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Relevant bibliographies by topics / Coaches

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Academic literature on the topic 'Coaches'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Coaches"

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Payne, Rick, Yi-Ling Lai, and Karen McBride. "How does executive coaching work? An investigation of the coach-coachee dyad." International Coaching Psychology Review 18, no. 1 (2023): 34–44. http://dx.doi.org/10.53841/bpsicpr.2023.18.1.34.

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This study investigates the coach-coachee dyad via accounts of how executive coaching works. Despite the increase of executive coaching research evidence, the voice of coachees is rarely heard. To develop a more holistic picture of an effective coaching engagement, semi-structured interviews based on the critical incident technique (CIT) were conducted with nine coach-coachee pairs recalling their recent coaching experiences. This study indicates the professional coaching relationship as essential in facilitating sustainable change and coaching outcomes. Four main themes are derived from the data – a supportive working relationship; exploratory processes; coach’s initiations to create a joint effort process – and the coaches as a positive social influence, these essential factors promote an effective professional relationship within the coaching dyad. This research extends contemporary coaching literature from a positivistic view to exploring critical aspects through the coach-coachee pair. Research results can offer guidance to coaching practitioners seeking to enhance the effectiveness of the coaching process and outcomes. Moreover, key factors that emerge from this study offer sponsoring organisations an insight of how executives experience change and development through coaching.

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Ritchie, Darren, and Justine Allen. "‘Let Them Get on With It’: Coaches’ Perceptions of Their Roles and Coaching Practices During Olympic and Paralympic Games." International Sport Coaching Journal 2, no. 2 (May 2015): 108–24. http://dx.doi.org/10.1123/iscj.2014-0092.

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How coaches prepare and perform is critical for athletes’ performances (Gould, Guinan, Greenleaf & Chung, 2002), however, little is known about coaches’ roles and coaching practices during major competitions such as the Olympic or Paralympic Games. To assist coaches in their efforts to improve athletes’ performances in competition environments, greater understanding is needed about the coaching process during major competitions and how coaches prepare and perform. Therefore, the purpose of the current study was to examine track and field coaches’ perceptions of their roles and coaching practices during competition at major events. Eight coaches, seven male and one female, who had coached one or more athletes to an Olympic or Paralympic medal were interviewed. Inductive content analysis indicated that creating an athlete focused supportive environment, detailed preparation and planning, use of effective observation and limited intervention, coach and athlete psychological preparation and managing the process were salient during competition at major events. These findings suggest that during major competition the coach’s role is supportive and facilitative. Actions are largely unobtrusive and in response to athletes’ needs, but remain as detailed as other phases of the coaching process. The findings are discussed in relation to the coach as orchestrator.

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Leonard-Cross, Elouise. "Developmental coaching: Business benefit – fact or fad? An evaluative study to explore the impact of coaching in the workplace." International Coaching Psychology Review 5, no. 1 (March 2010): 36–47. http://dx.doi.org/10.53841/bpsicpr.2010.5.1.36.

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Objectives:To contribute to research on the return on investment and business benefit of workplace coaching by using a quasi-experimental design. Specifically, to investigate the impact that in-house coaches, using developmental coaching approaches, had on levels of coachee self-efficacy.Design:The study used action research (Lewin, 1946) and a quasi-experimental method to investigate the impact and process of developmental coaching, evaluating coaching which took place over a two-year period. A large sample and multiple data collection methods were utilised to ensure research was a valid reflection of the current status and perception of coaching within the organisation in the reported study.Methodology:Thematic analysis of qualitative research informed the content of coach and coachee questionnaires, supported by a holistic literature review. Coachees and the comparative group of non-coached staff completed questionnaires assessing their general levels of self-efficacy and personal experiences of development. Coaches completed a self-perception questionnaire to capture their personal views on the experience and if any changes had been observed in the coachee which could relate to the construct of self-efficacy.Results:Participants that had received developmental coaching (N=61) had higher levels of self-efficacy than the control group of participants (N=57) who had not received coaching.Conclusions:This research aimed to explore whether developmental coaching does actually deliver business benefits and results suggest that coaching can impact positively upon an individual’s level of self-efficacy.

