Coaching Practices Research Articles

Athlete-centred coaching: perspectives from the sideline

ABSTRACT While being athlete-centred is identified as being integral to high quality coaching programmes, there has been a limited research focus on its practical implementation. In this study, two coach-researchers engaged in a collaborative self-study of their own coaching practices, as they facilitated athlete-centred principles during a university Gaelic football season. Collaborative self-study enabled them to discuss, critique and deepen their understanding of current practice through engagement in reflection and dialogue. The research findings suggest coaches’ and players’ previous experiences impacted their perceptions of, and engagement with, an athlete-centred approach. Maintaining a clear athlete-centred focus was challenging for the coaches within a competitive team environment. They incorporated pedagogical strategies such as questioning and discussion into their coaching practice, as they tried to facilitate learner-focused and empowering playing experiences. This research provides insights into the approaches taken by the coach-researchers as they worked towards creating an athlete-centred coaching environment based on a positive culture, affirmative pedagogies and shared learning.

The role of the upper and lower limbs in front crawl swimming: The thoughts and practices of expert high-performance swimming coaches

The perceptions of high-performance swimming coaches regarding the relative contribution of the upper and lower limbs are crucial in optimising athletic performance through subsequent prescription of training. Problematically, examination of these perspectives is lacking. To develop knowledge in this area, perceptions regarding the upper and lower limb velocity and metabolic contributions and reasoning surrounding whole body, arms-only and legs-only training prescription (referred to as swim, pull and kick, respectively) were garnered from seven male expert swimming coaches. The semi-structured interviews were transcribed verbatim by the lead researcher. Thematically analysed through open and axial-coding, results revealed that all coaches believed the upper limbs were the primary velocity generators but placed great importance on having well-conditioned muscles of the lower limbs. All coaches identified multiple interrelated parameters contributing to velocity generation and metabolic cost. In a typical training week, coaches allocate, on average, 58% (40–85%), 19% (0–30%) and 22% (10–40%) of the total training volume to swim, pull and kick training, respectively. All training prescription was based on anecdotal evidence and personal experience. Considering the variability in training allocation reported by these high-performance coaches, sport scientists and developmental coaches are encouraged to understand how factors such as the distance specialisation of the swimmers, injury status, stroke technique and physiological conditioning status of the upper and lower limb muscles influence the prescription of swim, pull and kick training within a typical training season.

Developing Students’ Coaching Ability Through Peer Coaching

Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Abstract Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.

Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The “MASTER” pilot study

ABSTRACT The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10–12 year old) from one representative football club (Australia February–July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01–24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.

Instructional Coaching for Implementing Visible Learning: A Model for Translating Research into Practice

Visible Learning has been one of the most influential research initiatives conducted in education in the past few decades, and at the same time, instructional coaching is becoming one of the most popular forms of professional development. This paper considers how the implementation of Visible Learning may be supported through instructional coaches by: (a) offering a brief summary of the central tenants of Visible Learning; (b) summarizing the foundational research on instructional coaching conducted at the Kansas Coaching Project at The University of Kansas Center for Research on Learning; (c) describing what those findings reveal about effective instructional coaching practices; and (d) pointing out how the research findings suggest that instructional coaching should be used to support the implementation of Visible Learning or any other educational innovations.

Team coaching in the workplace: Critical success factors for implementation

Orientation: There is a scant availability of clear practice guidelines for the implementation of team coaching in organisations. Challenges and enabling factors in the implementation of team coaching require further exploration.Research purpose: This study aims to develop a conceptual framework that identifies the critical success factors that play a role in the implementation of team coaching in organisations.Motivation for the study: This study contributes towards the understanding of team coaching implementation in the workplace. Informed knowledge of critical factors may guide the practice of team coaching and assist in the development of a conceptual framework for such coaching.Research approach/design and method: A constructivist qualitative research method was adopted. A case study approach was used, with seven experienced subject matter experts selected by means of purposive snowballing. Data were collected using semi-structured interviews and analysed using thematic analysis.Main findings: Results of the thematic analysis indicate that to integrate successful team coaching into any organisation, effective analysis of an organisational context is required, that is, leadership stakeholders, team effectiveness, competency of a coach and employee engagement. Constraints that may prevent successful implementation of team coaching are identified.Practical/managerial implications: The findings provide a platform to enhance the understanding and knowledge of the complexities of team coaching within organisations.Contribution/value-add: The main contribution of the study is the identification of critical factors in the pre-, during and post-implementation phases of team coaching. This conceptual framework could serve as a guide for team coaching interventions in South African contexts.

