Relevant bibliographies by topics / Coaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Coaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Coaching"

1

Stewart, Lorna J., Siobhain O’Riordan, and Stephen Palmer. "Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation." Coaching Psychologist 4, no. 3 (December 2008): 127–33. http://dx.doi.org/10.53841/bpstcp.2008.4.3.127.

Full text
Abstract:
Coaching has become accepted as a valid and effective development strategy. This acceptance has been accompanied by an emphasis on professionalising coaching, has raised the profile of coaching psychology, and has resulted in a demand for evidence-based coaching. This article suggests that a theoretically-grounded means of evidencing coaching’s effectiveness and value is central to the evolution of coaching psychology as a discipline. It proposes that an holistic evidence-based coaching framework would provide a sound foundation for coaching evaluation.
APA, Harvard, Vancouver, ISO, and other styles
2

van den Boomen, Fer, Marcel Hoonhout, and Rinus Merkies. "Over coaching en leren coachen." Supervisie en Coaching 18, no. 1 (March 2001): 115–24. http://dx.doi.org/10.1007/bf03079617.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (June 14, 2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

Full text
Abstract:
<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>
APA, Harvard, Vancouver, ISO, and other styles
4

Halliwell, Peter R., Rebecca J. Mitchell, and Brendan Boyle. "Leadership effectiveness through coaching: Authentic and change-oriented leadership." PLOS ONE 18, no. 12 (December 6, 2023): e0294953. http://dx.doi.org/10.1371/journal.pone.0294953.

Full text
Abstract:
There has been an increasing shift towards individually owned leader development programs within organizations. Whilst leadership coaching is one of these and is gaining in popularity, the mechanisms of its effect remain poorly understood. We develop and investigate a model in which leadership coaching enhances leader effectiveness through coaching’s positive effect on authentic and change-oriented leadership behaviours as well as self-efficacy. To assess the model, multi-source data were collected for organizational leaders (N = 70) pre- and post-coaching. To investigate mechanisms of coaching’s effect, relations between latent change scores were assessed in structural equation modelling using partial least squares indicating that after accounting for base-line scores, coaching-related increases in authentic leadership behaviour has the largest total effect on leadership effectiveness.
APA, Harvard, Vancouver, ISO, and other styles
5

Passmore, Jonathan, Marie Stopforth, and Yi-Ling Lai. "Defining coaching psychology: Debating coaching and coaching psychology definitions." Coaching Psychologist 14, no. 2 (December 2018): 120–23. http://dx.doi.org/10.53841/bpstcp.2018.14.2.120.

Full text
Abstract:
As part of the current strategy, the SGCP has been reviewing its standards. Considered as fundamental to this journey, we have also taken the opportunity to revisit the nature of coaching psychology. What is ‘coaching’? How does it differ from ‘coaching psychology’? In this paper we aim to provide a short review of definitions and offer thoughts on a new definition for coaching psychology.
APA, Harvard, Vancouver, ISO, and other styles
6

Schermuly, Carsten Christoph, Marie-Luise Schermuly-Haupt, Franziska Schölmerich, and Hannah Rauterberg. "Zu Risiken und Nebenwirkungen lesen Sie …–Negative Effekte von Coaching." Zeitschrift für Arbeits- und Organisationspsychologie A&O 58, no. 1 (January 2014): 17–33. http://dx.doi.org/10.1026/0932-4089/a000129.

Full text
Abstract:
Coaching hat sich in der Personalentwicklung etabliert. Der wissenschaftliche Blick auf die Wirksamkeit und Wirkfaktoren von Coaching ist aber bisher eingeschränkt. Während in verschiedenen anderen Bereichen (z. B. in der Psychotherapie- oder Mentoringforschung) auch negative Effekte untersucht werden, findet dies in der Coachingforschung kaum statt. In der vorliegenden Studie wurden negative Effekte von Coaching erstmals systematisch untersucht. In einer qualitativen Vorstudie wurden potentielle negative Effekte von Coaching ermittelt und anschließend die Häufigkeit, Intensität und Dauer explorativ erforscht. Dazu wurden per Onlinefragebogen 123 Coachings aus der Perspektive der Coaches evaluiert. Die Ergebnisse zeigen, dass pro Coaching durchschnittlich zwei negative Effekte auftreten, die jedoch eine niedrige Intensität besitzen. Weiterhin wurden Faktoren erfasst, welche die Coaches als ursächlich für die negativen Effekte wahrnehmen. Dies sind insbesondere Klientenvariablen, aber auch der Umgang des Coaches mit psychischer Erkrankung des Klienten sowie Zeitknappheit. Darüber hinaus besteht ein positiver Zusammenhang zwischen der Anzahl behandelter Themen und der Häufigkeit negativer Effekte.
APA, Harvard, Vancouver, ISO, and other styles
7

Sparrow, John. "Life coaching in the workplace." International Coaching Psychology Review 2, no. 3 (November 2007): 277–97. http://dx.doi.org/10.53841/bpsicpr.2007.2.3.277.