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Stewart, Lorna J., Stephen Palmer, Helen Wilkin, and Maire Kerrin. "Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer." International Coaching Psychology Review 3, no. 2 (July 2008): 87–109. http://dx.doi.org/10.53841/bpsicpr.2008.3.2.87.

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Objectives:Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.Design:Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.Methods:Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.Results:Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.Conclusions:Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.

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Bozer, Gil, James C. Sarros, and Joseph C. Santora. "Academic background and credibility in executive coaching effectiveness." Personnel Review 43, no. 6 (August 26, 2014): 881–97. http://dx.doi.org/10.1108/pr-10-2013-0171.

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Purpose – Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address this gap in the literature by identifying and testing the relationships between a coach's academic background in psychology and credibility with executive coaching effectiveness as reflected in greater levels of individual outcomes. Design/methodology/approach – These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies. Findings – A coach's academic background in psychology was positively related to executive coaching effectiveness as reflected in greater improvement in coachee self-awareness and job performance as reported by the direct supervisor. Further, coach credibility was positively related to executive coaching effectiveness as reflected in higher mean scores in coachee self-reported job performance. Originality/value – Findings should assist businesses and educators in improving the formal preparation of coaches and in better identifying and selecting competent coaches. This may lead to better executive coaching design, implementation, and outcomes. Recommendations for future research are provided.

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Yu, Qiang. "Coaching Leadership on Team Culture of Basketball Coaches." Journal of Education and Educational Research 7, no. 2 (February 29, 2024): 235–42. http://dx.doi.org/10.54097/bbf0kk59.

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This study focuses on the importance of educational leadership in the field of education in the 21st century, especially the key role of coaches in the field of college basketball. As basketball's status in our country increases, the leadership skills of coaches are crucial to the overall development of colleges and universities. The article emphasizes that in addition to professional skills, coaches also need to have strong leadership skills to meet students' psychological needs and promote students' growth. Secondly, the article explores the impact of coaches’ leadership behaviors on students’ potential development and team effectiveness. Excellent coaches not only teach techniques, but also formulate training plans and game strategies based on the characteristics of the team to enhance the competitiveness of the entire team. The coach's leadership behavior can also promote cooperation among team members and form a sense of team identity. Finally, the article emphasizes the close relationship between organizational team culture and coach leadership behavior, and explores the important impact of coach leadership behavior on team organizational culture. Research shows that a coach’s leadership behavior has a key impact on the overall effectiveness of the team, so exploring the relationship between the coach’s leadership behavior and the team’s organizational culture is of great significance for optimizing coaching practices. In summary, this article deeply explores the relationship between coaching leadership behavior and team organizational culture, providing an important reference for further optimizing coaching practice.

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Nutting, Andrew W. "Discrimination or Motivation? Black Coaches and College Basketball Polls." Review of Black Political Economy 45, no. 4 (December 2018): 275–98. http://dx.doi.org/10.1177/0034644619833651.

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From 2005 to 2015, when ranked teams in the college basketball Media and Coaches Polls played each other, the better-ranked team ceteris paribus won more often when its head coach was Black and the opposing coach was White. This suggests pollsters underrated—discriminated against—highly ranked Black coaches. Coach race did not affect game outcome in the computer-based Sagarin Poll. Black-coached teams lost more often to unranked opponents, though, which is inconsistent with discrimination against them. An alternative possibility is that Black coaches were particularly motivated to avoid upsets by White-coached Top 25 teams, especially in years after many prominent Black coaches had lost their jobs.

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Ndlovu-Hlatshwayo, Elona, and Jabulile Msimango-Galawe. "The Critical Success Factors for Entrepreneurial Coaching in South African Business Incubators." Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship 13, no. 1 (October 21, 2023): 56. http://dx.doi.org/10.30588/jmp.v13i1.1520.

