mastery, vicarious experiences, social persuasion and psychological arousal. The study examines the impact of coaching relationships on female entrepreneurial self-efficacy compared to a control group. The participant group was matched with coaches and undertook a structured six months’ coaching programme.Design/methodology/approachThis was a longitudinal study using a mixed methods approach. Questionnaires investigating entrepreneurial self-efficacy were collected at two time points for both the coaching and control group. After the first time point, the coaching group was supported through a six months coaching development programme. At the second time point, questionnaires were again completed by both groups and qualitative data gather via interviews with the coaching group.FindingsThe findings from this study showed that coaching relationships had a positive impact on coachees’ entrepreneurial self-efficacy, compared to the control group in terms of enactive mastery, vicarious experience, social persuasion and psychological arousal. This suggests that coaching is a development intervention which can be used to enhance self-efficacy beliefs of female entrepreneurs, thereby increasing their chances of engaging in successful business creation and operation.Research limitations/implicationsThe group size was a problem, with four of the coaching group and ten of the control group dropping out. The coaching participants left the intervention due to personal reasons but no reason could be established for the control group participants leaving the study. The problem of ‘Type II’ was considered and in an attempt to overcome this problem, data were shown at below 10% (p < 0.10). It would also have been useful to collect more qualitative data from the control group.Practical implicationsAn online coaching programme provided by women for women, which is tailored to the individual, can support female entrepreneurs through the difficult stages of start-up and development phases of business development. Creating more successful women owned businesses will not only provide financial benefits, but should help provide additional entrepreneurial networks for women, as well as more positive female role models. Exposure to positive role models has been found to have a direct effect on entrepreneurial self-efficacy. This circular affect should in theory keep on increasing, if female entrepreneurs have access to the tailored support provided by coaching programmes such as the one used here.Social implicationsConsidering the current global economic climate, it is increasingly important for women to be supported in small business ownership (Denis, 2012). Countries which actively promote women entering into business ownership will ultimately share the gains in terms of wider issues, i.e. improving education and health, and economic growth (Harding, 2007). If female entrepreneurship is to be encouraged and supported, provision needs to be designed and developed based on female entrepreneurs’ needs and requirements, rather than simply conforming to traditional business support models.Originality/valueThis study contributes to learning and theoretical debates by providing an understanding of female entrepreneurs' needs with regard to business support and how this can be related to and supported by coaching. It also adds to the literature on entrepreneurial self-efficacy, coaching and learning by providing empirical evidence to illustrate how coaching interventions, including the use of online methods, can have a positive impact on female entrepreneurial self-efficacy.

Coaching our coaches: How online learning can address the gap in preparing K-12 instructional coaches

This paper examines why educators in an online coaching program sought professional development and how learning experiences fostered professional growth. A qualitative case study was employed to highlight four participant experiences. Findings demonstrate that educators prioritized the need to define and organize their work as coaches. While the social nature of learning was instrumental, the job-embedded nature of coursework was foundational to grounding inquiry in authentic problems of practice. Together, these experiences enabled participants to flexibly map learning to their specific school context(s). Implications address future designs of professional learning for educators.

A pilot study of family-based management of behavioral excesses in young Iranian children with autism spectrum disorder.

Parent-mediated early behavioral interventions are considered as effective approaches in the treatment of children with Autism Spectrum Disorder (ASD). The majority of these interventions focus on social-communication deficits rather than behavioral excesses which severely irrupt child and family social life as well as the child's appearance behavior and learning processes. The study examines the effectiveness and feasibility of Family-based Management of Behavioral Excesses of Autism Program (FMBEAP) on Iranian families. This pre-post and follow-up intervention study involved 17 parents of children with DSM-5 diagnosis of ASD recruited from Tehran Autism Center. All parents conducted FMBEAP on their children while receiving 10-weekly group supervision on top of everyday on-line individual coaching. The study's measures were Repetitive Behavior Scale-R, video-monitoring of child-parent Interaction, Clinical Global Impression-Improvement Scale, Parental Self-Efficacy and Parenting Stress Index-short form. The measures were applied to the sample three times: pre and post-intervention and at one-month follow-up. The Results showed high and low order behavioral excesses significantly decreased at post-intervention and the follow-up. 15 out of 17 children reached to recovered or highly recovered at post-test. Parents showed significant improvements in self-efficacy and parenting stress scales. The intervention was highly accepted by them. FMBEAP is shown to be a feasible, acceptable and effective intervention to improve autistic behavioral. The parents should also benefit from the program in terms of self-efficacy and parenting stress. FMBEAP is highly recommended for overcoming behavioral excesses along with those interventions focus on behavioral deficits in ASD.

