Role Of Coach Research Articles

Understanding the role of coaches in supporting the mental health of elite athletes.

Elite sport coaches often rely on their discretion when assisting athletes struggling with mental health, with clear guidelines yet to be broadly adopted. This study aimed to explore how coaches perceive their role in athlete mental health and their role clarity. This study employed a descriptive qualitative approach with semi-structured interviews. 17 Australian elite level swimming coaches were interviewed, focusing on their perceived experiences with athlete mental health and any discrepancies between what their role is currently and what they perceive it should be. Thematic analysis was used to analyse results. Analysis revealed that coaches perceive their role to include open communication, actively observing their athletes' mood, and acknowledging their potential mental health knowledge deficits. They also indicated a lack of clarity for when to refer an athlete on to a medical professional. Athletes were perceived as responsible for maintaining self-awareness and help-seeking, whilst the organisational role included providing education and funding. Barriers for supporting athlete mental health included a lack of resources and poor mental health literacy. Coaches suggested a variety of recommendations to ameliorate these barriers including education and redesigning systems of support. Australian swimming coaches would greatly benefit from formal guidelines on how to identify, manage, and support athlete mental health. These guidelines should be established with input from coaches and key staff, in addition to clinical professionals and utilising evidence-based measures, including consideration of boundaries around coaches as non-mental health professionals.

THE ROLE OF COACHES AND PARENTS IN YOUTH FOOTBALL TRAINING

ABSTRACT. Our topic is the investigation of the influence of parents and coaches of youth soccer children on the children's sports performance, what is the role of coaches in teams of different youth age groups (according to the physiological effects of children), the relationship between coaches and parents, the relationship between coaches and players, the control and development of the most talented players. With our chosen topic, we set myself the goal of examining whether the support and help of parents or coaches has a greater effect on the child's sports performance. We chose this topic because we would like to help during the coaching career in the future, and we also consider it important to develop the skills of young Hungarian football talents, in which parents and coaches have an important and outstanding role. In our article, we would like to reveal what are the outstanding factors that most influence a player's performance on the field, and to what extent coaches and parents contribute to this. We think that it is important for both sides to see their role in the development of football talent. We would also like to examine to what extent parents contribute to the advancement of their child's soccer career, whether they recognize the factors in which they should help their child progress in soccer. After all, in our opinion, without parental support, it will be more difficult for the player to progress, who will also be more balanced emotionally, which also has a significant impact on his sports performance, if the parent monitors and encourages him during his football career. Do soccer coaches consider their relationship with their students important? What is the role of football coaches in the different youth age groups, what is the focus? To what extent does the role and education of parents influence their children's performance, football coaches, how can they cooperate with parents and players? How can football coaches keep under control and develop the most talented child?

Peran Pembina Remaja untuk Perkembangan Perilaku Remaja di Jemaat GMIM Golgota

Abstract: This paper is a theological analysis for holding a youth worship meeting which is held once every two weeks face to face. So the authors want to conduct research scientifically by studying the "Role of Youth Coaches for the development of the behavior of the GMIM Golgotha Youth congregation For Youth Fosters, Youth Fosters. Youth Coaches have a very strategic role to be able to develop potential in the future growth and development of Youth. However, youth coaches must have very specific requirements or criteria, namely a youth coach before entering the world of youth service is someone who already has a new life, meaning that a youth coach has had a new life first. So that the life of a youth coach will become a role model or role model / public figure for their students. With the way of life that is shown in the daily life of youth guidance, such as diligently reading the Bible, diligently praying and diligently participating in fellowship, it will become a living sermon for the lives of teenagers, because strong preaching today is no longer in the form of advice / words but is the behavior / behavior displayed by the youth coach. This study uses a descriptive qualitative approach, where the data obtained is in the form of explanations of concepts or text and not numbers. The results of the study concluded that the role of youth coaches for the development of adolescent behavior is able to develop behavioral potential to shape the character of adolescents by building all abilities and abilities of youth coaches by building partnerships related to all aspects of church service in a holistic manner."