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This study examines the critical success factors for entrepreneurial coaching in South African business incubators through a qualitative method that involved interviewing 32 participants. The research aimed to identify the factors contributing to successful coaching interventions between coaches and entrepreneurs. The key findings include the importance of demographics, diversity, and cultural intelligence, coaching relational aspects, the coach’s personal attributes, the entrepreneur’s characteristics, the coach’s competence, and coaching elements. The study highlights the need for coaches to possess emotional intelligence, empathy, and a cultural understanding of their coachees. Additionally, the research underscores the significance of coaching programs and methods tailored to the unique needs and characteristics of the entrepreneurs being coached. The study’s findings have significant implications for coaching practitioners and program developers who work with entrepreneurs in South Africa, and it underscores the need for a nuanced and culturally sensitive approach to coaching and mentoring in the context of South African business incubators.

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Gerretsen, Stephanie, Tarlan Chahardovali, and Scott Brooks. "Title IX and Career Pathways of Coaches Across NCAA Women’s Basketball Programs: An Intersectional Approach to Human Capital in Hiring." Journal of Intercollegiate Sport 16, no. 1 (March 22, 2023): 25–53. http://dx.doi.org/10.17161/jis.v16i1.16496.

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The purpose of this article is to examine the career pathways of NCAA women basketball coaches after the passage of Title IX, with a special attention to the relationship between human capital (i.e., job related qualifications), race, and gender of coaches in the sample population. As such, we looked at job related qualifications of incoming and outgoing coaching hires from 1984-2020 at universities within the Power Five Conferences and HBCUs at the Division I level, considering nine different variables. These variables include a coach’s immediate previous position, number of years as an NCAA coach, years of overall coaching experience prior to hire, highest prior division coached, NCAA championship win as a coach, NCAA championship win as a player, highest level of play, highest division played as an athlete, and highest educational degree. Regarding the overall impact of Title IX on women head coaching opportunities, our data shows relatively consistent opportunities for female coaches across the Power Five Conferences and Division I HBCU schools since 1984. Although the opportunities for women were consistent, they do not seem equitable at the Power Five level when considering a coach’s race as Black women were hired at a much smaller rate compared to their White counterparts. Our data also shows that despite more women being hired overall, on average, women have greater qualifications as NCAA women’s basketball coaches compared to male coaches. This finding shows that women need more human capital than men to obtain head coaching positions which marks the presence of gender discrimination in the NCAA coaching labor market.

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Werthner, Penny, and Pierre Trudel. "Investigating the Idiosyncratic Learning Paths of Elite Canadian Coaches." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 433–49. http://dx.doi.org/10.1260/174795409789623946.

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Researchers have investigated how coaches, from the recreational to the elite level of coaching, learn to coach. Many different learning situations have been identified in the research, yet the question remains: How is it that one coach's learning path emphasizes certain learning situations as key, and yet another coach's learning path emphasizes quite different situations? Fifteen Canadian Olympic coaches were interviewed to better understand the coaches' idiosyncratic learning-path phenomena. The findings provide an example of: (a) how coaches within a specific and similar context, in this case Olympic level sport, can differ dramatically regarding the importance that common learning situations have played in their development, and (b) how previous learning and experiences influence what coaches choose to pay attention to and therefore choose to learn. The coaches' idiosyncratic learning paths are also discussed in terms of coach development.

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Dissertations / Theses on the topic "Coaches"

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Trujillo, Carol A. "How Writing Coaches Coach Most Effectively." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292147.

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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.