Public health nurses' experiences of assessing disruptive behaviour in children and supporting the use of an Internet-based parent training programme.

BackgroundIn Finland, although families generally receive support from child health clinics, some need more help in dealing with their child's emotions, behaviour and psychosocial development. Public health nurses play a central role in providing vital psychosocial support for families, but they often lack the confidence and competence to tackle mental health problems.AimTo describe how public health nurses used and experienced a working model that combined a psychosocial tool (Strengths and Difficulties Questionnaire, SDQ) to identify disruptive behaviour in four‐year‐old children and an Internet‐based parent training programme with telephone coaching.MethodsThis is a descriptive, cross‐sectional survey study. The sample consists of public health nurses (n = 138) who were working in child health clinics in Finland that had used the working model. Statistical data were analysed using SPSS Statistics for Windows. The responses to an open‐ended question were analysed using inductive content analysis.ResultsThe experiences about the working model were mainly positive. The public health nurses felt that the psychosocial tool, the SDQ, was easy and suitable to use in child health clinics. The availability of an Internet‐based parent training programme provided greater support for parents by overcoming practical barriers. Overall, the working model helped nurses to develop their mental health competencies.ConclusionWithin primary care, the need to tackle psychosocial problems is increasing, and for this, public health nurses need extra support and tools. It seems that the working model, including the SDQ and the online and telephone coaching programme, worked well in child health clinics. This working model can be used to provide parental support and improve nurses' mental health competencies.

A Digital Intervention Addressing Alcohol Use Problems (the "Daybreak" Program): Quasi-Experimental Randomized Controlled Trial.

BackgroundAlcohol use is prevalent in many societies and has major adverse impacts on health, but the availability of effective interventions limits treatment options for those who want assistance in changing their patterns of alcohol use.ObjectiveThis study evaluated the new Daybreak program, which is accessible via mobile app and desktop and was developed by Hello Sunday Morning to support high-risk drinking individuals looking to change their relationship with alcohol. In particular, we compared the effect of adding online coaching via real-time chat messages (intervention group) to an otherwise self-guided program (control group).MethodsWe designed the intervention as a randomized control trial, but as some people (n=48; 11.9%) in the control group were able to use the online coaching, the main analysis comprised all participants. We collected online surveys at one-month and three-months follow-up. The primary outcome was change in alcohol risk (measured with the alcohol use disorders identification test–consumption [AUDIT–C] score), but other outcomes included the number of standard drinks per week, alcohol-related days out of role, psychological distress (Kessler-10), and quality of life (EUROHIS-QOL). Markers of engagement with the program included posts to the site and comments on the posts of others. The primary analysis used Weighted Generalized Estimating Equations.ResultsWe recruited 398 people to the intervention group (50.2%) and 395 people to the control group (49.8%). Most were female (71%) and the mean age was 40.1 years. Most participants were classified as probably dependent (550, 69%) on the AUDIT–10, with 243 (31%) classified with hazardous or harmful consumption. We followed up with 334 (42.1%) participants at one month and 293 (36.9%) at three months. By three months there were significant improvements in AUDIT–C scores (down from mean 9.1 [SD 1.9] to 5.8 [SD 3.1]), alcohol consumed per week (down from mean 37.1 [SD 28.3] to mean 17.5 [SD 18.9]), days out of role (down from mean 1.6 [SD 3.6] to 0.5 [SD 1.6]), quality of life (up from 3.2 [SD 0.7] to 3.6 [SD 0.7]) and reduced distress (down from 24.8 [SD 7.0] to 19.0 [SD 6.6]). Accessing online coaching was not associated with improved outcomes, but engagement with the program (eg, posts and comments on the posts of others) were significantly associated with improvements (eg, in AUDIT–C, alcohol use and EUROHIS-QOL). Reduced alcohol use was found for both probably dependent (estimated marginal mean of 40.8 to 20.1 drinks) and hazardous or harmful alcohol users (estimated marginal mean of 22.9 to 11.9 drinks).ConclusionsClinically significant reductions in alcohol use were found, as well as reduced alcohol risk (AUDIT–C) and days out of role. Importantly, improved alcohol-related outcomes were found for both hazardous or harmful and probably dependent drinkers. Since October 2016, Daybreak has reached more than 50,000 participants. Therefore, there is the potential for the program to have an impact on alcohol-related problems at a population health level, importantly including an effect on probably dependent drinkers.Trial RegistrationAustralian New Zealand Clinical Trials Registry: ACTRN12618000010291; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373110International Registered Report Identifier (IRRID)RR2-10.2196/9982