Full text
Abstract:
Objectives:There is increasing recognition of coaching’s situated nature. Different emphases in coaching are being utilised in different contexts with differing performance expectations. Life coaching has witnessed rapid growth within the last five years, primarily outside but increasingly within the workplace. The objective of this research is to establish the understanding, utilisation, and outcomes associated with life coaching in the workplace. Procurement practices within organisations are also explored.Design:A cross-sectional survey of organisations is undertaken. Practices and reported outcomes are explored within small- and medium-sized organisations together with large organisations. Private, public and community and voluntary sector organisations aresampled.Methodology:A postal questionnaire assessing 39 potential organisational outcomes, 93 potential individual outcomes and 21 potential procurement criteria for bothperformance and life coaching was developed. Responses from 51 organisations were obtained.Results:Life coaching is found to be less well understood than performance coaching. Significant differences between organisational sizes and sectors in practices and perceived outcomes are identified. Coaching has significantly less impact upon entrepreneurship and social purpose outcomes than more general organisational outcomes. The outcomes more typically associated with life coaching are not secured to the same extent as outcomes typically associated with performance coaching. Both coaching in general and life coaching secure rectification outcomes to a greater extent than positive well-being outcomes. There are significant differences in procurement criteria for performance and life coaching.Conclusions:A potential role for a life dimension in workplace coaching may be evolving. The contribution of the current study and other prospective research towards the development of theory and practice are discussed.
APA, Harvard, Vancouver, ISO, and other styles
8

Angulo, Pedro, Jonathan Passmore, and Hazel Brown. "Distinctions in coaching practice between the island of Ireland and the rest of Europe." Coaching Psychologist 15, no. 1 (June 2019): 36–46. http://dx.doi.org/10.53841/bpstcp.2019.15.1.36.

Full text
Abstract:
This research article sought to identify distinctions in the coaching practice between coaches in the island of Ireland (Republic of Ireland and Northern Ireland) and those in the rest of Europe by reviewing and analysing the Irish coaching data provided by The State of Play in European Coaching & Mentoring (2017) and The State of Play in Irish Coaching (2018) research reports. The article also draws a number of useful conclusions and recommendations for coaching psychology practitioners and coaches in general to improve their coaching practice and for accreditation bodies to further promote the professional development of coaching.A survey design was adopted, with a snowball sampling strategy generating 133 respondents. Eight surveyed aspects of coaching practice produced distinctive responses from coaches within Ireland compared with respondents from other European nations: They are more likely to be members of a professional coaching body; spend a higher amount of their working time engaged in coaching; tend to command higher hourly fee rates from corporate coaching assignments; are more likely to use formal supervision with a qualified coach; make greater use of the cognitive behavioural and psychodynamic methods; are slightly more thorough in the range of topicsthey cover when contracting; are less likely to share their code of ethics with their coachees; and believe that the coach’s experience and his/her professional qualifications, as opposed to price or membership of a professional body, are the most important factors when people commission coaching support.Recommendations are made for future analytical research to identify causal factors for these distinctions.Keywords:Coaching; Ireland; Europe; national distinctions.
APA, Harvard, Vancouver, ISO, and other styles
9

de Haan, Erik, and Christiane Nieß. "Differences between critical moments for clients, coaches, and sponsors of coaching." International Coaching Psychology Review 10, no. 1 (March 2015): 38–61. http://dx.doi.org/10.53841/bpsicpr.2015.10.1.38.

Full text
Abstract:
Objectives:Previous studies on the effectiveness of coaching have focused on positive outcomes that clients, coaches and organisational colleagues attribute to engaging in coaching overall. In this study descriptions ofcritical moments of coachingas experienced by executive coaching clients, their coaches and their sponsors are analysed and compared, to find out more about how coaching conversations are experienced. In this sense the objective of this research was to understand more about ‘sub-outcomes’ of coaching: mini-outcomes as they arise within the process and as a result of the coaching process.Design:We extend previous studies in two ways. First, we take a process-oriented, qualitative approach by investigating which events are regarded as critical by clients and coacheswithintheir coaching contracts to date. Second, we consider the perspective ofsponsorsof coaching who refer to the same coaching assignments as clients and coaches have done.Methods:One-hundred-and-seventy-seven critical-moment descriptions were collected (49 from clients, 49 from coaches and 79 from sponsors of coaching), of which 147 could be matched between coach, client and sponsor working on the same assignment. They are coded with an existing and a new coding scheme and analysed with reference to a larger dataset comprising 555 critical moment descriptions from executive coaching assignments.Results:Our results suggest that clients and coaches are considerably more aligned in what they regard as critical in their coaching assignments when compared to their alignment with sponsors’ views. Whilst clients and coaches mainly refer to moments of new insight and attitudinal change as critical, sponsors underline changes in the clients’ behaviour, such as their communication or interpersonal skills.Conclusions:Alongside earlier studies we have found further indications that clients and coaches conducting normal coaching conversations seem to identify critical moments to a large extent with new learning, perspectives and insight, and they pick the same moments well above chance rates. At the same time, organisational sponsors of coaching seem to prioritise more new actions and changes initiated by coaching clients.
APA, Harvard, Vancouver, ISO, and other styles
10

Werk, Lilly Paulin, and Beate Muschalla. "Effects and Side Effects in a Short Work Coaching for Participants with and without Mental Illness." Behavioral Sciences 14, no. 6 (May 30, 2024): 462. http://dx.doi.org/10.3390/bs14060462.