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Gentile, Dina. "Volunteering to coach: an analysis of youth sport coaches." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33475.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The motivation to volunteer and the satisfaction associated with volunteering were investigated through the responses of volunteer youth coaches (n = 100). Two surveys and follow-up interview questions were created and adapted from previous research in the area of volunteerism to determine reasons why adults volunteer to coach and to explore the factors that contribute to the satisfaction levels of youth coaches. Statistical analyses of variance were conducted to determine the relationship between each of the motivation and satisfaction variables with the gender of the volunteer coaches, the gender of the team coached (male, female, or both), and the completion of a coaching education program. The highest ranked motives for volunteering according to the sample included: to give back to the community, enjoyment associating with youth, and to teach and lead others. Overall the respondents were highly satisfied with their role as a youth coach, the organization of games and practices, and the recognition received for volunteering. Through the interview process (n = 20) various themes emerged from the responses of the volunteer coaches. The reasons for volunteering, according to the interviewed coaches, were that most people volunteer because their child is involved in the program, no other adult would coach, to contribute to society, and their lack of trust in other coaches.
2031-01-01

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Ma'ayah, Fadi Y. "Players' and coaches' perceptions of soccer coaches' specific leadership behaviours." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/776.

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This research has examined players' and coaches' perceptions of the specific leadership behaviours of soccer coaches. The research was comprised two studies, the first a quantitative study and the second a qualitative study. Both studies focused on researching Yuki's (1989, 1994) 14 specific leadership behaviours. These are: (a) team building and conflict management, (b) developing, (c) supporting, (d) rewarding, (e) recognising, (I) motivating and inspiring, {g) delegating. (h) consulting, (i) problem solving, (j) planning, (k) monitoring, (1) clarifying, (m) informing, and (n) networking. Subjects for Study I were 400 randomly selected soccer players and 40 randomly selected soccer coaches. The ratio between the players and the coaches was 10:1. Results of the MANOVA revealed significant multivariate differences between players' and coaches’ perceptions of coaches' behaviours. The univariate ANOVAs revealed that Coaches' and players' perceptions differed significantly on ten of the 14 specific behaviours. The MANOVA results showed significant multivariate difference between players' perceptions and the coaches' years of experience. The univariate ANOVAs test revealed that players' perceptions differed significantly on eight specific behaviours. The results of Bonferroni adjusted t tests indicated that there was a statistically significant difference between players' perceptions of their coaches' behaviours. Results of the MANOVA revealed significant multivariate difference in players' perceptions of their coaches' behaviours and the level of competition. The univariate ANOVAs test revealed that 13 specific behaviours were statistically significant. Results of the MANOVA showed significant multivariate difference between male and female players. The univariate ANOVAs test indicates that players' perceptions differ significantly on six specific behaviours. Results oft he MANOVA revealed significant multivariate difference between junior and senior players. The univariate ANOVAs test indicated that only delegating is significant at the 0.001 level.

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O'Grady, Bernard. "THE ROWING COACHES." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3860.

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The Rowing Coaches is about friendship, money, love, loss, and rowing. It chronicles the turning point in the lives of three friends who are professional rowing coaches. The friends are Don Bestos, Bill Maxwell, and Bergman, men who are or were at the very top of their sport, and now question their friendships with each other and where their lives are headed. The story takes place on a weekend in the summer of 2000 at the USRowing Convention in Las Vegas, the big blow-out for everyone in the sport of rowing. The Rowing Coaches also offers a look at an esoteric and often misunderstood sport. The main character is Don Bestos, a fifty-year-old head coach from Northeastern University. Don is recently divorced and has yet to move on from the failure of his marriage. The memory of his ex-wife Annie causes him physical pain and occasionally haunts him. Don is in crisis and he questions what he has done with his life and whether he can continue with his chosen career. Don's concerns are compounded by his alcoholism. He grapples with his addiction throughout the story. Don also has a peculiar gift; upon touching certain inanimate objects, such as a boat, he can sense if the object has a soul. Don's best friend is Bergman, the obese head coach from the University of Pennsylvania. Bergman's team has been losing for years and he has lost the drive to continue as an elite rowing coach. Bergman is a loyal friend and he watches out for his friends. The one coach who appears to be on the upswing is Billy Maxwell, Don's assistant coach at Northeastern. Billy is a former Olympian and he is considered one of the rising stars in the coaching profession. Billy has been a winner at every level in the sport and he is willing to sacrifice everything to win, even friendship. Other characters include Stacy Kookla, a sociable sales representative for the top rowing boat manufacturer in the country; Andy Carr, the head coach of Yale University; and Missy Krajcik, the fastest female rower in the world.
M.A.
Department of English
Arts and Humanities
English

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Roberts, Alexandra Hannah. "The Coaches’ Eye: Exploring coach decision-making during talent identification." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2391.

