Coaching Practices Research Articles

Technical pace bowling coaching of adolescent cricketers: A survey on practices and barriers

In cricket pace bowling, research has determined kinematic correlates to ball release speed and lumbar bone stress injury. Coaches have an important role in guiding the development of the bowling action of adolescent pace bowlers; however, it is not clear whether their knowledge and practices align with improving ball release speed and reducing lower back injury risk. This study had three aims: 1) to describe the technical coaching practices of adolescent pace bowlers, 2) to identify the barriers that coaches face in the implementation of such practices, and 3) to determine the relationship between coaches’ demographic characteristics and the frequency of technical coaching. This study used a cross-sectional survey study design combined with a purposive sampling approach. Participants were cricket coaches (n = 130) in Australia aged over 18 years, who coached adolescent cricket teams (10–19 years old). Only 11.3% of coaches “occasionally” engaged in technical bowling coaching in the off-season, which increased to 37.1% during the in-season. When technical bowling coaching was undertaken, it was most common for it to last “15–30 min/session” (34.5% of coaches in the off-season and 38.2% in the in-season). The most common barrier to technical bowling coaching during the off-season was limited access to players, while barriers during the in-season were minimal and varied. Younger coaches and older players were associated with more frequent technical coaching in the off-season. Future coaching educational programmes could help coaches to work around the player-access barrier by encouraging them to prescribe training drills in the off-season.

Resistance Training Prescription During Planned Deloading Periods: A Survey of Strength and Conditioning Coaches Across Varying Sporting Codes.

De Marco, K, Goods, PSR, Baldwin, KM, Hiscock, DJ, and Scott, BR. Resistance training prescription during planned deloading periods: A survey of strength and conditioning coaches across varying sporting codes. J Strength Cond Res XX(X): 000-000, 2024-The aim of this study was to investigate the resistance training (RT) prescription practices of strength and conditioning coaches throughout 4 common planned deloading periods (taper, competitive season, tournament, and travel). An anonymous online survey was shared globally to coaches, with data from 204 subjects included in analysis (current level of athlete coached: world class n = 68, elite/international n = 62, highly trained n = 64, trained n = 10). Coaches only provided answers about prescription for deloading periods, which they reported encountering. Where a coach indicated not prescribing RT for specific deloading periods, they detailed any barriers preventing RT prescription. Weekly deload RT prescription was typically reported as follows: 1-2 sessions, 30-60 minutes, 1-3 sets, 1-6 repetitions, and between 60 and 84% 1 repetition maximum. Most coaches reported decreasing volume during all deloading periods (taper: 89.1% [163/183 respondents], competitive season: 70.4% [133/189], tournament: 84.1% [74/88], travel: 74.6% [88/118]), with the most common reduction in RT volume reported as 0-25%. Most coaches also decreased intensity during a taper (52.9% [82/155]), tournament (54.8% [40/73]), and travel (53.6% [52/97]), with a 0-25% reduction the most common. Travel had the highest incidence of coaches not prescribing RT (38.5% [75/195]). The most cited barriers by these subjects were "scheduling/time" (60.0% [45/75]) and "lack of equipment and facilities" (57.3% [43/75]), which were also common in other periods. To address common barriers experienced by coaches, researchers should investigate time-efficient RT strategies requiring minimal equipment for periods of planned deloading to maintain training stimulus.

Digital fist bumps: searching for datafication and digitalisation in everyday CrossFit coaching practice.

The research presented here explores the nuances of data collection and sharing via digital platforms in everyday CrossFit coaching practice. There is a growing body of work on data and digital platforms in CrossFit, though currently there is a lack of understanding of the role of coaches in these processes. Empirically grounding the digital fitness practices of CrossFit coaching is essential for our understanding of the sport, as well as to critically engage with the dominant socio-technical narratives of the digital fitness revolution: narratives that obscure the agency of coaches. This research foregrounds the coaches' agency and lived experiences, focusing on their everyday coaching practices around data and digital platforms. Six semi-structured in-depth interviews with CrossFit coaches in Sweden were undertaken in 2023. These focused on if, when, how and why they collect, or encourage their participants to collect, data on their training and share this via digital platforms. The findings reveal several different, though interrelated, areas where the CrossFit coaches can be seen as mediating between often competing narratives around data and digital platforms. These everyday practices include mediating between group vs. individual training, data collection and sharing vs. "moving well", CrossFit's methodology of quantification of fitness vs. the needs of the participants and navigating the techno-solutionist vs. reductionist narratives around digital fitness tracking.