Full text
Abstract:
Employees with mental illness are often the first to be unable to cope with increasingly complex psychosocial work demands. But people without mental illness can also suffer from, for example, high workload. This study compares a short coaching to stabilize work ability for employees with and without mental illness regarding coaching topics, effects on work-related resources, goal attainment, and unwanted events. Individual coaching of three sessions (problem exploration by behavior analysis, practice of new behavior, reflection) was conducted with employees from different professional fields. A medical history was taken to determine whether participants are affected by a mental disorder. All coaching was conducted by the same behavior therapist in training (L.P.W.) under the supervision of an experienced behavior therapist (B.M.). Two hundred and three coachings with three sessions were completed. In total, 103 participants did not have a mental illness (51%), and 100 participants reported a mental disorder (49%). The coaching participants with mental illness had lower initial levels of work-related capacities (more severe impairments) and coping behavior as compared to the participants without mental illness. In the pre–post comparisons, both groups achieved significant improvements in work-related coping after the coaching. There were no differences in goal attainment between both groups. While participants without mental illness reported more unwanted events in parallel to the coaching (30% reported negative developments in life), participants with mental illness reported coaching-related unwanted events (20% felt to be dependent on the coach). Coaching with an individual focus on one topic can improve work-related resources in participants with and without mental disorders. Since participants with and without mental illness experience different unwanted events in coaching, psychotherapeutic expertise is needed in order to set the right focus.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Coaching"

1

Falk, Michael, and Karolina Törnqvist. "Coaching- coachens roll och lärande i mötet." Thesis, Kristianstad University College, Department of Behavioural Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4364.

Full text
Abstract:

Coaching i omställningssituation är inte något nytt fenomen. Redan på 1970-talet skrevs det första avtalen som öppnade upp för tjänstemännen på den privata sidan att erhålla hjälp vid uppsägning. I dagens globaliserade värld, där det gäller att vara flexibel, och där hjulen snurrar fortare och fortare, kommer också ett behov till reflektion fram. Coachingrörelsen växer sig starkare och får därmed också mer uppmärksamhet. Med denna uppsats har vi för avsikt att undersöka coachens roll i mötet med de klienter som befinner sig i en omställningssituation. Med detta som utgångspunkt har vi använt oss av en kvalitativ metod i form av intervjuer för att samla in data. Vi har valt att titta på coaching genom att fokusera på de processer som sätts igång i en omställningssituation. På så sätt kan vi anlägga pedagogiska perspektiv på vår studie som är utförd med hjälp av två organisationer som helt eller delvis sysslar med detta. Vi har använt oss av kvalitativ metod och har intervjuat 11 coacher.

Vårt resultat visar att coacherna ser omställning som ett pedagogiskt område. Coacherna använder sig av sina erfarenheter för att försöka få klienterna i omställningssamtalen att inta ett reflekterande förhållningssätt. Genom att kommunicera med klienterna och framför allt inta en lyssnande funktion uppstår ett lärande även för coacherna i omställningssituationerna. Coachernas lärande handlar framför allt om vidgad människokännedom och självinsikt men även de kommunikativa färdigheterna utvecklas.

APA, Harvard, Vancouver, ISO, and other styles
2

Wentzel, Malmberg Caroline. "Coaching på AIC? En studie om arbetssökandes förväntningar och deras respektive coachens uppfattning av coaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30459.