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For decades, researchers and practitioners interested in talent identification have discussed the coaches’ eye: the elusive ability that allows some coaches to ‘see’ qualities in an athlete that point to their talent or future potential. While there is significant anecdotal evidence of coaches who possess this ability, there is little empirical research supporting the validity or reliability of the coaches’ eye. Guided by ecological dynamics, this thesis employs mixed methodologies to explore the decision-making that underpins how high-level coaches identify talent in Olympic combat sports. These four studies captured the processes of thirty- four coaches during the talent identification process, exploring and identifying the factors that impact on a coach’s ability to perform this integral task. A systematic review and meta-synthesis revealed that ‘instinct’ is a primary contributor to coach decision-making during talent identification (TID), allowing coaches to ‘know it when they see it’. Semi-structured interviews with international coaches explored this ‘instinct’ during TID and revealed that coaches require experience, time and knowledge of context in order to identify talent. An instrumental case study corroborated these results, and also found that there is a significant conceptual difference between talent identification and talent selection, in the eyes of this coach. Both studies indicated that coaches likely select athletes based on their capabilities as a coach, not purely on athlete ability or potential. The final study found that nine national-level coaches did not agree on the rankings of talented youth judo athletes after four days. This finding indicates that the coaches’ eye is subjective and confirms the novel findings of the prior studies; namely that coaches require time to get to know athletes, their opinions of the athletes’ talent changed over time, and coaches vary in who they ‘see’ as talented. Finally, two new models are presented: the Coach-Informed Talent Identification Process and a novel model of the Coaches’ Eye in Talent Identification. The experiential coach knowledge gathered in this thesis informed the creation of these models. This thesis indicates that the coaches’ eye is the lens through which coaches view athletes, using their expertise and experience to interpret the athlete’s raw potential, and the time spent with the athlete and the context of their identification to determine whom they will select into their team. It appears that coaches perceive talent with reference to what they can develop in an athlete; thus, coaches must be involved in the identification and selection of talented athletes. These results indicate that National Sporting Organisations should ensure that coaches are provided with the necessary time, education and guidance to ensure that athlete outcomes are optimised. This thesis provides an understanding of how the coaches’ eye works during TID and a new understanding of this term. These findings have implications for the ongoing practice and research of talent identification in combat sports, and this work contain recommendations for both coaches and national sporting organisations to improve the confidence, accuracy and reliability of the coaches’ eye when forecasting talent.

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Lowery, Doyle Lee. "Equipping effective youth coaches." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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West, Amanda. "Women as sports coaches." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20516/.

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The purpose of this study was to examine the reasons why women are under-represented in sports coaching roles in Britain, particularly the most prestigious coaching positions. In depth, semi-structured interview schedules were carried out with twenty women coaches from five sports. The backgrounds of the twenty coaches ranged from those working with essentially recreational performers to those coaching international standard performers. Literature on women and the labour market, women and leisure and women and coaching was employed to contextualise the analysis of the coaches' responses, and a socialist feminist perspective adopted. The interviews with the coaches revealed that, on a macro-level, the unequal division of labour in the home, together with women's unequal position in the labour market contributed to the lack of women coaches in Britain. On a micro-level, women coaches experienced difficulty in gaining access to coaching qualifications, coach development programmes, coaching appointments and difficulty in obtaining opportunities to work with higher status teams. Access to higher status coaching roles was further constrained by coaching networks and the assumption that men were better coaches than women for such work.

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Ramsey, Michael W. "Physiological Technology for Coaches." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4105.

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Harris, Brandonn S. "Coach and athlete burnout the role of coaches' decision-making style /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3970.

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Books on the topic "Coaches"

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Robin, Nelson. Coaches. Minneapolis, Minn: Lerner Publications Co., 2005.