How can neuroscience inform our coaching practice -- six strategies to facilitate an optimal brain state in coachees

PurposeHow do you ensure that your coachees are getting the most value, support, and challenge from your coaching sessions? Before you even start asking questions and engaging in a coaching conversation, neuroscience can help you! The purpose of this paper is to outline six easy strategies that you can deploy to enable the best brain state to aid cognition, decisions, and creative thinking for your coachee and yourself.Design/methodology/approachA viewpoint based on the latest research from neuroscience and the author’s expertise as a coach for over 15 years.FindingsUsing the latest research from neuroscience to assist coachees to find their own solutions to the issues they face ensures they take ownership and are more motivated to take action.Originality/valueThe paper takes key elements from the latest evidence in neuroscience and applies them to the practice of coaching.

Creating and maintaining a commercially viable executive coaching practice in South Africa

Background: The executive coaching industry is growing internationally and in South Africa. As is typical of small businesses, many struggle to survive. Factors contributing to small business success have been researched, but research in the context of the executive coaching industry in South Africa is sparse. Aim: The aim of this study was to investigate the factors that contribute to creating and maintaining a commercially viable executive coaching practice by examining executive coaching businesses through the lens of a standard business model template consisting of value network, value architecture, value proposition and value finance dimensions. Method: A qualitative methodology was followed to gather data from executive coaches in South Africa. Data from two focus groups (eight participants) and four semi-structured interviews were analysed using deductive content analysis to ascertain the nature of executive coaching practices in terms of a standard business model template. Results: The most significant factors contributing to a successful executive coaching business include forming alliances, leveraging previous experience, employing multiple income streams and evolving as business owner. Significant factors that present challenges include the lack of a business strategy, finding clients and underestimating earnings potential. These findings could assist aspiring and established executive coaches to plan and structure their coaching business. Executive coach training providers could incorporate these findings into their curricula to prepare new coaches for the realities of running a coaching business. Conclusion: Empirical evidence of factors that contribute to successful executive coaching businesses may help guide coaches to a more realistic view of the profession, in the process contributing to the maturing of the growing executive coaching industry in South Africa.

Measuring Coaching in Undergraduate Medical Education: the Development and Psychometric Validation of New Instruments.

Coaching is emerging as a novel approach to guide medical students toward becoming competent, reflective physicians and master adaptive learners. However, no instruments currently exist to measure academic coaching at the undergraduate medical education level. To describe the development and psychometric assessments of two instruments designed to assess academic coaching of medical students toward creating a robust measurement model of this educational paradigm. Observational psychometric. All medical students in the 2014 and 2015 cohorts and all their coaches were invited to complete the instruments being tested, which led to 662 medical student responses from 292 medical students and 468 coaching responses from 22 coaches being included in analyses. Medical student response rates were 75.7% from 2014 and 75.5% from 2015. Overall, the coaches' response rate was 71%. Two 31-item instruments were initially developed, one for medical students to assess their coach and one for faculty coaches to assess their students, both of which evaluated coaching based on definitions we formulated using existing literature. Each was administered to two cohorts of medical students and coaches in 2015 and 2016. An exploratory factor analysis using principal component analysis as the extraction method and Varimax with Kaiser normalization as the rotation method was conducted. Eighteen items reflecting four domains were retained with eigenvalues higher than 1.0 for medical students' assessment of coaching, which measured promoting self-monitoring, relationship building, promoting reflective behavior, and establishing foundational ground rules. Sixteen items reflecting two domains were retained for the faculty assessment of coaching with eigenvalues higher than 1.0: the Practice of Coaching and Relationship Formation. We successfully developed and psychometrically validated surveys designed to measure key aspects of the coaching relationship, coaching processes, and reflective outcomes. The new validated instruments offer a robust measurement model for academic coaching.