Predicting engagement with an online psychosocial intervention for psychosis: Exploring individual- and intervention-level predictors

BackgroundIndividuals with psychosis demonstrate positive attitudes towards utilising digital technology in mental health treatment. Although preliminary research suggests digital interventions are feasible and acceptable in this population, little is known about how to best promote engagement with these resources. Candidate predictors include therapist support, sources of motivation and recovery style. Understanding what factors predict engagement will aid more effective design and implementation of digital interventions to improve clinical benefits. ObjectiveThis study aimed to investigate demographic, psychological, and treatment variables that predict overall and type of engagement with a psychosocial, online intervention for individuals with psychosis. MethodsNinety-eight participants with a history of psychosis were given access to a web program containing modules on self-management and recovery, which they were asked to use flexibly at their own pace. Activity was automatically logged by the system. Baseline measures of demographics, recovery style and motivation were administered, and participants were randomised to receive either website access alone, or website access plus weekly, asynchronous emails from an online coach over 12 weeks. Log and baseline assessment data were used in negative binomial regressions to examine predictors of depth and breadth of use over the intervention period. A logistic regression was used to examine the impact of predictor variables on usage profiles (active or passive). ResultsDepth and breadth of engagement were positively predicted by receiving email support, low levels of externally controlled motivations for website use, older age, and having a tertiary education. There was a significant interaction between level of controlled motivation and condition (+/−email) on breadth and depth of engagement: receiving asynchronous emails was associated with increased engagement for individuals with low, but not high, levels of externally controlled motivations. Receiving email support and more autonomous motivations for treatment predicted more active use of the website. ConclusionsAsynchronous email support can promote engagement with online interventions for individuals with psychosis, potentially enabling self-management of illness and improving clinical outcomes. However, those using online interventions due to external motivating factors, may have low levels of engagement with the intervention, irrespective of coaching provided. These findings may guide design and implementation of future online interventions in this population.

Penerapan Pelatihan Partisipatif Pada Kegiatan Penulisan Dan Publikasi Karya Ilmiah Bagi Guru SD

The problems that will be solved in Community Engagement (CE) activities for elementary school teachers in Kecamatan Tingkir is the low ability to write scientific paper among teachers. This CE activity was held at SD Tingkir Lor 2 Salatiga. The participants of the CE were 54 elementary school teachers/principals from the Gugus Joko Tingkir. The model of the CE is a participatory training model. The training activities were carried out for three days from April 23-25, and continued online coaching for 2 weeks. Training material covers the Basics of Writing; Problems in Scientific Paper Writing; Searching materials; Introduction of Online Journals, Introduction to Style Guide and How to Submit in Online Journal. Instruments to measure the success of the process and results of training using questionnaires and evaluation sheets. Data analysis techniques used percentage analysis techniques and categorical descriptive. The results of CE is: teacher knowledge about writing increases; skills in writing papers have been shown to increase from a number of articles published successfully; teacher professionalism has increased, proven to be successful in writing scientific articles; and a close relationship between KKG Gugus Joko Tingkir with PGSD-FKIP UKSW.

Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth

This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.

Process and Outcome Evaluation of a Positive Youth Development-Focused Online Coach Education Course

Coach education courses can be designed to help youth sport coaches improve their ability to foster positive youth development (PYD). To date, few studies have investigated coaches’ perspectives on their participation in PYD-focused coach education courses, and even less have observed coaches in the act of coaching before, during, and after course delivery to assess the extent to which they are implementing course material. The purpose of the present study was to conduct a process and outcome evaluation of a PYD-focused coach education course that was delivered online. Participants were seven Portuguese youth sport coaches who coached athletes between 10 and 18 years of age. Data were collected through non-participant qualitative observations, field notes, semi-structured interviews, and reflective journals. Process evaluation findings indicated that the coaches felt the course was well structured and appropriately delivered, yet limited in its ability to effect change due to the absence of a practical co...