Pinky-Links and Eye Contact: How the Use of Pre-Competitive Routines Changed My Coaching Practices

As a volleyball coach, my training approach has often relied on reproducing what I saw others do. Consequently, in this study, my purpose was to transform my own coaching practices with a U16 volleyball team. Through my learning during a post-graduate course-based Master’s degree, I became fascinated with pre-competitive (PC) routines and the potential they have to improve athletes’ positive psychological states during training and competition. I employed an iterative Action Research (AR) process to facilitate my learning and application of different PC routine approaches. Specifically, I aimed to challenge myself to examine critically not only my planning and implementation of PC routines (what I did), but also how this process helped me learn to become a more conscientious coach.

Developing creative coaches through action research: why and how context matters

ABSTRACT Although creativity has increasingly become a focus for general developmental attention in many fields, its practical implementation has been bedevilled by problems. Notwithstanding such doubts, the promise of creativity has been eagerly embraced within sport. In taking account of the on-going need to develop sports coaches’ knowledge and practice in situ, the aim of this project was to develop coaches’ creativity through an action research (AR) method, itself the subject of criticism in relation to definitional elusiveness. Although one refers to content and the other to method, it was anticipated that engaging in such a dual, yet unified function could somewhat address the ‘realpolitik’ issues evident in both, to better develop creative coaching practice. Following an AR design which included 4 systematic cycles over a 20-week period, 4 coaches selected through purposive and snowball sampling were encouraged and assisted to implement creative notions into their practice. Although rhetorically supportive, the coaches experienced numerous obstacles to adopt and embed such ideas into their coaching. The results reflected a ‘misuse’ or misunderstanding of creativity, an inability to work without considerable definitional structures and a constant justification for the lack of agency exercised. Such findings are principally discussed within a critical framework of the need to; (1) better appreciate the power of context (in addition to articulating what is meant by such) when utilising or advocating means such as AR and (2) to encourage a more nuanced understanding of what exactly is being asked for in terms of developing (altered) creative practice in coaches.

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

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

The 6 Whats Coaching Model: A Practical Guide to Structuring Professional Coaching Conversations

Coaching practice, which occurs largely in organizational contexts, has traditionally been seen as forward-looking dialogue that moves clients from intentions to goal attainment. Extensive research can be found attesting to the value of coaching experiences for personal and professional development. Yet, with exponential growth in this field, what is represented as coaching may take a wide variety of forms,  thereby obscuring and problematizing what the nature of professional coaching is, especially as articulated by professional coaching organizations. As well, with such diversity in coaching approaches, how can organizations fully appreciate what they are inviting into their environment when they choose to employ coaching as an HRD strategy? The 6 whats model aims to recenter awareness on the essential elements of a coaching conversation in order that the coherence of coaching practice is more consistent and that practice boundaries for this relatively new profession can be reaffirmed. It builds upon historical traditions within the coaching field and articulates the core elements of coaching conversations that are required so that coaching relationships remain within their legitimate domain of professional endeavor.

An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts".

