Coaching Practices Research Articles

Feasibility of using the Omaha System to represent Nurse Coaching practice

ObjectivesNurse coaching is an important strategy for improving the health of populations. Effective interventions for nurse coaching (NC) practice, fair value outcome measurements, and standardization of terms have yet to be determined. As healthcare systems adopt electronic medical records and as nurse coaching practice evolves, it is important to capture and identify NC interventions. The long-term goal is to improve patient-centered practice by using standardized interface terminology and to examine the feasibility of using the Omaha System to represent NC practice. The three aims were to evaluate content validity of NC case studies, test accuracy of NC graduates identifying Omaha System terms for NC interventions, and explore the feasibility of analyzing NC case study data. DesignThis survey research evaluated NC case studies that were developed for this study by the first author and mapped to Omaha System intervention terms. SampleSurveys were emailed to 400 graduates of two nurse coach education programs. Nurse Coaches self-reported little to no experience using standardized terminologies for documentation. MeasuresThe Omaha System was used to describe the interventions found in the NC case studies. ResultsAcross the three case studies, 95.7% of NCs agreed that the case studies were realistic, and 89.3% agreed that they would use similar interventions; NCs identified Omaha System interventions for the case studies accurately 84.3% of the time, and feasibility of analyzing NC practice data was demonstrated through use of case study data in aggregate. ConclusionThe Omaha System has potential for use as a NC documentation tool and should be considered for development of a standardized, evidence-based guideline for NC practice.

One or many? Which and how many parenting variables should be targeted in interventions to reduce children's externalizing behavior?

This research compared the efficacy of two parenting interventions that vary according to the number and the nature of variables in reducing preschoolers' externalizing behavior (EB). The goal was to identify which parenting intervention format (one-variable versus two-variable) caused higher behavioral adjustment in children. The first was a one-variable intervention manipulating parental self-efficacy beliefs. The second was a two-variable intervention manipulating both parents' self-efficacy beliefs and emotion coaching practices. The two interventions shared exactly the same design, consisting of eight parent group sessions. Effect on children's EB and observed behaviors were evaluated through a multi-method assessment at three points (pre-test, post-test and follow-up). The results highlighted that compared to the waitlist condition, the two intervention formats tended to cause a significant reduction in children's EB reported by their parent. However, the one-variable intervention was found to lead to a greater decrease in children's EB at follow-up. The opposite was reported for children's observed behavior, which was improved to a greater extent in the two-variable intervention at post-test and follow-up. The results illustrated that interventions' format cannot be considered as purely interchangeable since their impact on children's behavior modification is different. The results are discussed for their research and clinical implications.

Sport Coaches Learn to Coach in Hong Kong

Sport coaching is dynamic and complex. Sport coaches must develop a range of skills and knowledge to coach competently. Studies have shown that school sport coaches learn to coach through many different situations. School sport coaches seem to learn to coach through life experiences in various learning situations. To date, few studies have investigated the process by which school sport coaches in Hong Kong learn how to coach. Therefore, the present study examined the learning situations in which school sport coaches learn to coach and the factors that influence their coaching practice, using Moon’s generic view of learning. Twelve sport coaches with a minimum of one year’s experience of coaching in schools were recruited in this study. Snowball sampling was employed to maximise variation of the sample. Two semistructured interviews were conducted to gather information concerning their sporting experiences, career paths, learning-to-coach processes, and coaching practice in schools. Deductive content analysis was used to organise and categorise the data. The trustworthiness of the study was established using peer debriefing and member checking. Findings indicated that school sport coaches learn to coach through formal coaching education courses and informal learning settings: mentoring and exchanging ideas with other coaches and physical education teachers. Sport coaches also reported that their past sporting and coaching experience helped their coaching practice. Number of participants, school equipment and facilities, and weather were major factors that influence the practice of school sport coaches. The findings of the study have implications for the training of sport coaches with respect to their specific learning needs and knowledge of how to coach in Hong Kong’s school system. Learning strategies should be provided to address different learning situations coaches might encounter and the factors that influence practice to facilitate their coaching in schools.