A comprehensive educational approach to improving NCLEX-RN pass rates.

Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven-point Likert scale rates. NCLEX-RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX-RN pass rates before and after implementation. The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX-RN pass rates showed significant improvements with the combined program support additions. The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX-RN pass rates.

A Formative, Utilization-Focused Evaluation of USA Swimming’s Nationwide Online Coach Education Program

Large-scale online coach education programs have become a preferred method of compulsory training for sport governing bodies. In particular, USA Swimming launched a revised online version of its Foundations of Coaching program in 2013. To evaluate its effectiveness, a utilization-focused evaluation was employed to engage program decision-makers in the process of inquiry. After conducting program elicitation exercises with program decision-makers, semi-structured interviews with 21 participant coaches examined course effects on knowledge, attitudes, and behaviours related to coaching swimming. Coaches indicated learning and implementing changes to their coaching of swimming skills, but also indicated the adoption of developmentally-appropriate training practices, which was supported by a corresponding attitude change towards developmentally-appropriate training. Goal setting and incorporating fun into workouts were also endorsed. The evaluation uncovered positive perceptions of the course, and showed that using the course to initiate an ongoing conversation between USA Swimming and its membership could help extend learning opportunities and professional development. The course’s effect on some attitudes (but not others) showed how intentionality of course design and pedagogy were linked to attitude formation. Future evaluations show promise for improving the function of similar large-scale coach education programs.

Investigating Youth Sport Coach Perspectives of an Asthma Education Module.

Physical activity can reduce symptoms and improve wellbeing in people who have asthma, and organized sport is one way for children and youth with asthma to engage in exercise. While asthmatic youth may experience a number of barriers to sport participation, healthy physical and social sport environments supported by coaches can help asthmatic youth athletes maintain long-term engagement in activity. This paper reports results of an assessment of an online coach education tool related to air quality, physical activity, and allergic disease (e.g., asthma). Focus groups with youth team sport coaches in southern Ontario (n = 12 participants) were conducted to explore how users experience the module and short- and medium-term outcomes of implementation. Although coaches perceive the module as relevant, it is considered less valuable in certain contexts (e.g., indoor environments) or when compared with other coach education (e.g., tactical). Although broad asthma management behaviours (e.g., athlete medical forms) were recognized, specific module-identified prevention and management techniques (e.g., the Air Quality Health Index) were less frequently described. Ensuring environment and health coach education emphasizes athlete performance while reducing risk is critical to promoting module application and providing safe and enjoyable youth team sport spaces.

A Participatory Health Promotion Mobile App Addressing Alcohol Use Problems (The Daybreak Program): Protocol for a Randomized Controlled Trial

BackgroundAt-risk patterns of alcohol use are prevalent in many countries with significant costs to individuals, families, and society. Screening and brief interventions, including with Web delivery, are effective but with limited translation into practice to date. Previous observational studies of the Hello Sunday Morning approach have found that their unique Web-based participatory health communication method has resulted in a reduction of at-risk alcohol use between baseline and 3 months. The Hello Sunday Morning blog program asks participants to publicly set a personal goal to stop drinking or reduce their consumption for a set period of time, and to record their reflections and progress on blogs and social networks. Daybreak is Hello Sunday Morning’s evidence-based behavior change program, which is designed to support people looking to change their relationship with alcohol.ObjectiveThis study aims to systematically evaluate different versions of Hello Sunday Morning’s Daybreak program (with and without coaching support) in reducing at-risk alcohol use.MethodsWe will use a between groups randomized control design. New participants enrolling in the Daybreak program will be eligible to be randomized to receive either (1) the Daybreak program, including peer support plus behavioral experiments (these encourage and guide participants in developing new skills in the areas of mindfulness, connectedness, resilience, situational strategies, and health), or (2) the Daybreak program, including the same peer support plus behavioral experiments, but with online coaching support. We will recruit 467 people per group to detect an effect size of f=0.10. To be eligible, participants must be resident in Australia, aged ≥18 years, score ≥8 on the alcohol use disorders identification test (AUDIT), and not report prior treatment for cardiovascular disease.ResultsThe primary outcome measure will be reduction in the AUDIT-Consumption (AUDIT-C) scores. Secondary outcomes include mental health (Kessler’s K-10), days out of role (Kessler), alcohol consumed (measured with a 7-day drinking diary in standard 10 g drinks), and alcohol-related harms (CORE alcohol and drug survey). We will collect data at baseline and 1, 3, and 6 months and analyze them with random effects models, given the correlated data structure.ConclusionsA randomized trial is required to provide robust evidence of the impact of the online coaching component of the Daybreak program, including over an extended period.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12618000010291; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373110 (Archived by WebCite at http://www.webcitation.org/6zKRmp0aC)Registered Report IdentifierRR1-10.2196/9982