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Minden, Cecilia. Coaches. Chanhassen, Minn: Child's World, 2006.

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Coaches handbook. New York: McGraw-Hill Companies, 1996.

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Effective coaching: Lessons from the coaches' coach. 2nd ed. New York: Texere, 2003.

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Passmore, Jonathan. The Coaches’ Handbook. Edited by Jonathan Passmore. First Edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003089889.

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Kriz, Jürgen. Systemtheorie für Coaches. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13281-1.

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Chaskalson, Michael, and Mark McMordie. Mindfulness for Coaches. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315697307.

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Hutslar, Jack. YABA coaches' manual. Greendale, Wis: Young American Bowling Alliance, 1987.

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Wilker, Josh. The head coaches. Philadelphia: Chelsea House Publishers, 1998.

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Macheath, Jean A. Manual for coaches. Halesworth (J.A. Macheath, 2 Uplands Way, Halesworth IP19 8JW): Southern Counties Women's Hockey Association, 1990.

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Book chapters on the topic "Coaches"

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Conroy, David E., and J. Douglas Coatsworth. "Coaches." In Encyclopedia of Adolescence, 430–34. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_184.

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Conroy, David E., and J. Douglas Coatsworth. "Coaches." In Encyclopedia of Adolescence, 623–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_184.

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Conroy, David E., and J. Douglas Coatsworth. "Coaches." In Encyclopedia of Adolescence, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32132-5_184-2.

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Naudé, Johan, and Patrick Stichelmans. "Managing Coaches." In The Center for Creative Leadership Handbook of Coaching in Organizations, 113–43. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119207535.ch5.

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Williams, Robin. "Instructional Coaches." In The Power of Teacher Leaders, 170–82. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-15.

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Hedin, Görel, Lars Bendix, and Boris Magnusson. "Coaching Coaches." In Extreme Programming and Agile Processes in Software Engineering, 154–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44870-5_20.

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Möller, Heidi, and Jannik Zimmermann. "Expectations of the Coachees Towards the Coaches." In Difficult Situations in Business Coaching, 85–111. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-35087-1_4.

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Albers, Nele, Mark A. Neerincx, Nadyne L. Aretz, Mahira Ali, Arsen Ekinci, and Willem-Paul Brinkman. "Attitudes Toward a Virtual Smoking Cessation Coach: Relationship and Willingness to Continue." In Persuasive Technology, 265–74. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-30933-5_17.

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AbstractVirtual coaches have the potential to address the low adherence common to eHealth applications for behavior change by, for example, providing motivational support. However, given the multitude of factors affecting users’ attitudes toward virtual coaches, more insights are needed on how such virtual coaches can be designed to affect these attitudes in a specific use context positively. Especially valuable are insights that are based on users interacting with such a virtual coach for longer. We thus conducted a study in which more than 500 smokers interacted with the text-based virtual coach Sam in five sessions. In each session, Sam assigned smokers a new preparatory activity for quitting smoking and provided motivational support for doing the activity. Based on a mixed-methods analysis of users’ willingness to continue working and their relationship with Sam, we obtained eight themes for users’ attitudes toward Sam. These themes relate to whether Sam is seen as human or artificial, specific characteristics of Sam (e.g., caring character), the interaction with Sam, and the relationship with Sam. We used these themes to formulate literature-based recommendations to guide designers of virtual coaches for behavior change. For example, letting the virtual coach get to know users and disclose more information about itself may improve its relationship with users.

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Loebbert, Michael. "Was Coaches tun." In Coaching Theorie, 19–42. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-08438-7_2.

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Steinke, Ingo. "Kompetenzanforderungen an Coaches." In Die Professionalisierung von Coaching, 257–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-08172-0_16.

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Conference papers on the topic "Coaches"

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Petrová, Nikola, Leonie Chapel, Luuk G. A. Buunk, and Rianne Kaptijn. "Assessment of competency development in a challenge-based learning course: can coaches be objective assessors?" In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1290.