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

The effects of values and principles in sports coach education course designed to promote values-driven coaching styles

The ability of youth sport coaches to intentionally teach athletes values is often recognised as a critical pursuit throughout youth sport research. However, as coach education programmes and coach development systems seek to enhance the knowledge and skills of coaches, there is a need to investigate the effects that these initiatives have on coaching practices. The purpose of this multi-methods study was to investigate the effectiveness and perceived benefits of the Values and Principles in Sport (VPS) coach education course, specifically regarding values-driven coaching practices. Twenty-seven coaches and athletes from their teams ( n = 85) participated in the study. Fourteen coaches attended the VPS course, which aimed to equip coaches with knowledge and skills for promoting values-driven coaching practices. Among this group, quantitative data were collected using a coach-centric systematic observation tool and an athlete survey, while qualitative data were collected through individual interviews with coaches and focus groups with athletes. Additionally, the 13 coaches who did not attend the VPS course – as well as athletes from their teams – were included in a control group and completed the quantitative measures. Quantitative results that are related to teaching values suggest that coaches who attended the VPS course did not perform better than those in the control group. However, the course did impact coaching style, suggesting high inter-individual differences in coaching styles (i.e., reserved, average, engaging, purposeful, and VPS-active). Qualitative results highlight that, among coaches who attended the VPS course, the course contributed to understanding and awareness related to teaching values in sport and the transfer of values outside of sport. Taken together, the study underscores the value of incorporating practical components in designing a VPS course, as well as the potential for individualising coach development pathways based on coaching style.

Assessment of Soccer Teaching Ability Based on Deep Learning Algorithm

Soccer teaching involves imparting fundamental skills, tactics, and strategies related to the sport of soccer. Coaches and instructors focus on teaching players proper techniques for dribbling, passing, shooting, and defending, while also emphasizing teamwork, sportsmanship, and game awareness. Soccer teaching sessions typically include a combination of drills, scrimmages, and tactical discussions tailored to the age and skill level of the players. This paper proposed an effective soccer assessment technique for teaching ability with the Automated Probabilistic Deep Learning (APDL) model. The proposed APDL model comprises an automated model for the assessment of student performance. The proposed APDL model processes the input soccer images with the pre-processing of the features. With APDL model uses the probabilistic computation features for the computation of the variables in the soccer data. With the extraction of the features, the maximum likelihood is computed for the classification with the deep learning model features. The APDL model implements the classification-based deep learning model features with the examination of soccer teaching, instruction, development of skill, and players. Simulation results demonstrated that prediction with the APDL model estimates the probability of prediction as 0.91 with an estimated uncertainty value of 0.08. In the case of teaching and coaching assessment, the uncertainty is stated as 0.08 for both with the prediction assessment score of 0.92. The classification accuracy of the proposed APDL model is achieved as 0.95 with the precision value of 0.97. The findings of this research contribute to the advancement of coaching methodologies in soccer, providing coaches and educators with valuable insights into their teaching effectiveness and areas for improvement. Additionally, the automated nature of the APDL model offers scalability and efficiency in assessing coaching performance, paving the way for enhanced coaching practices and player development in soccer.

“Male athletes play well to feel good, and female athletes feel good to play well”: Attitudes, beliefs, and practices pertaining to perceived sex-related differences in communication and interpersonal approach of strength and conditioning coaches in international women’s rugby union

ABSTRACT Effective communication and rapport building with athletes are key tenets of coaching. As the majority of empirical evidence to date has adopted an androcentric view of strength and conditioning, a potential knowledge gap exists regarding sex-related differences in physical preparation and coaching approaches. Therefore, this study explored the attitudes, beliefs and practices of strength and conditioning coaches (n = 8; M/F, 6/2) in elite level (international) women’s rugby union using semi-structured interviews (mean ±standard deviation duration 59 ± 15 min). The interviews explored differences in coaching practices for elite female rugby players compared to males, with a specific focus on the interpersonal aspects of the athlete-coach relationship. Reflexive thematic analysis was used to generate a rich qualitative dataset. The analysis resulted in the identification of higher order themes: athlete engagement, and interpersonal approach. The coaches in this study consistently perceived important differences between male and female players in factors related to engagement and interpersonal approach. Coaches adopted differing coaching practices for male and female athletes. This study provides important contextual evidence for the understanding of differences in the interpersonal relationships of female rugby players compared to male athletes from the perspective of elite-level strength coaches.

How to undertake an effective coaching session.