Full text
Abstract:
Studiens syfte är att ta reda på de arbetssökandes respektive coachens förväntningar, och även vilken roll de arbetssökande tillskriver coacherna på Arbets- och Integrationscenter (AIC) i Malmö. Examensarbetet är skrivet utifrån den kvalitativa metoden och är en intervjustudie med sammanlagt åtta intervjuer då sju intervjuer med arbetssökande och en intervju med en coach. Den tidigare forskningen behandlar den sökandes förväntningar på vägledningen. I Kristina Johanssons uppsats som handlar om vägledningen ur ett sökande perspektiv studerar hon den sökandes förväntningar samt hur förväntningarna på vägledningen uppnåtts eller ej. I Anders Lovéns avhandling handlar om elevers förväntningar och möten med vägledare i grundskolan. De teorianknytningarna som används i studien är Erving Goffmans som handlar om roller, Gunnel, Lindhs verk som handlar om sökaren och hjälparen, Susanne Gjerdes verk där begreppet coaching förklaras samt vikten av en god relation mellan den sökande och coachen.I resultatet framkommer de arbetssökandes respektive coachens bild av vad coachingen på AIC, vilket visar att de inte har en enhetlig bild av coachingen. Bilderna jämförs med varandra och coachen uttalar sig om vart eventuellt missförståndet kan komma ifrån. Det visar sig att de arbetssökande lägger stor vikt vid en bra relation och kontakten med coachen anses vara oerhört viktig. De arbetssökande vill även få hjälp med att skriva CV, få kontakter ute i arbetslivet och få hjälp med att söka arbete. Resultatet analyseras utifrån frågeställningarna med hjälp av litteraturen för att svara på frågorna. Det blir uppenbart att de arbetssökande och coachen inte har samma syn på vad coaching är på AIC. Även betydelsen av en bra relation mellan de arbetssökande och coacherna utforskas.I slutdiskussionen diskuteras coacherna vid AIC´s titel och hur relevant det är att även kalla dem för coacher. Dessutom diskuteras coachernas arbetsuppgifter som analyseras med hjälp av litteraturen. I metoddiskussionen diskuteras den kvalitativa metoden som användes i studien.
APA, Harvard, Vancouver, ISO, and other styles
3

Read, Michael James Barber. "Investigating organizational coaching through an athletic coaching comparison : determining high performance coaching practices in organizations." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36112.

Full text
Abstract:
Increasing emphasis on employee development has resulted in the emergence of coaching in organizations. Organizational coaching unites the various approaches and forms of coaching which currently exist within organizational boundaries. Though athletic coaching analogies are widespread within organizational coaching literature, a comprehensive comparison of athletic and organizational coaching has not been conducted. Omission of key athletic coaching practices in organizational coaching may hinder top employee performance. Through a multi-phase, mixed-method design, a comparison of athletic and organizational coaching was completed. The initial phases of the study reviewed the emergence of organizational coaching and compared athletic with current forms of organizational coaching. The quantitative and qualitative responses provided by coaches helped explain why the athletic approach to coaching is not extensively used in organizations. Main categories of comparison were found which guided item construction for the high-performance coaching practices (HPCP) measure. A second study of athletic and organizational coaches allowed psychometric analyses which helped construct the final HPCP measure. The HPCP may have great utility for researchers, coaches, and organizational stakeholders by helping to align the performance management system to the athletic coaching approach. Increased usage of HPCPs may also aid in coach selection, coach-coachee matching, and promote employee health and well-being. The coaching approach is placed on the consulting-to-counselling developmental spectrum, which helps define the formats and roles of organizational coaches in workplaces. A model for organizational coaching was produced, providing guidance on how HPCPs fit within the overall organizational coaching program. The coaching model provides a foundation for future coaching research and practice. With the constant and ongoing influences on organizational coaching from athletics, the athletic approach to coaching can no longer be ignored. This comparative research project provides the preliminary steps to establish the coaching approach, based mainly on athletic coaching HPCPs, as a legitimate approach to coaching in organizations. Researchers, organizations, and coaches interested in employee and organizational development may discover that this approach to organizational coaching, utilizing HPCPs, is essential. For employees wishing to “go for gold” as athletes do, the coaching approach provides a comprehensive framework from which an individualized coaching program can be constructed.
APA, Harvard, Vancouver, ISO, and other styles
4

Kiosoglous, Cameron Michael. "Sports Coaching Through the Ages with an Empirical Study of Predictors of Rowing Coaching Effectiveness." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22029.

Full text
Abstract:
Coaching effectiveness is a result of a coach getting the best out of the people and resources in their environment. For coaches, learning from experience is vital in a role that is a complex, dynamic and multifaceted process of balancing fun and winning where one cannot be sure if results will go according to plan. At the Olympic level, due to commercialization more money is being spent than ever before on developing more professional and effective training systems to maximize athletic performances. Medals won determine how a coach is evaluated and with more nations competition at a higher level, success is becoming even more competitive. More qualified and adaptable coaches are required to cope with the demands of international competition. The literature has been extensively examined based on the research question: to what extent is coaching success predicted by a coaches\' ability to self-reflect on past experiences? The purpose of this study was to demonstrate that if coaches who are highly self-reflective and have successful athletic and coaching experiences would be more likely to have future coaching success than those who either were not self-reflective or had less success in the past.
Coaching knowledge is acquired though experience and the process of learning and self-reflection is an activity that facilitates this process. This study showed that rowing coaching experience and rowing athletic experience are positive predictors of coaching success, albeit weakly so. While self-reflective activities are not predictors of coaching success, self-reflection is an activity that coaches engage in. This study also identified the challenges in measuring coaching success. But like any domain, deliberate practice, which is a known pathway to developing expertise, is an activity that contributes to the professionalization of sports coaching and its advancement as a profession.

Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
5

McLymont, Enid Floretta. "Mediated learning through the coaching approach facilitated by cognitive coaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0009/NQ59634.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Beukes, Barend Jacobus. "Pastoral coaching : life coaching as a tool for pastoral care." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/702996/.