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Higher education institutions aim to incorporate competency development into their engineering curricula, which can help engineering students become independent critical thinkers with entrepreneurial mindsets. However, no solid methods exist to evaluate the acquisition of these competencies. Such assessments’ objectivities are often ensured by distinguishing between who supervises a student group and who grades its project. The assessor’s active involvement in the learning process is essential for assessing competency development during the learning process, but such involvement may lead to assessor bias. This study aims to investigate whether and under what conditions coaches can be objective assessors. An intraclass correlation coefficient (ICC) was used to measure the level of agreement between assessors and coaches when using the same rubric to assess students’ deliverables. Four assessors and seven coaches from the University of Twente assessed 24 students’ individual learning processes based on individual reflection deliverables. The coaches assessed the students they supervised during a challenge-based learning (CBL) course, while the assessors were without participating in the learning process assigned randomly to students. The means were compared using SPSS, which indicated, among other things, that coaches generally awarded higher scores than assessors. This may indicate that coaches are biased because of their involvement in the learning process. Despite this, the results also indicate that coach assessment was in line with assessors when the coach was an appointed and experienced examiner.

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Wu, Julius, Jerry Wang, Jonathan Sahagun, and Yu Sun. "An Intelligent Data-Driven Analytics System to Assist Sports Player Training and Improvement using Internet-of-Things (IoT) and Big Data Analysis." In 5th International Conference on Computer Science and Information Technology (COMIT 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111713.

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Our product is a very unique tracking tool that not only tracks the movement of players on a map, but also the velocity of each player. We have an application that coaches usually hold onto during a game or a practice. It shows coachesan accurate data sample of where each player is and what they are doing on the field whether it be grinding or fooling around. It also helps coaches see accurate gameplay during a game if the recording is not available. When coaches select elite players, they also get a presentation of each players’ skills and how accurate they are when running different routes.

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Padula, Alan. "Organically Growing Internal Coaches." In 2009 Agile Conference (AGILE). IEEE, 2009. http://dx.doi.org/10.1109/agile.2009.44.

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Zytko, Doug, Sukeshini Grandhi, and Quentin (Gad) Jones. "The Coaches Said...What?" In GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2957287.

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Han, Ping-Hsuan, Yang-Sheng Chen, Yilun Zhong, Han-Lei Wang, and Yi-Ping Hung. "My Tai-Chi coaches." In AH '17: 8th Augmented Human International Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3041164.3041194.

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Hsu, Leon. "Computer Problem-Solving Coaches." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084735.

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Alajbeg, Anna, Mladen Hraste, and Ana Mršić Zdilar. "PEDAGOGICAL COMPETENCIES OF COACHES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0699.

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Chu, Tsz Lun. "Female Coaches Seem More Disempowering Than Male Coaches: High School Female Athletes' Perspective." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580501.

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Jakubcová, Kateřina, Vladimír Jůva, and Michal Roček. "On selected problems of low representation of women in coaching." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-51.

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Coaches play a crucial role in the development of sport at all levels. However, there is often talk of a lack of coaches. This problem is compounded by the fact that female coaches make up only a much smaller part of the coaching staff. Significant deficits of woman are particular-ly noticeable in senior coaching positions (e.g., among head or national coaches). The issue of female representation in coaching has received considerable attention for forty years, es-pecially within the broader topic of women and sport. At the same time, the literature reflects an interesting paradox. Political and sporting bodies at the international and national level address the shortage of female coaches, and many projects promoting women in coaching have emerged. Research but shows that female representation in coaching is practically not improving. Many organizational and interpersonal problems and myths about the possibilities of women trainers remain. Also, in the Czech Republic, in the last two decades, political and research activities pay considerable attention to the topic of women in coaching. Our study builds on Czech empirical findings in the field of women in sport from the first decade of the 21st century. Apartial goal of our more extensive research was to find out the reasons for the low representation of women among sports coaches. We addressed women (questionnaire survey, n=103, average age 24.3 years), who at the performance or top-level are engaged in various sports and who are – at the same time – feel “at the end” of their active sports track, and realistically think about the professional future after finishing their sports career. We pro-cessed the results using statistical analysis and open coding. The most common reasons that negatively affect the continuation of the addressed female athletes as coaches, respondents report low financial remuneration of coaching work and loss of leisure time. Other reasons why women do not consider coaching include the lack of their professional ambitions and re-spect from sports associations and sports clubs. Research carried out shows that about half of the addressed female athletes are interested in staying in the sport as a coach, but they are aware of many obstacles in this area at the same time.