Nurse leaders and managers are being encouraged to adopt developmental and transformational leadership styles, and coaching is one tool that they can use to that effect. Beyond formal coaching relationships, the principles of coaching can be relevant to a variety of conversations with staff, for example during appraisals, clinical supervision or training. Applying the principles of coaching as a nurse leader or nurse manager appears to have benefits for all involved. Coaching can help build trusting relationships and empower staff to set themselves meaningful and solution-focused goals and actions and therefore facilitate change. However, the practice of coaching is sometimes misunderstood, while coaching that is unplanned or implemented ineffectively may compromise relationships. •Coaching is not a directive approach, instead the coach needs to adopt a non-judgemental, supportive and collaborative stance. •Coaching requires both parties to enter a learning process aimed at bringing about change and should be built on a commitment to that learning process. •Asking 'curious' questions, encouraging critical reflection and using active listening form the basis of an effective coaching conversation. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: •How this article might improve your practice when coaching a member of your immediate team or a colleague. •How you could use this information to educate nursing students and colleagues on the appropriate techniques and evidence base relating to coaching.

Youth sport coaches' perceptions of participating in the Transformational Coaching Workshop – A qualitative evaluation

Transformational leadership in sports is generally associated with positive athlete outcomes. The Transformational Coaching Workshop was developed as a person-oriented workshop to enhance youth sport experiences. However, evidence of participants’ perceptions of the workshop and how it may be improved is lacking. This study investigated coaches' perceptions of the Transformational Coaching Workshop, its outcomes and applications, and areas for improvement. Youth handball coaches were interviewed immediately (n = 10) and 6 months (n = 5) after participating in the Transformational Coaching Workshop, and the club's sporting director was interviewed 6 months following the workshop. Interviews were recorded and transcribed verbatim, and data were analysed using a reflexive thematic analysis. Overall, the workshop was well received by the coaches, highlighting the importance of a coach development program on the interpersonal aspect of coaching, and pinpointing relevant and practical examples and interactive learning experiences as effective components of the workshop. Furthermore, the workshop made the coaches more confident in their approach to leadership and provided tools and ideas for implementing transformational leadership in their daily coaching practices. It was also perceived to lead to actual behaviour changes, including challenging the players to take more responsibilities and fostering more frequent informal interactions and counselling with them. However, to ensure the long-term sustainability of the Transformational Coaching Workshop, additional follow-up activities such as seminars, colleague observations, and club involvement were recommended. In conclusion, this study contributes to the existing literature on the potential efficacy of the Transformational Coaching Workshop while identifying areas for further improvement.

Beliefs and Practices Levels Associated with Use of Performance Enhancing Substances and Methods among Mixed Martial Arts Athletes in Kenya

Mixed Martial Arts (MMA) has seen a surge in popularity in Kenya, with athletes from various backgrounds participating in the sport. However, with this growth comes an increased risk of performance-enhancing substances (PES) use. The intense physical demands of MMA may drive athletes to seek an edge through these substances, leading to significant concerns about health risks and sports integrity. The aim of this study is to assess the practices and beliefs regarding PES, traditional herbs (TH), and food supplements (FS) among Kenyan MMA athletes. Additionally, the study explores the sources of PES, the factors motivating their use, and the efficacy of current Anti-Doping testing practices. To conduct the study, a cross-sectional survey design was employed, sampling 800 athletes from a target population of 4,000 across six MMA federations. Data were collected using structured questionnaires adapted from the World Anti-Doping Agency (WADA) and the Performance Enhancement Attitude Scale (PEAS), with pre-testing to ensure reliability. Data analysis involved descriptive statistics and One- and Two-Way Analysis of Variance (ANOVA) using SPSS version 22. The results indicate that the majority of MMA participants are male (79.9%), with a median age of 25 years and a mean age of 26.8±4.1 years. Over half of the athletes perceived PES as a problem, but less than one-third viewed traditional herbs as a concern. Food supplements were used by nearly a fifth of the athletes, with bodybuilders showing the highest usage rate (44.4%). Coaches, team doctors, and physiotherapists were primary sources of these substances, while some athletes reported chemists and medical practitioners as suppliers of PES. The study found that the primary reasons for using PES and FS were to boost economic status through prize money, with additional pressures from coaches, family, and colleagues. Anti-doping testing revealed that 20.6% of athletes had been tested out of competition, while 34.4% believed they could provide a sample that wasn't theirs. The study concludes that while many MMA athletes recognize the risks associated with PES, there is a lack of consistent understanding regarding traditional herbs and food supplements. This inconsistency, combined with external pressures, may lead to risky behavior, compromising the athletes' health and the sport's integrity. To address these issues, the study recommends implementing comprehensive education programs for MMA athletes, coaches, and support personnel to raise awareness of PES risks. Strengthening anti-doping regulations and monitoring sources of PES and FS is also crucial. Additionally, promoting ethical coaching practices and addressing external pressures can foster a safer environment and uphold the values of fair competition in Kenyan MMA.