Full text
Abstract:
The purpose of this professional doctorate is to explore how life coaching was used to enhance the ministry of pastoral care, as practised within a specific Christian charity, and, in the light of this exploration, to develop a theory of pastoral coaching. This approach, in which life coaching techniques are incorporated into the discipline of pastoral care, aims to address a lack of emphasis on techniques and methods in the field of pastoral care. It is argued that this approach could be used as an additional method of pastoral care. Various types of pastoral care, as well as life coaching, are investigated through a literature review. Seven clients, who underwent this method of intervention between July 2006 and February 2009, and of whom adequate case notes were available, were selected. These seven cases consisted out of four female and three male participants and chronologically spanned the whole unit of analysis. A multiple-case study design was used to reflect retrospectively upon this work with these clients in the light of the literature review. From this reflection, a theory of pastoral coaching is developed. This theory suggests that the aim of pastoral coaching is to foster wholeness in clients. Pastoral coaching achieves this aim through using a combination of pastoral care and life coaching techniques and methods. Although pastoral coaching could be regarded as a form of supportive pastoral care, its structure is similar to that of solution-focused coaching. The five traditional functions of pastoral care, healing, sustaining, guiding, reconciling and nurturing, form five separate phases in the process of pastoral coaching as clients progress towards a greater sense of wholeness. The outcome of this research suggests that pastoral coaching could be used as an alternative method of pastoral care. This method could subsequently be used to provide pastoral care practitioners with a clear set of guidelines that is pastoral in nature, while also utilising certain life coaching techniques that could help clients practically.
APA, Harvard, Vancouver, ISO, and other styles
7

Almeida, Sandra Luzia Esteves Oliveira de. "Supervisão em coaching: o desenvolvimento profissional de especialistas de coaching." Doctoral thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/12271.

Full text
Abstract:
A prática do coaching tornou-se uma profissão emergente e a supervisão em coaching tornou-se uma prática reflexiva desta profissão. Este trabalho de investigação tem como objetivo descrever e caracterizar a supervisão enquanto processo de desenvolvimento de especialistas de coaching nas perspetivas do supervisando e do supervisor. Numa primeira parte apresentamos o enquadramento teórico, (conceitos, processos de desenvolvimento profissional, diferentes perspetivas de supervisão em coaching). Na segunda parte descrevemos o estudo empírico, no qual utilizámos um modelo de análise qualitativa de conteúdo de entrevistas semiestruturadas. Realizámos 13 entrevistas (5 supervisores e 8 supervisandos) as quais foram gravadas em áudio e posteriormente transcritas e analisadas (NVIVO8). Os resultados demonstram que a supervisão como uma prática reflexiva, conduz ao desenvolvimento, considera as necessidades do supervisando e reverte-se em ganhos significativos também para os supervisores. A supervisão em coaching evidenciou ter uma identidade própria embora partilhe com outras práticas de supervisão elementos comuns; ABSTRACT: SUPERVISION IN COACHING: PROFESSIONAL DEVELOPMENT OF SPECIALISTS IN COACHING The practice of coaching has become an emerging profession and the supervision in coaching has become a reflexive practice of this profession. This research has the aim of describing and characterizing supervision whilst process of development of specialists in coaching in the perspective of the supervisor and supervisee. In a first approach we present the theoretical structure, (concepts, processes of professional development, different perspectives of supervision in coaching). In the second we describe the empirical study, in which we used a model of qualitative analysis of context of semistructured interviews. We performed 13 interviews (5 of which to supervisors and 8 to supervise) which were recorded in audio and later transcribed and analyzed (NVIVO8). The results demonstrate supervision as a reflexive practice which leads to development, considers the needs of the supervised and reverts into significant gain for the supervisors as well. The supervision in coaching has proved to have a proper identity although shared with other practices of common element supervision.
APA, Harvard, Vancouver, ISO, and other styles
8

Andrade, Miñano Juan Alberto, Flores Karen Cinthya Espejo, Silva Ulises Humala, and Ureta Sara Zegarra. "Proyecto Life Coaching." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625863.