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Jost, Celine, Marine Grandgeorge, Brigitte Le Pevedic, and Dominique Duhaut. "Are robots our future coaches?" In 2013 44th International Symposium on Robotics (ISR). IEEE, 2013. http://dx.doi.org/10.1109/isr.2013.6695626.

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Reports on the topic "Coaches"

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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Coach and Coachee Characteristics Add Up to Successful Coaching Engagements. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2045.

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A CCL research team interviewed coaches in Asia, Europe and several who work primarily with C-level executives to gain their views on which coach and coachee characteristics promote a positive coaching relationship. This paper presents the results of that research.

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Wiebe, Ashley. Coaching for success; Iowa livestock judging coaches manual. Ames (Iowa): Iowa State University, January 2018. http://dx.doi.org/10.31274/cc-20240624-376.

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Bakhshaei, Mahsa, John Seylar, Pati Ruiz, and Mai Chou Vang. The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/101.

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This report presents findings from a survey of edtech coaches on how their role changed when schools closed due to the COVID-19 pandemic and provides district and school leaders with insights on the value of edtech coaches in moving instruction online in effective ways.

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Avery, Christopher, Brian Cadman, and Gavin Cassar. Academics vs. Athletics: Career Concerns for NCAA Division I Coaches. Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22120.

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TABUNOV, I. A., A. P. LAPINA, M. M. KOSTYCHEV, P. S. BEREZINA, and A. V. NIKIFOROVA. METHODOLOGICAL RECOMMENDATIONS FOR COACHES WORKING WITH CHILD ATHLETES ENGAGED IN ROCK CLIMBING. SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0621.06122022.

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The methodological guide will present aspects that will be useful for coaches in working with their students, in particular psychological work with athletes during the training process and during the competition, and specifically in the pre-start period. It is important for the coach to teach the athlete the techniques of psychological protection, including restoring the stability control system, reducing feelings of anxiety and countering it. It is important to carry out special psychological training. Including effective preparation for competition, based on: social values; formation of mental "internal support"; overcoming psychological barriers. Every day the degree of development and influence of sports reaches a new level. Also, the requirements for athletes in technical, physical and tactical readiness are increasing, respectively, the result of competitive activity will already be determined by readiness and psychological attitude. Psychological preparation is a process aimed at creating a state of mental readiness for competition in athletes. This should be considered the subject of psychological preparation for competitions in sports.

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Yeye, Felipe, José Afonso, and Rui Araújo. The development and use of sport coaches’ reflection: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0034.

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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Carolina Méndez, and Fernando Fernandez. Remote Parent Coaching in Preschool Mathematics: Evidence from Peru. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004403.

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We evaluate the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills. We find that the intervention improved mathematics cognitive outcomes by 0.12 standard deviations. Moreover, we show that remote coaches increase the likelihood and frequency of parental engagement in mathematics-related activities, suggesting that learning gains are driven by higher parental involvement in child skill development.

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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Best Practices for Successful Coaching Engagments. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2046.

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Nagra, Michael S. Improving Provider Productivity: Impact of Coder-Coaches on Provider Documentation and Coding. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada473582.

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Kraft, Matthew, Alexander Bolves, and Noelle Hurd. How Informal Mentoring by Teachers, Counselors, and Coaches Supports Students’ Long-Run Academic Success. Cambridge, MA: National Bureau of Economic Research, May 2023. http://dx.doi.org/10.3386/w31257.

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