An Instructional Technology Facilitator’s Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens

The author of this article utilized a Critical Race Theory framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice and ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being 'inherently good' to considering who is benefitting from technology and why. An ITF’s lens can influence a more inclusive practice for the classrooms they support and can be champions for culturally responsive Universal Design for Learning (UDL) to reach all students. Though the focus in this article is on the ITF role, concepts can also be applied to any coach or leadership role within a K-12 setting.

The nurse coach's role in supporting student well-being

A nurse coach (NC) applies coaching and nursing competencies to help individuals realize their potential. Nurse coaching has been applied in clinical settings to promote patient well-being and health outcomes. A NC's role in nursing school is new. The stress and rigor of nursing education can negatively influence well-being. Stressors left unchecked can lead to burnout during school. Moreover, the NC can implement strategies to stave off burnout, such as self-care, stress management, and resilience building to attain and maintain well-being. The NC role development for nursing students intends to provide holistic support commensurate to the varied needs of an increasingly diverse student population.

Caregivers’ Experiences With a Web- and Mobile-Based Platform for Children With Medical Complexity and the Role of a Live Platform Coach: Thematic Analysis

Background Children with medical complexity (CMC) are individuals with complex chronic conditions who have substantial health care needs, functional limitations, and significant use of health care. By nature of their health status, they have many care providers across multiple settings, making information sharing critical to their health and safety. Connecting2gether (C2), a web- and mobile-based patient-facing platform, was codeveloped with families to support and empower parental caregivers, improve information sharing, and facilitate care delivery. C2 also provided a live platform coach to conduct parental feedback and coaching sessions, which included answering questions, providing advice on usage, and addressing technological issues. Objective This study was conducted to understand the experience of parental caregivers using the C2 platform and the role of the live platform coach. This study is a subset of a larger study assessing the feasibility of C2 in the care of CMC. Methods Parental caregivers (n=33) participated in biweekly sessions to provide feedback and receive real-time platform use support from a trained research team member acting as a live platform coach. Parental caregivers were asked about the utility and usability of C2’s features. Questions, platform issues, and feedback were recorded on a standardized electronic data collection tool. A thematic analysis was performed to analyze parental comments, and codes were categorized into key themes. The number of comments corresponding with each code was quantified. Results A total of 166 parental feedback and coaching sessions were conducted, with an average of 5 sessions per parental caregiver (range 1-7). There were 33 (85%) parental caregivers that participated in at least one coaching session. Technical issues and difficulties navigating C2 were addressed in real time during the sessions to encourage platform engagement. Four key themes were identified: (1) live platform coach, (2) barriers to platform usage and technical challenges, (3) platform requests and modifications, and (4) parent partnership and empowerment. Conclusions Parental caregivers describe C2 as a valuable tool, acting as a facilitator for enhanced care coordination and communication. Parental caregiver feedback showed that the live platform coach was a critical tool in educating on platform use and addressing technological concerns. Further study of the use of the C2 platform and its role in the care of CMC is needed to understand the possible benefits and cost-effectiveness of this technology.

ПОТЕНЦИАЛ ИСПОЛЬЗОВАНИЯ КОУЧИНГА В УПРАВЛЕНИИ КАРЬЕРОЙ ПЕРСОНАЛА

Personnel management at an enterprise using the potential of coaching seems to be a promising direction in the activity of a manager in personnel career management. Relevant is the definition of new HR-decisions on the implementation of this process in the practice of functioning of the enterprise’s personnel management.
 In the theoretical part of the study, the definitions of career, coaching, and the goals of coaching are considered. The process of transformation of the personnel career management system in the application of career coaching technologies is analyzed. The problem is that the use of traditional tools in career management is losing its relevance and does not play a decisive role in the choice of career building strategies by employees. At the same time, the role of corporate coaching is growing in the field of professional development, which is becoming an effective tool for developing organizational culture and non-material motivation of employees. The purpose of the study is to reveal the potential of coaching in personnel career management and to develop recommendations for the use of coaching in the corporate system of personnel career management.
 In the practical part, a study was made of the level of satisfaction of employees of large and medium-sized enterprises in the Tyumen region with a career management system. By the method of interviewing, the reasons for the departure of promising employees from companies were studied and analyzed. Based on the data obtained, practical recommendations were developed for the use of coaching in the corporate system of personnel career management. The novelty of the study lies in the theoretical substantiation and development of the main provisions for using the potential of coaching in personnel career management.
 The practical significance of the study is the possibility of further realization of the potential of coaching in managing the career of the enterprise personnel.