Full text
Abstract:
El presente trabajo de investigación se realizó para validar la necesidad de la población de Lima de contar con un coach de la salud que le brinde asesoramiento para cuidar su salud a través de la alimentación. Necesidad que surge a causa de problemática actual sobre obesidad y sobrepeso que la población peruana viene enfrentando por los malos hábitos de alimentación y la falta de ejercicios en su rutina de vida por un factor tiempo. Luego de haber recabado información necesaria se elabora el presente trabajo de investigación con la finalidad de poner en marcha un proyecto empresarial para la creación de una empresa que brinda el servicio de asesoramiento nutricional que está estrechamente relacionado con el bienestar del individuo, el equilibrio, la atención plena y la eficiencia de sus metas personales. Para el desarrollo de este proyecto se realizó entrevistas de profundidad con la finalidad de delimitar nuestro segmento objetivo. La metodología que se ha implementado, han sido las entrevistas cualitativas abiertas, a personas que ya cuentan con estilo de vida sano, segmento al que atenderá Life Coaching. Los resultados de las entrevistas efectuadas nos muestra que existe un mercado potencia interesado en nuestra idea de negocio. Para la viabilidad de este proyecto se requiere de una inversión inicial de S/ 57,595,00 soles que será financiado por un Angel Investor. Del análisis financiero efectuado nos arroja que la Tasa Interna de Retorno es del 145% con un Valor Actual Neto de S/ 143,749.68 soles. Estos resultados nos muestran que el proyecto analizado devuelve el capital invertido más una ganancia de S/ de 143,749.68 soles. Por lo antes señalado este trabajo de investigación nos indica que el proyecto de negocio es viable y rentable.
The present research work was conducted to validate the need of the population of Lima to have a health coach to provide advice to take care of their health through food. Need that arises because of current problems about obsessiveness and overweight that the Peruvian population has been facing due to poor eating habits and lack of exercises in their routine for a time. After having gathered the necessary information, the present research work is chosen in order to start up a business project for the creation of a company that provides the nutritional advice service that is closely related to the wellbeing of the individual, the balance, the full attention and the efficiency of your personal goals. For the development of this project, in-depth interviews were conducted in order to define our target segment. The methodology that has been implemented has been qualitative open interviews, to people who already have a healthy lifestyle, a segment that Life Coaching will attend. The results of the interviews carried out show us that there is a potential market interested in our business idea. For the viability of this project, an initial investment of S / 57,595.00 soles will be required and will be financed by Angel Investor. From the financial analysis carried out, we find that the Internal Rate of Return is 145% with a Net Present Value of S / 143,749.68 soles. These results show us that the project analyzed returns the capital invested plus a profit of S/. 143,749.68 soles. As indicated earlier this research work indicates that the business project is viable and profitable.
Trabajo de investigación
APA, Harvard, Vancouver, ISO, and other styles
9

Pangborn, Ashley J. "Narrative Conflict Coaching." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/100.

Full text
Abstract:
ABSTRACT Narrative conflict coaching is a counseling technique which focuses on separating clients from their problems and encouraging them to see their lives and futures from new perspectives. It has been used in a variety of arenas and is consistent with other practices within the field of narrative conflict resolution, such as narrative mediation. In this project I utilized qualitative research methods to analyze the immediate effectiveness of conflict coaching questioning techniques within the setting of a counseling conversation. The analysis focuses on the detail of the process of narrative conflict coaching more than on the final outcomes. The data was collected through two different conflict coaching conversations, one of which was about a conflict in a work context and one in a family context. The conversational data collected was compared with a set of detailed guidelines for narrative conflict coaching specified by Dr. John Winslade and the question that was asked was whether the conflict coaching process corresponded with these guidelines. The data confirmed that this was the case and also showed some indicators of the effectiveness of narrative conflict coaching techniques through documenting the participants’ responses to each of the steps in the process. Analysis of discursive positioning from statements early in each of the conversations and also from late in each conversation indicated positioning shifts in the direction of creating an alternative narrative into which the participants might live. Both participants were shown to reach a place of difference in perspective in relation to the conflict story. It is therefore argued that the guidelines for a conflict coaching process are adaptable in at least two different areas of life. It cannot yet be generalized to all areas of conflict but looks promising for multiple personal conflict situations.
APA, Harvard, Vancouver, ISO, and other styles
10

Lai, Yi-Ling. "Enhancing evidence-based coaching through the development of a coaching psychology competency framework : focus on the coaching relationship." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/807098/.

Full text
Abstract:
The overall aim of this thesis is to facilitate the development of evidence-based coaching through investigating a competency framework for Coaching Psychologists to enhance the coaching relationship towards a positive outcome. Coaching has been extensively applied to organisational and leadership development programmes in the past few decades. However, coaching is not an accredited profession because it is a cross-disciplinary methodology. There are still some gaps in the existing coaching related competency frameworks of main governing associations (e.g. BPS and ICF). Hence, it is essential to enhance evidence-based coaching practice by identifying effective attributes for Coaching Psychologists by means of a role analysis. The research was split into four main stages. Firstly, a Systematic Review on Coaching Psychology was conducted to determine further research focus. Review results ascertained that the coaching relationship is the key indicator in facilitating positive outcomes. Thus there is an urgent need to develop and validate a Coaching Psychology Competency Framework (CPCF) to generate a greater effect on the coaching relationship. Second, Critical incident reviews (N=25) were utilised to elicit the effective attributes a Coaching Psychologist should acquire in order to facilitate a constructive coaching process. A draft competency framework underpinned by 13 competencies and 100 behaviours was outlined. Subsequently, a cross-validation questionnaire study (N=107) with Coaching Alliance Inventory (CAI) was carried out to evaluate the reliability and validity of the draft CPCF. A total of 75 behavioural indicators sorted into three groups (e.g. Soft Skills) were retained for further examination. The final study examined the effectiveness of the CPCF by means of a pilot quasi-experiment (N=26)that compared a group which received relevant training and a control group that did not receive this training. The study results indicated coachee participants who received coaching from the training group had a better relationship with their coaches and stronger belief in achieving their goals. In summary, this is the first coaching competency framework which focuses on investigating to what extent psychological grounded interventions generate a greater impact on coaching alliance through an evidence-based research process. Three distinct groups of competencies disclosed a constructive coaching process is mainly underpinned by a coach’s psychological interpersonal skills (e.g. enhancing a coachee’s selfesteem and motivation)and learning facilitation (e.g. establishing realistic goals and tasks); which could be applied to varied purposes of coaching training design. A longitudinal field study with genuine coach-coachee dyads should be designed in the future research to examine whether CPCF could be a professional guideline for Coaching Psychologists to establish an effective coaching relationship based on real coaching context.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Coaching"