“When There Was No Money in It, There Were No Men in It”: Examining Gender Differences in the Evaluation of High Performance Coaches

In this Insights paper, we examine the continued decrease in the numbers of female coaches of high-profile sports teams. The decline in number of female coaches of high-profile teams is alarming, especially considering the increase in athletic participation among women. Because of this, it is important to examine possible explanations for this issue as a starting point for action and reform. We first detail several relevant examples of recent hires and firings of high-profile coaches in different countries around the world. Then, we briefly examine the relevant literature on gender representation of those working in sport. Using recent women’s basketball coaching changes in the National Collegiate Athletic Association (NCAA) as a case in point, we aim to demonstrate that the trend of decreasing numbers of female coaches continues. We believe the specific setting of college coaches represents the moral global issue of gender inequity in regards to high-performance coaching settings. Specifically, we argue that a three-pronged conceptual approach—cultural capital, role congruity theory, and homologous reproduction—can provide insights into the hiring practices of female coaches in comparison with their male coaching counterparts.

The use, integration and value of performance analysis to GAA coaches

Performance analysis (PA) has become integral to the multi-million euro preparation of intercounty GAA teams (GAA, 2013). With little research on the coaching practice of GAA coaches, this paper explores their engagement with PA. Its aims were to examine the use, integration and value of PA to coaches. A sample of 12,500 (minimum level 1 Coaching Ireland qualified) coaches were selected to complete an online-survey with 538 respondents across 37 sports. As the highest responding cohort (n=144), data for the GAA coaches was isolated for further analysis. PA was used by 49% of GAA coaches. These coaches were more likely to have 10+ years coaching experience (Xi2 = 20.7 p = 0); be qualified beyond GAA Award 1 (Xi2 = 14.0 p = 0) and coach at intercounty level (Xi2 = 12.3 p = 0). Coaches using PA had access primarily to match statistics (81%); only 49% had access to match video. The most popular tools for data collection were hand notation (65%), Dartfish (38%) and Apps (38%). Coaches cited resources and knowledge as key barriers to progressing their use of PA. Reliability of information was not identified as an issue. 88% of coaches using PA felt it was important / essential to their practice. The findings indicate that GAA coaches have substantially more access to quantitative information compared to video feedback. This lack of video to contextualise and validate data has potential to hamper the interpretation of information by a coach thus impacting their subsequent interventions. In GAA coach education, more emphasis could be placed on the importance of contextualising statistics with video and the potential of video feedback to players. Coaches should be encouraged to question the reliability of match statistics and equipped with appropriate strategies to minimise errors in data collection.

The art of the transpersonal: Its psychology and coaching application

This article outlines an approach to transpersonal enquiry and its application to coaching. It evolves from a personal journey (autoethnography) from the study of fine art principles towards the practice of transpersonal coaching and the actualisation of the theories and principles of transpersonal and coaching psychology respectively. The flow of the journey travels through an appreciation of the creation of art, how to understand art and what this may mean to the individual, the links to some psychological principles and the formation of a methodology which combines the learned elements for the practitioner/ participant (coach/coachee) to understand the self in their present condition.

Integrating Flower Essences Therapy and Intuition into a Holistic Life Coaching Practice

Limited research has been conducted on the integration of flower essences therapy and intuition into a holistic life coaching practice. The objective for the current qualitative case study was to examine the clients’ experiences, beliefs, and perceptions regarding the integration of flower essences and intuition in a holistic life coaching context? Clients who elected to participate in the study kept a weekly reflection journal regarding their insights and any key spiritual experiences. Twice a month, clients had either in-person or phone intuitive life coaching sessions and reported their experiences with the flower essences in each 30-day cycle. After three to six months of intuitive life coaching, clients completed an interim survey regarding their experiences. At the end of their intuitive life coaching program, clients completed their final survey regarding their experiences. Themes extracted were related to flower essences, intuition, emotional healing, meditation, personal power, and general wellness from the data: online surveys, monitoring notes, and weekly journals. There were 8 emerging themes that were coded and analyzed. Evidence from each theme included a narrative revealing what the clients experienced with flower essences, intuition, and other alternative medicine and holistic practices in the study. The findings revealed that flower essences therapy was effective with emotional healing, body image, intuition, and meeting both personal and professional goals as it relates to the body, mind, and spirit.

Advocating for All Children

Advocating for All Children

Youth Athletes' Interpretations of Punitive Coaching Practices

This study examined the use of punitive coaching strategies in youth sport and the nature of these experiences for youth athletes. Semistructured interviews and concept maps were conducted with 12 competitive male and female hockey athletes 11–13 years of age. Data were analyzed using inductive thematic analysis. Results revealed that punishments occurred in competitive youth hockey, in the forms of benching, yelling, exercises, cleaning up equipment, and alternating positions. Findings are interpreted to suggest that punishments hindered developmental needs of youth athletes, including a positive sense of self and positive relationships with others. Implications for healthy youth development are discussed.

Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency

Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional development (CPD) that recognises the transversality of objects, space and bodies as a rich and complex assemblage. Investigations into agential matter are of increasing research interest. The authors use collective biography that draws on their CPD work with teachers in Aotearoa/New Zealand, to provide a ‘new material’ analysis of the multiplicitous nature of the agency of objects. Although agency in education is predominantly theorised in humanist terms, this article gives consideration to the co-constitutive nature of material objects in professional learning spaces. In particular, the research highlights the importance of material concerns in the relational and fluid dynamics of heterarchical coaching practices.

Strength and Conditioning Practices of University and High School Level Cricket Coaches: A South African Context.

Pote, L and Christie, CJ. Strength and conditioning practices of University and high school level cricket coaches: a South African context. J Strength Cond Res 30(12): 3464-3470, 2016-Although the sport of cricket is well established, the strength and conditioning practices of cricket players are not well known. Therefore, the purpose of this study was to examine the current strength and conditioning practices that coaches implement for South African schoolboy and University level cricket players. An online survey, adapted from previous strength and conditioning questionnaires, was sent to 38 schoolboy and 12 University teams that participated in the top competitions in the country (n = 50). Of these, 24 replied indicating a response rate of 48%. Results indicated that although some forms of conditioning, workload monitoring and injury prevention were being implemented, the correct practices were not being administered. Furthermore, it was identified that most coaches had insufficient qualifications and experience to administer the correct training techniques. It was concluded that coaches require further education so that scientifically based training programs can be implemented. This was deemed particularly necessary for adolescent bowlers who are at an increased risk of injury, specifically in the lower back region.

Challenges for the Theory and Practice of Business Coaching

Until recently, there has been little published systematic empirical research into business coaching. This article reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes, and outcomes. The present article identifies a significantly larger body of empirical research than covered in previous reviews and uses a Systematic Review methodology (SRm) to conduct a comprehensive review of the available empirical evidence into business coaching effectiveness focusing on implications for theoretical development, practice (within human resource development) and further research in this area. This review identifies convergence around factors that contribute to perceived effective coaching practice but nevertheless highlights a number of issues to be resolved in further research. These include determining the primary beneficiaries of coaching, the factors that contribute to coach credibility, and how the organizational and social context impacts on coaching. Weaknesses in coaching research methodology and research gaps are also noted.

The Role of Fitness Professionals in Public Health: A Review of the Literature

ABSTRACTKinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches. The professional development needs and practices of “fitness professionals,” however, have not been a major concern for researchers in the field. The purpose of this article is to provide an overview of the evidence on fitness professionals, their role in physical activity for health agendas, and the professional education and training that is available to support them. The analysis indicates that there is a mismatch between the expectations placed upon fitness professionals and the training and professional education that is available to them. It is argued that pedagogy researchers in kinesiology could usefully turn their attentions to this occupational group.

The Effect of Coaching Practices on Psychological Contract Fulfillment of Student-Athletes

AbstractWe examine the relationships between coaching practices, psychological contract fulfillment and the impact it has on satisfaction and in-role behavior of student-athletes. We surveyed a total of 183 student-athletes in Canada. Utilizing Partial Least Squares path modeling algorithm, the results confirm that the extent of psychological contract fulfillment is positively related to satisfaction and role-behavior. In addition, practices of compensation, information sharing, and security (i.e. ensuring continuation of position on the team) are related to fulfillment of psychological contracts. However, the data does not provide support for the idea that training is related to the fulfillment of psychological contracts. The results suggest that universities can manage students-athletes’ expectations by institutionalizing coaching practices that signal commitments for compensation, information sharing, and provide assurance of position on the team. Such practices have potential to improve the athlete’s performance.

Coaching from a philosophy of science perspective

Coaching is a multidisciplinary human development method. As such there is no academic discipline that ‘owns’ the coaching profession. Having contributors from across disciplines can appear to result in an amalgam or patchwork of techniques that have been thrown together with no underlying principles to guide them. This can invite a view of coaching as nothing more than a utilitarian set of tools to accomplish discrete, individual goals. The purpose of this paper is to describe and discuss underlying principles to the coaching process that are rooted in the historical context of what coaching has been, is, and will be. These fundamental principles contain a specific view of personhood that has social and cultural implications that reach far beyond the practice of the coaching profession itself. Hence, there is a common claim that the coaching paradigm will and is changing the world. This article will attempt to substantiate this broad and sweeping claim by drawing on a philosophy of science perspective. The implications for a theory of coaching, the practice of professional coaching and the role of coaching research are also considered.