Expanding Student Success: Prioritizing Student Thriving and Academic Coaching Within Community Colleges

Community college student success metrics have become increasingly synonymous with the completion rate and other key academic performance measures over the past quarter century. These measures, however, do not fully capture students’ subjective interpretations of success, including their individual goals and aspirations. This article aims to broaden the understanding of student success by incorporating students’ unique perspectives and exploring the potential of the “thriving” concept to allow for more flexibility with respect to self-determined aspirations and personal growth. The study engages directly with community college students to understand their personal definitions of success and examines the emerging practice of academic coaching as a means to foster thriving. The findings suggest that students hold the key to unlocking their unique version of success. Institutionally, they point to the value of integrating thriving as a third pillar of success, as well as developing institutional cultures, systems, and practices that prioritize student-centered learning and support students’ individual goals, growth, and well-being.

The strategic delivery of video-based coaching: A season-long investigation in one English youth soccer academy

This article presents the findings of a season-long investigation of video-based coaching (VBC) practices in an English youth soccer academy. During the period of fieldwork, the lead author immersed themselves within the academy setting, in which they observed 22 VBC sessions and also day-to-day interactions between coaching staff relating to these activities. In addition, 18 interviews were conducted with 5 coaching staff, totalling 8 h of in-depth interview data. The fieldnotes and interview transcripts were iteratively analysed, utilising Goffman's dramaturgical writings and Groom et al.'s grounded theory of VBC. Our analysis produced two overarching themes. These were (a) how the coaching staff concealed that VBC sessions were principally designed to develop ‘high priority’ players and (b) how the coaching staff purposefully withheld critical thoughts and feelings about their player's performances, preferring instead to strategically focus on the provision of positive messages during VBC sessions. These findings contribute to the limited investigation of this aspect of coaching and demonstrate the importance of educating coaches to acknowledge how VBC can be influenced by and used to respond to workplace demands and expectations.

RESISTANCE TRAINING PRESCRIPTION FOR ATHLETES DURING PERIODS OF PLANNED DE-LOADING: A SURVEY OF STRENGTH AND CONDITIONING COACHES

INTRODUCTION & AIMS Implementing resistance training (RT) for athletes may be difficult during some training-phases due to competing demands. However, it is currently unknown how strength and conditioning coaches prescribe RT during periods of planned de-loading. Therefore, we aimed to investigate the RT prescription practices of coaches during four common de-loading periods (taper, competitive season, tournament, travel). METHODS An anonymous online survey was shared globally to coaches, with data analysed from 204 responders (current level of athlete coached: world class n=68, elite/international n=62, highly-trained n=64, trained n=10). Coaches only provided answers about prescription for de-loading periods which they reported encountering. Where a coach indicated not prescribing RT for specific de-loading periods, they provided information on any barriers preventing RT prescription. RESULTS Weekly RT prescription across all de-load periods was typically reported as: 1-2 sessions, 30-60 min, 1-3 sets, 1-6 repetitions. Most coaches reported decreasing volume during all periods (taper: 89.1%, competitive season: 70.4%, tournament: 84.1%, travel: 74.6%), with the most common reduction in RT volume reported as 0-25%. Most coaches also decreased intensity during a taper (52.9%), tournament (54.8%) and travel (53.6%), with a 0-25% reduction most common. ‘Lack of equipment and facilities’ and ‘scheduling/time’ were common barriers cited to RT prescription during the competitive season (100% for scheduling/time), tournament (55.6% and 50.0%), and travel (57.3% and 60.0%). During a taper, ‘recovery’ was the most reported reason (41.7%). CONCLUSION During planned de-loading periods, both training volume and intensity are generally decreased by coaches compared to periods of normal training. The similarity of barriers to RT prescription during de-load periods suggests the experiences of coaches are not influenced by the phase. To address barriers experienced by some coaches, researchers should examine the use of alternative RT strategies for periods of planned de-loading to maintain training stimulus.