Ability, motivation and opportunity: managerial coaching in practice

The practice of managerial coaching is increasing globally, although there is still comparatively little research into it. Using an online survey, we examined the practice of managerial coaching in Australian organisations through Appelbaum et al.'s Ability Motivation Opportunity framework. A thematic analysis of 580 responses revealed that managers regularly coached their own employees and were motivated by the outcomes they achieved through coaching. Emerging strongly from this research was the delight managers took in seeing their employees transform, as well as improved relationships and the (re‐)building of trust. Furthermore, coaching resulted in employees becoming more innovative and ready for change. However, managers did not always have the opportunity to undertake coaching due to time constraints or their dual role as a coaching manager. We shed further light on the motivation of managers and we offer recommendations for HR departments seeking to foster managerial coaching in their organisations. The key takeaway is that managerial coaching is a powerful approach to leadership.

Gendered discourses in coaching high-performance sport

One of the most important sources of knowledge coaches draw on to inform their practice is their experience of being coached themselves. These experiences are gendered. To date, however, relatively little research is available that indicates how coaches do gender in their discursive coaching practices. We used a Foucauldian lens to explore discourses drawn on by 12 international elite rowing coaches to legitimate their ‘regimes of truth’ in their thinking about elite women rowers. Although they professed to treat everyone the same regardless of gender, they drew on discourses that constituted their women athletes as inferior to various implicit male norms. We suggest that coaches are reproducing the discourses about gender into which they were disciplined during their athletic careers and regard these as ‘regimes of truth’ in their own coaching practice. We discuss the implications of these findings with regard to the perpetuation of the gendering of coaching and conclude that the normalization of men and the gendered hierarchy in sport remains largely unchallenged.

Resistance Training Practices of Sprint Coaches.

Healy, R, Kenny, IC, and Harrison, AJ. Resistance training practices of sprint coaches. J Strength Cond Res 35(7): 1939-1948, 2021-This study describes the results of a survey of resistance training practices of sprint coaches. This study investigated why sprint coaches prescribe resistance training to their athletes, what exercises they select, and what factors are involved with their selection. Forty-one of 73 (56%) sprint coaches with mean ± SD coaching experience of 8.4 ± 6.4 years were included in this study. Coaches completed an online questionnaire consisting of 5 sections: (a) informed consent, (b) coach background information, (c) coach education and qualifications, (d) coaches' views on resistance training, and (e) exercise selection and preference. The results showed that coaches prescribe resistance training to their sprint athletes to develop strength and power, which they believe will transfer to sprint performance. Coaches prescribed a wide variety of traditional, ballistic, and plyometric exercises, with the hurdle jump found to be the most widely prescribed exercise (93% of coaches surveyed). Coaches selected exercises for a variety of reasons; however, the 3 most prominent reasons were: (a) performance adaptations; (b) practicality; and (c) the targeting of muscles/muscle groups. Coaches prioritized exercises that specifically developed strength, power, and reactive strength for their sprint athletes. This research can be used to develop educational resources for sprint coaches who wish to use resistance training with their athletes. In addition, sprint coaches can use the data presented to expand their current exercise repertoire and resistance training practices.

Female Paralympic Athlete Views of Effective and Ineffective Coaching Practices

People with physical disabilities are at a higher risk of developing secondary physical and mental health conditions, such as fatigue, obesity, and depression. The purpose of this study was to explore female Paralympic athlete views of effective and ineffective coaching practices. Individual semistructured interviews were conducted with 8 athletes who achieved an average of 8 combined Paralympic and Parapan American medals. A hierarchical content analysis revealed the athletes’ perceptions and experiences of both effective and ineffective coaching strategies and behaviors, including how these experiences affected them on a personal and professional level. All athletes achieved tremendous athletic accomplishments and recognized the importance and value of their coaches in helping them reach such high standards of success. In addition, the participants spoke about male coaches inappropriately addressing their disability and gender and how it negatively influenced their psychological well-being. These results are particularly troublesome when you consider that females with a disability are more susceptible to experiencing discrimination, exclusion, or harassment and more likely to experience body image issues compared to their male counterparts. This research adds to the small body of coaching knowledge in parasport and is one of the first studies to include an all-female sample of Paralympic athletes. In addition, it offers a number of practical implications for coaches, athletes, and the Paralympic community.Lay Summary: This study adds to the small body of coaching knowledge in parasport by interviewing female Paralympic athletes. Athletes talked about coaches who enhanced their athletic performance and personal development, whereas others spoke about male coaches inappropriately addressing their disability and gender and how it negatively influenced their psychological well-being.