1

Pardey, David. Coaching. Oxford [England]: Elsevier, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lippmann, Eric, ed. Coaching. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/3-540-28451-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Backhausen, Wilhelm, and Jean-Paul Thommen. Coaching. Wiesbaden: Gabler Verlag, 2004. http://dx.doi.org/10.1007/978-3-322-96550-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lippmann, Eric, ed. Coaching. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-88952-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Backhausen, Wilhelm, and Jean-Paul Thommen. Coaching. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-8349-3843-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Backhausen, Wilhelm, and Jean-Paul Thommen. Coaching. Wiesbaden: Gabler Verlag, 2003. http://dx.doi.org/10.1007/978-3-322-92093-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Backhausen, Wilhelm, and Jean-Paul Thommen. Coaching. Wiesbaden: Gabler, 2006. http://dx.doi.org/10.1007/978-3-8349-9342-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lippmann, Eric, ed. Coaching. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35921-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hamann, Angelika, and Johann J. Huber. Coaching. Wiesbaden: Springer Fachmedien Wiesbaden, 2001. http://dx.doi.org/10.1007/978-3-658-07832-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Society, Industrial, ed. Coaching. London: The Industrial Society, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Coaching"

1

Pill, Shane, Brendan SueSee, Joss Rankin, and Mitch Hewitt. "Reciprocal Coaching (Peer Coaching)." In The Spectrum of Sport Coaching Styles, 42–50. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003041443-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lömker, Malte, Johannes Moskaliuk, and Ulrike Weber. "Coaching und Coaching-Chatbots." In essentials, 13–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32830-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schawel, Christian, and Fabian Billing. "Coaching." In Top 100 Management Tools, 77–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18917-4_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fahr, Uwe. "Coaching." In Coaching an der Hochschule, 3–12. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16847-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zeuch, Matthias. "Coaching." In Dos and Don’ts in Human Resources Management, 75–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43553-3_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schawel, Christian, and Fabian Billing. "Coaching." In Top 100 Management Tools, 59–61. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-4105-3_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Volkelt, Lothar. "Coaching." In Kleine Philosophie der Geschäftsführung, 49–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-08469-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Huck, Heide H. "Coaching." In Handbuch Personalmarketing, 413–20. Wiesbaden: Gabler Verlag, 1989. http://dx.doi.org/10.1007/978-3-322-87423-8_41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rieger, Hannah. "Coaching." In Wörterbuch der Psychotherapie, 112–13. Vienna: Springer Vienna, 2000. http://dx.doi.org/10.1007/978-3-211-99131-2_292.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Schreyögg, Astrid. "Coaching." In Innovative Beratungskonzepte, 159–78. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-07942-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Coaching"

1

Silva, Valéria Bernardo da, Fabio Teodoro Tolfo Ribas, and Verena Alice Borelli. "Coaching." In Mostra de Iniciação Científica, Pós-graduação, Pesquisa e Extensão. Educs, 2018. http://dx.doi.org/10.18226/610001/mostraxviii.2018.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

St-Amour, Vincent, Sam Tobin-Hochstadt, and Matthias Felleisen. "Optimization coaching." In the ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2384616.2384629.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chmielewska, Katarzyna, and Damian Matuszak. "Mathability and coaching." In 2017 8th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2017. http://dx.doi.org/10.1109/coginfocom.2017.8268284.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vostrukhina, N. V., and A. V. Korolikhin. "SAFETY IN COACHING." In SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.112.124.