Coach experiences of formal coach education developed by national governing bodies: a systematic review

ABSTRACT Background The education and training of coaches is considered central to maintaining and improving the quality of coaching. Formal coach education is accessed by thousands of coaches each year. However, evidence would suggest this form of learning plays only a minor role in coaches’ development. One possible reason for this is the lack of consideration of the coaches’ perspective in the design of current programmes. Purpose The purpose of this study was to systematically review the existing empirical evidence about how coaches experience formal coach education programmes developed by NGBs. Methods A systematic review was conducted. Based on the ENTREQ guidelines, a comprehensive search was performed in six electronic databases (ERIC, PsycInfo, PsycARTICLES, Sport Discus, Scopus, Web of Science) using key words related to coach experience, coach education and national governing bodies. The inclusion criteria were: coach, coach trainee, coach learner; formal coach education courses developed by NGBs; peer-reviewed articles in English published between 2000 and 2021; qualitative methods studies. Thematic analysis was used to analyse data from the included articles. Results 15 studies met the study’s inclusion criteria. Analysis showed three main themes influenced coaches’ course experience: (1) coach educator pedagogy (2) learning design, and (3) course content. More specifically, coaches’ experience depended heavily on (a) whether the educator used pedagogical approaches which include interactive elements and (b) whether educators had good interpersonal skills. In addition, coaches experienced their NGB course positively when there were opportunities to apply their learning in practical-based workshops. Conclusion The review provides a detailed understanding of what coaches perceive they want and need from NGB coach education courses. While we cannot claim that the perceptions from the coaches in this systematic review can be generalised or represent the experiences of every coach, these findings provide insight to inform how future NGB’s designers and educators could think about what coaches want and need from their education and training experiences. What we found surprising was the limited number of published, peer-reviewed work, which has attempted to learn about how coaches’ experience NGB led coach education. This is especially so given this is often the only mandatory learning coaches are required to complete.

Exploring Peer Health Coach Roles in the Online Health Management Program for Adults With Spinal Cord Injury

Abstract Date Presented 04/21/2023 Individuals with spinal cord injury (SCI) are at higher risk of developing secondary health issues, many of which can be prevented or managed by health management knowledge and strategies. SCI Peer Health Coaches (PHCs) can play a powerful role in promoting health management because they are trained to support peers as they adjust to life changes and manage health challenges. This poster explores the innovative PHC role and OT practitioner’s role in advocating for the PHC model and supporting PHC training. Primary Author and Speaker: Yaqi Shi Contributing Authors: Sarah Skeels

The Role of Mentorship and Coaching in Professional Education: Analyzing the Benefits and Effectiveness of Mentoring Relationships and Coaching Programs in Professional Development

This study explores the pivotal roles of mentorship and coaching in contemporary professional development, focusing on their prevalence, impact, benefits, and challenges. Employing a mixed-methods approach, the study surveyed professionals across industries to gauge program prevalence. Findings reveal widespread adoption, with the technology sector leading in recognition of their importance. Examining perceived impact, the research uncovers participants' overwhelmingly positive perceptions. These programs effectively enhance skills, boost career progression, and elevate job satisfaction. Qualitative insights deepen our understanding. Beneficial aspects include career guidance, skill development, and networking opportunities. Yet, challenges related to time constraints, mentor matching, and communication demand attention, highlighting the need for refined program implementation and participant support. This research underscores the integral role of mentorship and coaching in professional education, emphasizing their prevalence and effectiveness in nurturing career growth while identifying opportunities for enhancement. These tools remain indispensable in the pursuit of professional success

PERAN KOMUNITAS MAWAR MERAH DALAM PENGELOLAAN SAMPAH LIMBAH RUMAH TANGGA DI KELURAHAN TUGUREJO KECAMATAN TUGU KOTA SEMARANG

This study aims to find out how the participation and results of household waste management by the Mawar Merah community through the waste bank in Tugurejo Village. This study uses a qualitative method with a case study approach, the data obtained is through interviews, observation and documentation. The results of this study indicate that: (1) The role of the red rose community in waste management through waste banks is very large. This refers to 2 (two) roles, namely the role of coaching and the role of mentoring. (2) The results of waste management through the red rose community in the waste bank are organic waste (remaining vegetables, rotten fruits) with soil decomposing products (compost, MOL, and POC), then inorganic waste is made into works of art high selling value such as bags, chairs, flower vases, curtains etc.