A Problem-Solving Model for Literacy Coaching Practice

Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem-solving model, there are key tasks for literacy coaches that will help them assist their teacher partners. The article also provides two other common models of teacher problem solving and explains why they are not as effective in supporting teachers in the coaching cycle.

Pedagogy, game intelligence & critical thinking: the future of Irish soccer?

Utilizing data gathered from over 20 action research workshops involving over 350 participants with clubs in the UK and Ireland, this paper examines how coaching pedagogy facilitates the development of young soccer players in general and their perceptual cognitive skills in particular. This paper argues that in order to enhance player learning, coaches and managers would benefit from an understanding of the many theoretical frameworks underpinning the process of learning. This pedagogical knowledge assists in understanding how specific practices such as critical thinking, reflection, questioning and feedback facilitates the enhancement of player learning and in the assessment and development of perceptual cognitive skills. The value of this paper lies in its potential to stimulate debate, discussion and sensitize Irish coaches and managers, at all levels, to the way in which they, and their players, learn and to stimulate a critical evaluation and reflection of their current coaching and management practices.

Health coaching interventions for persons with chronic conditions: a systematic review and meta-analysis protocol.

BackgroundChronic conditions are increasingly more common and negatively impact quality of life, disability, morbidity, and mortality. Health coaching has emerged as a possible intervention to help individuals with chronic conditions adopt health supportive behaviors that improve both quality of life and health outcomes.Methods/designWe planned a systematic review and meta-analysis of the contemporary health coaching literature published in the last decade to evaluate the effect of health coaching on clinically important, disease-specific, functional, and behavioral outcomes. We will include randomized controlled trials or quasi-experimental studies that compared health coaching to alternative interventions or usual care. To enable adoption of effective interventions, we aim to explore how the effect of intervention is modified by the intervention components, delivering personnel (i.e., health professionals vs trained lay or peer persons), dose, frequency, and setting. Analysis of intervention outcomes will be reported and classified using an existing theoretical framework, the Theory of Patient Capacity, to identify the areas of patients’ capacity to access and use healthcare and enact self-care where coaching may be an effective intervention.DiscussionThis systematic review and meta-analysis will identify and synthesize evidence to inform the practice of health coaching by providing evidence on components and characteristics of the intervention essential for success in individuals with chronic health conditions.Systematic review registrationPROSPERO CRD42016039730Electronic supplementary materialThe online version of this article (doi:10.1186/s13643-016-0316-3) contains supplementary material, which is available to authorized users.

An elite hockey player’s experiences of video-based coaching: A poststructuralist reading

In this article, we present a poststructuralist reading of Claire’s (a pseudonym) experiences of receiving video-based coaching in elite level field hockey. Data were gathered through a series of in-depth interviews that formed part of a recursive and iterative data collection and analysis process. Interpreting Claire’s stories through a neo-Foucauldian application of Mathiesen’s synopticon revealed how the presence of a video camera mediated Claire’s practice and imposed a critical gaze, one that became collectively and institutionally consumed. We argue that the thoughts presented in this paper have significant implications for coach practice and education and that, as a result, there is a need for further critical inquiry into coaches’ uses of video-based technology.

The impact of an “equal opportunities” ideological framework on coaches’ knowledge and practice

This study focuses upon UK professional coaches’ experiences of equity training and the impact of the conceptualisation of equity as a matter of equal opportunities on this education and subsequent coaching practice. The research employs a critical feminist approach to connect the ideological framing of gender equity by sporting organisations to coaches’ ability to understand, identify and manage issues of gender equity, equality and diversity. The discussions are based on interviews with four coaches, Jack, Peter, Charlotte and Tony, who had all recently undertaken equity training, and all of whom represented sports and different stages of the coaching pathway. The data highlights that seeing gender equity through an “equal opportunities” lens results in a narrow conceptualisation of such issues by coaches, fails to challenge dominant and discriminative ideologies, and does not enable coaches to address equity within their practices. Consequently, coaches struggle to understand the importance of and manage such issues. The participants’ experiences reveal that gender relations, intersected principally with religion and ethnicity, underpinned their everyday coaching practices. The findings illustrate the need for sporting organisations to redefine how they approach equality and equity and for a more sophisticated sociocultural educational programme for coaches.