Coaching psychology: Exploring definitions and research contribution to practice?

This paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g. executive, health and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and non-psychologist coaching practice in the development of both traditions over the past two decades. As part of this paper we will summarise systematic reviews and meta-analyses in workplace coaching and outline the key messages for evidence-based practice. Three key messages are identified from this review. First, coaching itself is a professional helping relationship since the process mainly relies on reciprocal actions between the coach and coachee. Second, coachees should be placed in the centre of the coaching relationship, recognising their motivation to change is the essential antecedent for coaching success. Third, social psychological perspectives are an important element in dyadic coaching interactions. Our aim in this paper is to encourage coaching scholars and practitioners towards future research collaborations in the interest of developing evidenced based practice in coaching.

Something Always Works: A Self-Study of Strengths-based Coaching in Supervision

Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher – an emerging teacher educator hoping to enhance his practice – investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews, focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher educator realizing the need for a variety for strengths-based exploration tools, the practicality of including strengths discussion in observation conferences and lesson planning, and the gaining of a new, appreciative mindset. Implications suggest a pathway for other teacher educators to consider when implementing strengths-based coaching.

Advanced Coaching Practice: Inspiring Others to Change

Advanced Coaching Practice: Inspiring Others to Change

Distinctions in practice within coaching in Scotland

This research sought to identify distinctions in the practice of coaches within Scotland. A survey design was adopted, with a snowball sampling strategy generating 74 responses. The data from coaches within Scotland, compared with that from respondents in other European nations, suggest that: a greater proportion of the Scottish coaching community are male, that coaches commonly evaluate at the end of every meeting and also seek feedback from commissioning managers as well as clients, that there are numerous approaches to coaching and also to continuous professional development that are less widely adopted in Scotland, that the reputation of the coaching provider is often an important factor for those commissioning coaching and that there are preferences for certain coaching models when presented with particular client issues. Recommendations are made for future analytical research to identify causal factors for any phenomena that can be cautiously determined from this data set.

Strength and Conditioning Coaching Practice and Positive Youth Athletic Development: Context-Specific Application of the Developmental Relationships Framework

ABSTRACT STRENGTH AND CONDITIONING COACHES HAVE AN OBLIGATION TO POSITIVELY INFLUENCE SOUND, HOLISTIC ATHLETE DEVELOPMENT AND SUPPORT LONG-TERM ENGAGEMENT IN SPORT. POSITIVE YOUTH DEVELOPMENT (PYD) IS AN INTENTIONAL PROSOCIAL APPROACH DESIGNED TO SUPPORT GROWTH, LEARNING, AND SUCCESS. THIS ARTICLE FOCUSES ON THE INTERPERSONAL KNOWLEDGE OF THE COACH TO CONSIDER HOW SHE/HE CAN MAKE AND SUSTAIN POSITIVE CONNECTIONS WITH ATHLETES. CONTEXT-SPECIFIC APPLICATION OF THE DEVELOPMENTAL RELATIONSHIPS FRAMEWORK DEMONSTRATES HOW THE COACH CAN INITIATE AND SUSTAIN HIGH-QUALITY RELATIONSHIPS. PYD CONFIRMS THAT YOUTH ATHLETE EMPOWERMENT RELIES ON COACHING PRACTICE THAT INTEGRATES SUPPORT FOR PERSONAL, SOCIAL, AND EMOTIONAL GROWTH ALONGSIDE PHYSICAL DEVELOPMENT.

Coaching elementary preservice teachers

PurposeThe purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.Design/methodology/approachDesign-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.FindingsThree design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.Research limitations/implicationsThe research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices.Practical implicationsEach narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.Originality/valuePlacing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.