Development of a Cloud-based Network Teaching Platform

at present, teachers and students are unable to communicate with each other face to face directly in the network courses so that the teaching quality has been lowered. Meanwhile, the traditional non-linear editing teaching network is easy to delay the teaching task. In this article, we applied the innovative PBL (Problem Based Learning) teaching method and combined the teachers-students feedback technology for network teaching based on the cloud computing theory. Besides, all workstations were disk workstations to reduce the delay of teaching task. We constructed the platform with the personnel information module and the learning service module, of which the learning service module contains three main functions: teaching service resources management, online coaching, and assignment submission and correcting. The final results of the teaching effect test showed that the learning effect and learning interest of the students who used the PBL network teaching platform was superior to the students who didn't use this platform.

Intrapersonal Variation in Goal Setting and Achievement in Health Coaching: Cross-Sectional Retrospective Analysis.

BackgroundChronic conditions in the United States are among the most costly and preventable of all health problems. Research suggests health coaching is an effective strategy for reducing health risks including decreases in weight, blood pressure, lipids, and blood glucose. Much less is known about how and when coaching works.ObjectiveThe aim of this study was to conduct an analysis of intrapersonal variations in participants’ progression in health coaching, examining gender and age-related differences.MethodsThis was a cross-sectional, retrospective analysis of 35,333 health coaching participants between 2012 and 2016. Differences in number of goals and activities set and completed, and number of interactions were assessed using negative binomial models. Differences in goal type were assessed using logistic regression for gender and using the Welch test for age to account for unequal variances.ResultsParticipants choosing online coaching were more likely to be younger and female (P<.001). Gender and age differences were found for the types of goals set by participants. Regarding program activity, women set and completed 12% more action steps than men (P<.001), averaging 21% more interactions than men (P<.001); no gender differences were found in number of goals completed (P=.12), although the percentage of males and females completing goals was significantly different at 60 and 120 days postenrollment (P<.001). Results indicated significant age-related differences in all aspects of program activity: number of interactions, goals set and completed, action steps set and completed (all P values <.01), as well as significant differences in percentage of individuals completing initial goals within 30 days, with older individuals completing more than younger individuals did (all P values <.001).ConclusionsThis study found significant intrapersonal variation in how people participate in and progress through a coaching program. Age-related variations were found in all aspects of coaching activity, from modality preference and initial choice of goal type (eg, weight management, tobacco cessation) to goal completion, whereas gender-related differences were demonstrated for all program activities except number of goals set and completed. These findings indicate that to maximize behavior change, coaches need to personalize the coaching experience to the individual.

Overcoming barriers between volunteer professionals advising project‐based learning teams with regulation tools

AbstractTo provide the substantial support required for project‐based learning (PBL), educators can incorporate professional experts as design coaches. However, previous work shows barriers incorporating design coaches who can rarely meet face‐to‐face: (1) communication online is time‐consuming, (2) updating coaches online is not perceived as valuable, (3) students do not seek help, (4) coaches are not proactive online and (5) coaches struggle to gain the awareness from student online communications. How might we design socio‐technical systems that can incorporate professionals coaching? In a 6‐week university PBL product design program with three teams (four members per team) and five coaches, teams met with coaches on campus for 2‐hours a week, but otherwise communicated with teams online. We created and tested StandUp, a system designed to overcome coaching barriers online that: prompts team planning, goal setting and monitoring of progress and displays this information online to coaches. We collected and analyzed interview, observation and log data. We found StandUp helped participants overcome coaching barriers by providing students a way to regulate group learning which in turn automatically emailed reports to coaches thereby supporting coach awareness; coach awareness in turn prompted both online coaching and face‐to‐face coaching. This work provides evidence from one context. Future work should measure learning and explore different regulation scripts.