A global survey exploring tackle training knowledge, attitudes and practices of women's rugby union coaches

The coaching and performance context in women's rugby is not well understood, despite growing popularity worldwide. The aim of this study was to describe the knowledge, attitudes and tackle training practices of women's rugby coaches in relation to tackle safety and performance. A globally distributed online survey exploring coaches’ knowledge, attitudes and practices towards tackling women's rugby was completed by 357 coaches (mean age 41 ± 0.6 years) from 58 countries. The cross-sectional survey was distributed from March 2023 to June 2023. Survey development was guided by the Health Action Process Approach and informed by coaching experts, research evidence synthesis, and guidelines for international tackle safety programmes. Coaches believed that the risk of tackle injury in women's rugby is high and that proper tackle technique for safety is very important. More than 75% of coaches had never completed a tackle-specific training course, with only 39% aware of the availability of such courses. Time spent on controlled-contact and full-contact activities varied from 0 to 40+ min per week, averaging 10–20 min for both types of training. Barriers to the effectiveness of tackle training related to sociocultural factors, coach knowledge gaps, training environments, and player training considerations. Coach education, improved infrastructures, and physical development were ranked the highest priorities for improving tackle safety and performance. These findings inform future implementation strategies for tackle safety and performance in the context of women's rugby, highlighting the need to involve coaches in providing practical solutions, and the role of education and institutional/organisational support in facilitating such improvements.

Effect of Employee Coaching Practices on Universities’ Performance in Tanzania

This study assessed the effect of employee coaching practices on the performance of universities in Tanzania. It was guided by one alternative hypothesis; there is a significant positive linear relationship between employee coaching practices and performance of universities in Tanzania. The Human Capital Theory (HCT) anchored the study. It was underpinned by positivism philosophy. The study was a census and the design was descriptive. 379 academic staff from Tanzanian Universities constituted the study’s respondents. This study used a quantitative approach that made use of survey questionnaires in data collection. Data were collected from academicians in Tanzanian Universities (Mainland and Islands, Zanzibar) and analysed by using descriptive and inferential techniques. The study found that employee coaching practices had a significant positive effect on performance of Universities in Tanzania at r=0.834, and p<0.001, respectively. Universities should consider designing and implementing coaching programmes to help them perform better. To make this more effective, the need to show commitment to coaching practices should also be considered.

Enacting compassion in mHealth: communicative subprocesses of compassionate coaching and their relationships to resilience during a prolonged pandemic

ABSTRACT This study examines communicative enactments of compassion in mHealth-based coaching in the context of a prolonged pandemic. We conducted individual interviews with mHealth intervention participants in high and low resilience groups to investigate (a) the emerging patterns of compassionate coaching in mHealth and (b) the differences in coaching practices between the two groups. Our findings reveal how communication constitutes compassion by illustrating emerging mHealth practices that co-constructed the three subprocesses of compassion via virtual interactions: recognizing, relating, and (re)acting. Our study focuses specifically on unique communicative strategies designed according to mHealth affordances, environmental and relational contingencies, and participants’ health-related conditions and engagements. Further, the frequencies of compassionate coaching practices differed in high and low resilience groups, implying the influences of compassion on fostering resilience in a sustained crisis.