The Role of Coaching and Mentoring in Leadership and Followers Motivation: An Analytical Study

The Role of Coaching and Mentoring in Leadership and Followers Motivation: An Analytical Study

Exploring the Application of the Caritas Coach Role in Nursing Practice

This hermeneutic phenomenological study explored the lived experience of the Watson Caring Science Institute Caritas Coach Education Program graduates. Caritas coaches were interviewed to explore: how caring science influenced the development and implementation of the role, how graduates were affected as they lived out this role, and how caritas coaching affected the quality of nursing care. Three themes were identified: finding voice, living life with purpose and meaning, and the need for change in healthcare. Participant experience supported the importance of caritas coaching and its potential to change how nursing is practiced. It also offered an expanded view of nurse coaching.

Exploring football coaches' views on coach education, role, and practice design: An Australian perspective.

Despite the importance placed on the design and delivery of formal coach education programs by Football Australia, there remains a lack of research relating to how formal coach education strategies support Australian football (i.e., soccer) coaches and their coaching practices. Through a series of semi-structured interviews, 20 highly qualified and experienced Australian senior football coaches shared their perspectives on: (i) coach education, (ii) their role as coach, and (iii) practice design. Findings revealed that formal coach education in Australia was largely ineffective in preparing senior coaches for the realities of senior football. Coaches attributed this to a number of factors, including the content's quality, structure and delivery, which they viewed as rudimentary, outdated, repetitive and lacking in relevance and depth. Coaches also revealed there was an expectation of conformity to the content and practices endorsed by the National Football Curriculum, limiting the value and impact of formal coach education in supporting the development of coaches' theoretical and practical dispositions. These findings point towards a number of broad and systemic issues relating to the conceptual, theoretical and practical foundations of the National Football Curriculum and subsequent courses. If Football Australia are to reach their goal in designing and delivering effective and meaningful coach education programs that support the highly complex and multifaceted role of senior coaching, formal coach education may need to adapt and evolve in a manner that better supports the multi-dimensional and context-specific needs of Australian senior football coaches.

A case study of behaviour: Differences between a head coach and player-coach

Background Coach behaviour has received extensive attention in our literature base. This is particularly the case in recent times where systematic observations have highlighted common behaviours exhibited by coaches across various contexts. The current literature, however, lacks significant focus on the behaviours and practices of player-coaches. This is surprising given that these individuals may represent a significant proportion of the non-professional sporting industry. Purpose The purpose of this case study was to investigate the differences in behaviours used by a player-coach and head coach within the sport of cricket and provide a position statement as to how and why further research in this area could be conducted. Method One head coach (age = 26 y; Level 1 Cricket Australia coaching accreditation) and one player-coach (age = 30 y; Level 2 Cricket Australia coaching accreditation) were filmed during their typical practice sessions at various points of the cricket season. The behaviours of each coach were coded using a modified, cricket-specific version of the Coach Analysis and Intervention System. 1 Findings Across 12 practice sessions (head coach n = 4, number of minutes recorded = 1004; player-coach n = 8, number of minutes recorded = 567), observation (on task) and questioning (convergent) were the two most frequent behaviours, irrespective of the coach's role. The player-coach tended to use more instruction when compared to the head-coach, in addition to asking fewer (divergent) questions. Significantly more of the session was spent observing (on task) by the head coach than the player-coach. Specific to this study, the player-coach spent significantly more time involved in training as a player than the head coach. Based on the current findings, it appears that the role of the player-coach is likely to shape practice and behaviour. Indeed, we deploy social theory to provide tentative explanations for these key differences. Conclusion Overall, this paper is among the first to explore the role and practices of the player-coach. Given that player-coaches likely make up a significant proportion of the non-professional sporting industry, much greater research and attention is needed on this area moving forward. In particular, we feel that multiple or mixed-method studies that engage with social theory would be well positioned to develop generative insights into a) intentions behind the deployment of player-coach behaviour, b) actual behaviours engaged, and c) athlete (and others’) perceptions of such practice. Doing so would provide significant opportunities to develop bespoke education for this highly specialised – yet under examined – role.

Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches

The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.

The Importance of Positive Relationships for Coaches’ Effectiveness and Well-Being

The present study investigated the role of quality coach–athlete relationships and coaching efficacy on coaches’ well-being and performance. We examined whether coaches’ direct and meta-perspectives of the coach–athlete relationship quality predicted dimensions of coaches’ efficacy, hedemonic and eudaimonic well-being, and coach-related performance. A total of 233 male and female Swedish coaches from various team and individual sports completed the Coach–Athlete Relationship Questionnaire, the Coaching Efficacy Scale, Positive and Negative Affect Scale, Subjective Vitality Scale, and a one-single item developed to measure perceived coach performance. Structural equation modelling analyses revealed that quality coach–athlete relationships as defined by closeness, commitment, and complementarity associated with all four dimensions of coach efficacy. While coach–athlete relationship quality was linked with coaches’ positive affect, vitality, and satisfaction with coaching performance, only the motivational dimension of coach efficacy was associated with indicators of coach well-being and coach-related performance. Further analyses showed that the motivational dimension of coach efficacy explained the link between coach–athlete relationship quality, well-being, and coach-related performance. Overall, the findings extended the coach efficacy model by investigating the coach–athlete relationship as a predictor and coach well-being as an outcome. Our findings emphasize the importance of relationships for coaches’ efficacy and well-being.

Return of the ‘Three Amigos’: Applying the Functions of Supervision in the Executive Coaching Context

Gender equality in organisational leadership is still poor. Evidence suggests that women may experience lower levels of self-confidence than men and that this may influence the representation of women in senior leadership roles. Addressing this would play a role in the equalisation of gender differences in organisations and coaching can be effective in building self-confidence and the allied concept of self-efficacy. An exploratory qualitative study using semi-structured interviews was conducted with 12 workplace coaches experienced in coaching female leaders. The aim was to explore the effect of self-confidence amongst female leaders and the role that coaching can play in providing support that will encourage leadership progression. Low self-confidence was found to be ubiquitous in coaching conversations with female leaders, and was often a safer, surface level topic that masked much deeper issues. The value of trusted relationships that encourage trial of new behaviours was identified. A reflective coaching process of trial, reflection and adaptation is recommended to overcome low self-confidence and challenge leadership stereotypes. The study provides benefits to workplace coaches to understand the challenges that female leaders bring to coaching and how they may be addressed.

Future role of healthcare mentors and coaches in navigating workplace culture

A core value of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) is to be a nurturing organisation that enshrines the value of mentorship. In this paper we explore the roles of mentors and coaches and how these might adapt over the next 50 years towards assisting a novice to understand the culture within their own workplace, to enable them to function, survive, and thrive within this context. We further propose that the respective roles of mentors and coaches will become increasingly distinct from each other, to optimise the support that is available for new health professionals, educators, and researchers as they enter the workforce and prepare for lifelong learning and scholarship.

PERAN PEMBINA ASRAMA TERHADAP STRESS ACADEMIC SANTRI DI PONDOK PESANTREN SUMATERA THAWALIB PARABEK BUKITTINGGI

This research was motivated by the problems found in the Sumatra Thawalib Parabek Bukittinggi Islamic Boarding School. Students who feel academic stress due to many demands from parents and schools, such as encouragement for achievement in students in academic learning outcomes. In this case, there are many failures that students do find difficult due to the limited abilities of students. While the purpose of this study is to describe how the role of dormitory coaches on the academic stress of students at the Sumatra Thawalib Parabek Bukittinggi Islamic Boarding School. The research method used is qualitative descriptive research. The subjects of this study were dormitory supervisors aged 20-30 years and students aged 14-16 years as many as 10 people. How to take research subjects using total sampling techniques. Data collection techniques in this study by conducting observations, interviews and documentation. The results of this study show that the role of dormitory coaches on student academic stress from cognitive aspects, affective aspects, physiological aspects, and behavioral aspects has a positive impact on students, this is indicated when students can improve student learning outcomes at school