Full text
Abstract:
запись беседы (встречи проекта «Коуч-среда» Русской школы коучинга) от 15 июля 2020 года. Собеседники: Королихин Андрей Валерьевич, председатель правления АРК, и Вострухина Наталья Викторовна, член правления АРК
APA, Harvard, Vancouver, ISO, and other styles
5

Hanneton S., Varenne A., and S. Hanneton. "Coaching the Wii." In 2009 IEEE International Workshop on Haptic Audio visual Environments and Games (HAVE 2009). IEEE, 2009. http://dx.doi.org/10.1109/have.2009.5356134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Weidler-Lewis, Joanna, and Sean Fullerton. "The Coaching Companion." In CSCW '15: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2685553.2699019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kryzhanovskaia, Anzhelika Grantovna, and Olesia Alekseevna Volchenkova. "Retirement coaching as a new direction of coaching in Russia." In International Research-to-practice conference. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-111395.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Chisholm, Krista. "Coaching for Classroom-Level Change: The EQuIPD Grant Coaching Model." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2112113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chisholm, Krista. "Coaching for Classroom-Level Change: The EQuIPD Grant Coaching Model." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2112113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bucur, Mihaela. "ENHANCING ORGANIZATIONAL PERFORMANCE THROUGH E-COACHING SESSIONS: QUANTITATIVE APPROACH." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-051.

Full text
Abstract:
The support resources available to e-coaching vary greatly from organization to organization, and even within organizations, remaining a critical factor in the long-term success of any organization. Lately, like never before, organizations are increasingly challenged to discover new and efficient approaches to support and enhance their performance. In this context, e-coaching stands as a significant approach for enhancing organizational performance. In Romania, e-coaching is emerging as a relatively new field, in spite of its’ being used by organizations from other countries for quite some time. This paper describes current empirical findings regarding the use of an e-coaching set of measures which combines phone coaching and internet-based (virtual) coaching. The current research particularly studies how sustainable coaching is, through the analysis of customers’ satisfaction regarding self development, but also related to the coaching reasons as well as the degree of goal attainment, after the end of the three coaching sessions. The study focuses mainly on coaching effectiveness. Within this study, a professional coach provided three coaching sessions to 28 customers. A quantitative analysis was conducted, data being therefore collected by questionnaire. Findings suggest that participants are satisfied by both technological procedures (telephone and internet-based coaching). The paper also highlights the advantages and the limits of the e-coaching approach in organizational practice, by comparing it to face-to-face coaching. In addition, findings also prove that a blended approach, which supposes that combination of the technology-mediated coaching sessions with the traditional face-to-face coaching approach, can deliver positive outcomes. The purpose and objectives of this study are to shed light on the academic research focusing on telephone coaching combined with an internet-based (virtual) coaching.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Coaching"

1

McMahon, Michael F. Coaching Economics. Bristol, UK: The Economics Network, January 2007. http://dx.doi.org/10.53593/n192a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Van Ostrand, Kasey, John Seylar, and Christina Luke. Prevalence of Coaching and Approaches to Supporting Coaching in Education. Digital Promise, January 2020. http://dx.doi.org/10.51388/20.500.12265/91.

Full text
Abstract:
Digital Promise and Learning Forward partnered to design a national survey exploring the prevalence of and existing support for instructional coaching across the U.S. This report discusses the findings of the survey and offers recommendations for improvement.
APA, Harvard, Vancouver, ISO, and other styles
3

Serfaty, Daniel. INTACT: Intelligent Tactical Coaching Tool. Fort Belvoir, VA: Defense Technical Information Center, June 1999. http://dx.doi.org/10.21236/ada384674.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schachner, Abby, Cathy Yun, Hann Melnick, and Jessica Barajas. Coaching at scale: A strategy for strengthening the early learning workforce. Learning Policy Institute, June 2024. http://dx.doi.org/10.54300/984.909.

Full text
Abstract:
This report examines five early childhood coaching systems—two state systems (Alabama and Washington) and three California county systems (El Dorado, Fresno, and San Diego)—that have developed systemic coaching approaches. We studied these coaching systems to understand the different ways that comprehensive coaching systems can be implemented at scale, the types of coaching approaches used, and the supports offered. Although there is no singular strategy to scale effective coaching, this research provides insights for policymakers and program administrators seeking to incorporate coaching into their efforts to improve the quality of early childhood education.
APA, Harvard, Vancouver, ISO, and other styles
5

Boyce, Lisa A., R. J. Jackson, and Laura J. Neal. Building Successful Leadership Coaching Relationships: Examining Impact of Matching Criteria in a Leadership Coaching Program. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada524818.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Stawiski, Sarah, Maggie Sass, and Rosa Grunhaus Belzer. Building the case for executive coaching. Center for Creative Leadership, December 2016. http://dx.doi.org/10.35613/ccl.2016.1051.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

Full text
Abstract:
In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
APA, Harvard, Vancouver, ISO, and other styles
8

Goff, Peter, Ellen Goldring, J. Edward Guthrie, and Leonard Bickman. Changing Principals' Leadership through Feedback and Coaching. Consortium for Policy Research in Education, October 2015. http://dx.doi.org/10.12698/cpre.pb15-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Oreopoulos, Philip, and Uros Petronijevic. Student Coaching: How Far Can Technology Go? Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22630.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sharpe, John D. Coaching - A Means to Improve Employee Productivity. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada323677.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Coaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography