Littérature scientifique sur le sujet « COACHING INSTITUTE »
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Articles de revues sur le sujet "COACHING INSTITUTE"
Dorsch, Travis E., et Nicole D. Bolter. « Institute for Sport Coaching ». International Sport Coaching Journal 3, no 2 (mai 2016) : 213–14. http://dx.doi.org/10.1123/iscj.2016-0030.
Texte intégralThompson, Stephen L., Rachelle Curcio, Amber Adgerson, Kristin E. Harbour, Leigh Kale D’Amico, Hall S. West, George J. Roy, Melissa A. Baker, Jessie Guest et Catherine Compton-Lilly. « Virtual Summer Institutes as a Method of Rural Science Teacher Development ». Theory & ; Practice in Rural Education 12, no 2 (4 novembre 2022) : 153–78. http://dx.doi.org/10.3776/tpre.2022.v12n2p153-178.
Texte intégralCheesebrough, Kevin R., Jessica Bronzert et Elizabeth Frazier-De La Torre. « Leadership, academia, and the role of career coaching ». Translational Behavioral Medicine 10, no 4 (15 juillet 2020) : 870–72. http://dx.doi.org/10.1093/tbm/ibaa057.
Texte intégralHarisman, Teguh, Arifuddin Siraj et Wahyuddin Naro. « IMPLEMENTATION OF ISLAMIC EDUCATION IN THE ESTABLISHMENT OF NOBLE CHARACTER OF CHILD PRISONERS IN SPECIAL CHILD DEVELOPMENT INSTITUTION (LPKA) CLASS II MAROS ». Jurnal Diskursus Islam 9, no 3 (23 décembre 2021) : 426. http://dx.doi.org/10.24252/jdi.v9i3.25631.
Texte intégralStanković, Tanja, et Tijana Radojević. « Employees motivation and managerial coaching during the pandemic COVID-19 at the research institute ». European Journal of Applied Economics 19, no 1 (2022) : 16–29. http://dx.doi.org/10.5937/ejae19-35560.
Texte intégralPunjabi, Shalini. « Is Shadow Education Becoming the ‘New’ Formal ? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi ». Contemporary Education Dialogue 17, no 1 (12 décembre 2019) : 14–44. http://dx.doi.org/10.1177/0973184919885485.
Texte intégralListon-Smith, Jennifer. « Ethics, ‘Leadershift’ and ‘More than Coaching’ : Insights for coaching psychologists from the CIPD and AC Conferences ». Coaching Psychologist 6, no 1 (juin 2010) : 72–75. http://dx.doi.org/10.53841/bpstcp.2010.6.1.72.
Texte intégralJunaidi, Ahmad. « Intensifikasi Program Pembinaan Sebagai Upaya Peningkatan Mutu Guru di Lembaga Kursus Al-Qur’an Masjid Al-Falah Surabaya ». Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 4, no 2 (29 novembre 2019) : 227–46. http://dx.doi.org/10.31538/ndh.v3i2.460.
Texte intégralHelmi, Ahmad. « Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur ». JURNAL APARATUR 3, no 1 (24 février 2021) : 1–12. http://dx.doi.org/10.52596/ja.v3i1.31.
Texte intégralTelles Langdon, David Michael. « A Female Perspective on Canada’s National Coaching Institute Mentorship Experience ». International Journal of Sport and Society 9, no 1 (2018) : 1–10. http://dx.doi.org/10.18848/2152-7857/cgp/v09i01/1-10.
Texte intégralThèses sur le sujet "COACHING INSTITUTE"
Minton, Sylvia S. « The nature of peer coaching at a National Writing Project summer institute ». Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.
Texte intégralPeer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.
The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.
Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.
Rodger, Fiona B. « Peer-coaching in higher education : an analysis of the peer-coaching service at the Institute of Education, exploring processes of learning and underpinning values ». Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1553975/.
Texte intégralSmith, Jade Marie-Lyn. « Harvesting Health : Electronic Health Coaching for Cancer Survivors ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429702546.
Texte intégralWilliams, Stephen John, et n/a. « A case study of the relationship between sports science research practice and elite coaches' perceived needs ». University of Canberra. Health Sciences, 2005. http://erl.canberra.edu.au./public/adt-AUC20060530.101909.
Texte intégralANKUSH, BAROLIA. « ROLE OF COACHING INSTITUDE IN INDIA AND ITS IMPACT IN OUR ECONOMY ». Thesis, 2020. http://dspace.dtu.ac.in:8080/jspui/handle/repository/18988.
Texte intégralYi-Lun, Chiang, et 蔣乙綸. « Graduate Institute of Sport Coaching Science College of Education Chinese Culture University Master Thesis ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40679838768717020654.
Texte intégral中國文化大學
體育學系運動教練碩博士班
99
Background: Taekwondo was one of essential medal-winning event in Taiwan. With the trend of such development, a few of rules had changed, such as two-points to three-points in upper kicking techniques. Based on core training having been a popular training method, a number of literatures which were surrounding the topic of core training pointed that the specific core training may affect the agility performance. Purpose: The study was to investigate the effects of 6-week specific Taekwondo core training on the agility performance, the upper roundhouse kick, and axe kick performance. Methods: The subjects were 12 Taekwondo student-athletes divided randomly into core training group (n=10) and control group (n=10). There were two events in pre-test and post-test including the upper roundhouse kick and axe kick by the biomechanical force plate and NEWTEST speed test. Core training group followed the training every time a week continuing for 6 weeks. Two-way ANOVA, mixed design was used to compare the results of pre-test and post-test in the upper roundhouse kick and axe kick techniques between core training group and control group. Results: After a 6-week core training, the results of the upper roundhouse kick and axe kick techniques indicated all significant difference between pre-test and post test in core training group (p<.05). Control group showed no significant difference between pre-test and post test. Conclusion: It revealed that the 6-week core training after Taekwondo workout may enhance the speed of agility and improve the upper roundhouse kick and axe kick techniques in Taekwondo sport.
Han, Chia Chen, et 韓家珍. « The Relationship among Coaching Leadership, Team Psychological Ownership and Task and Contextual Performance in a Financial Institute ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90993757791046180887.
Texte intégral樹德科技大學
金融與風險管理系碩士班
98
In the 21st Century, the global economic environment has become more internationalized and open due largely to the Internet, which allows the dissemination of information more easily and widely. The subsequent unprecedented and unexpected challenge to Taiwan’s financial markets has narrowed the margin of profit, on top of two financial reformations in Taiwan in the late 1990’s and the global economic crisis of 2008. Therefore, how to build a unique corporate character in a highly-competitive financial environment has become an urgent priority. Job performance is the most important ingredient in corporate success. And the key to such success is how to encourage members of an organization to perform both their individual tasks and their group responsibilities voluntarily and enthusiastically? Leadership style and staff psychology are the very basic elements that inspire and motivate workers. This research intends to examine an international bank as a research object: Has their organization job performance improved after introducing “Coaching Leadership” to all staff? Does Coaching Leadership enhance staff’s psychology ownership of organization? And finally, does psychology ownership contribute to coaching leadership and task and contextual performance? This thesis utilized a questionnaire as an investigative tool and received 606 copies for feedback. To avoid CMV problems, we distributed 1000 questionnaires in an antithesis way to both management and clerks. After collecting the feedback copies, we analyzed the information based on my hypotheses and got the result that both coaching leadership and psychology ownership had a significant effect on contextual performance; in contrast, we discerned no obvious effect on task performance. This is also the limit of this research. In conclusion, we hope these research results can be used as a reference for human resource personnel preparing training plans not only for banks but also for other financial corporations and related industries
Lin, Pin-Her, et 林屏和. « A Study on the Associations among Coaching Leadership, TeamWork Morale and Customer Service Quality in a Financial Institute ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/30861413692375408992.
Texte intégral樹德科技大學
金融與風險管理系碩士班
98
execution of Confirmatory Factor Analysis, known as FA, as means of certification and found that both the credibility and efficiency on variables were satisfactory. After a series of study designs, the researcher found that both coaching leadership and teamwork work morale can make direct and positive impacts of enhancing customer service quality; moreover, coaching has positive influence on work morale. The researcher employed layer-based regression analysis to verify the credibility of hypotheses proposed by the researcher. Team work morale has the most complete intermediary effects on the relation of coaching leadership and customer service quality. Based on the study results, the researcher is able to offer constructive suggestions as reference for the banking industry. The study results can be references for further studies. Furthermore, the researcher also has proposed a clear direction for researches who plan to conduct extended researches and studies in the near future.
Waters, Amy. « The Art of Coaching vs. The Science of Movement : Integrating Experiential Knowledge and Scientific Evidence into Coaching Practices ». Thesis, 2020. https://vuir.vu.edu.au/41810/.
Texte intégralFetisova, Yulia. « Applying the Expert-Novice Paradigm in Tennis Coaching : Improving Coaches’ Knowledge, Diagnostic Skills and Understanding of the Tennis Serve Technique ». Thesis, 2021. https://vuir.vu.edu.au/42796/.
Texte intégralLivres sur le sujet "COACHING INSTITUTE"
The institute for integrative nutrition workbook : Your guide to a successful health coaching career. New York, NY : Integrative Nutrition, 2013.
Trouver le texte intégralBarr, Annette. Barr Institute : Life Coaching Certification Course Workbook. Independently Published, 2019.
Trouver le texte intégralWilliams, Patrick, et Diane S. Menendez. Becoming a Professional Life Coach : Lessons from the Institute for Life Coach Training. W. W. Norton, 2007.
Trouver le texte intégralSusan, Menendez Diane, dir. Becoming a professional life coach : Lessons from the institute for life coach training. W. W. Norton & Company, 2015.
Trouver le texte intégralTransformative Coaching : A Learning Theory for Practice (Institute of Education Publications). UCL IOE Press, 2011.
Trouver le texte intégralWilliams, Patrick, et Diane S. Menendez. Becoming a Professional Life Coach : Lessons from the Institute of Life Coach Training. Norton & Company, Incorporated, W. W., 2015.
Trouver le texte intégralWilliams, Patrick, et Diane S. Menendez. Becoming a Professional Life Coach : Lessons from the Institute of Life Coach Training. Norton & Company, Incorporated, W. W., 2011.
Trouver le texte intégralBecoming a Professional Life Coach : Lessons from the Institute for Life Coach Training. W. W. Norton, 2007.
Trouver le texte intégralPatterson, Gary. Primer Coach Institute Manual : An Introduction to the World of Leadership & Aspirational Coaching. Organizational Leadership Coaching(R), LLC, 2022.
Trouver le texte intégralCoach's dilemma : Run versus pass. 1987.
Trouver le texte intégralChapitres de livres sur le sujet "COACHING INSTITUTE"
Simoski, Bojan, et Michel C. A. Klein. « Effectiveness of a mHealth Coaching Program on Predictors of Work Absenteeism ». Dans Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 204–20. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06368-8_14.
Texte intégralDiez, Anke, Alexandra Hund et Katrin Klink. « Coaching im Kontext der strategischen Personalentwicklung am Karlsruher Institut für Technologie ». Dans Beratung im Feld der Hochschule, 65–76. Wiesbaden : Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-07910-9_5.
Texte intégralYlimaki, Rose M., et Lynnette A. Brunderman. « Values, Culture and Context ». Dans Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.
Texte intégralReed, Bruce, et John Bazalgette. « Organizational Role Analysis at the Grubb Institute of Behavioural Studies : origins and development ». Dans Coaching in Depth, 43–62. Routledge, 2018. http://dx.doi.org/10.4324/9780429473029-4.
Texte intégralHou Vat, Kam. « Virtual Organizing Professional Learning Communities through a Servant-Leader Model of Appreciative Coaching ». Dans Cases on Online and Blended Learning Technologies in Higher Education, 183–206. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch011.
Texte intégralWang, Peng Cheng, Eric C. P. Chua, Karin Avnit et Sok Mui Lim. « Developing Students' Self-Regulation Skills Within and Outside Academic Modules ». Dans Supporting Self-Regulated Learning and Student Success in Online Courses, 304–20. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6500-4.ch014.
Texte intégralHunaiti, Ziad. « Coaching for Raising Awareness Towards Research Project Planning and Management Using Grow Group Awareness Model ». Dans Coaching Applications and Effectiveness in Higher Education, 78–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4246-0.ch004.
Texte intégralDe Backer, Loan, Mathea Simons, Wouter Schelfhout et Ellen Vandervieren. « Let’s Team Up ! Measuring Student Teachers’ Perceptions of Team Teaching Experiences ». Dans Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96069.
Texte intégralActes de conférences sur le sujet "COACHING INSTITUTE"
De Rose, Filippo, George Inoue et Jason Maroothynaden. « Aerospace Student Coaching to Develop & ; Realise Po... » Dans 56th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina : American Institute of Aeronautics and Astronautics, 2005. http://dx.doi.org/10.2514/6.iac-05-e1.2.06.
Texte intégralCasey, Deirdre, et Louise Murphy. « Combining mathematics and coaching to encourage student success in repeat ». Dans Learning Connections 2019 : Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.34.
Texte intégralBotnariuc, Petre, et Dr speranta Tibu. « BUILDING A VIRTUAL COMMUNITY OF PRACTICE - A CASE STUDY ON PARENT COUNSELLORS IN ROMANIAN DISADVANTAGED AREAS ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-004.
Texte intégralTerpenny, Janis P., et Richard M. Goff. « Preparing Future Faculty for Teaching Engineering Design ». Dans ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.
Texte intégralMilojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley et Noah K. Brown. « An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience ». Dans ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
Texte intégralDas, Soham, Sudipta Ghosh et Madhab Chandra Mandal. « Performance Evaluation of GATE Coaching Institutes in India : A Fuzzy-MCDM Approach ». Dans 2020 IEEE International Conference for Convergence in Engineering (ICCE). IEEE, 2020. http://dx.doi.org/10.1109/icce50343.2020.9290560.
Texte intégralFourie, Elna, et Rebekah Harman. « Intervenções pedagógicas intencionais para reforçar a empatia como parte da aprendizagem baseada em projetos na Design Factory New Zealand ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g279.
Texte intégralKumar, Bijeta, Bibhya Sharma, Kaylash Chaudhary, Sione Paea et Swasti Narayan. « Educational Interventions to Improve Student Readiness ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8663.
Texte intégralFraser, Cath, Heather Hamerton, Dawn Picken et Marguerite Marsh. « Converting Research to Outputs in One Week : The Efficacy of Writing Retreats ». Dans 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205006.
Texte intégralFourie, Elna, et Rebekah Harman. « Intervenciones pedagógicas intencionales para reforzar la empatía, como parte del aprendizaje basado en proyectos en Design Factory New Zealand ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.156.g278.
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