Tesi sul tema "Coaching psychology"

James Hillman (1972) declared, “What the psyche has experienced during the past seventy years in analytical therapy should also be possible for it wherever it goes” (p. 5). As a life coach—someone who starts from a place of curiosity—I became curious. Did this mean that the imaginal practices of depth psychology could be used within a life coaching container? Could imaginal practices such as Jung’s active imagination and Hillman’s personifying work in a life coaching partnership? What benefits might life coaching clients gain through creating a connection with psychic figures? What would a life coach—or a depth psychologist—need to merge these two ways of engaging with individuals, both in terms of training and resources? And, finally, what does each profession—life coaching and depth psychology—obtain from such a merger? Using the methodology of hermeneutic phenomenology, I entered into a six-session soul-centered coaching partnership with three participants. Each took part in six sessions designed to develop their psychological creativity while experiencing a coaching relationship. Factoring in my own observations, as well as the personal accounts of the participants, I found that imaginal practices positively impacted participants’ abilities to connect with and move through their life transitions. This merging of the two professions would require life coaches to undergo extensive learning in depth psychology, and depth psychologists to acquire professional coaching skills, but this study holds forth promise for a blending of the two fields.

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.

Scope of Study: This study was designed to investigate the lived experiences of middle to executive level leaders who participated in positive psychology coaching during midlife. Through personal interviews, participants shared comprehensive descriptions of their experiences in an effort to provide a deep understanding of the ways in which they benefited both personally and professionally while facing challenges typically associated with middle age.

Findings and Conclusions: This study generated three major findings that support this effort (1) participating in positive psychology executive coaching provides focus and confidence that facilitates personal and professional growth during midlife by helping clients identify and overcome real life and work challenges while pursuing their over-arching goals; (2) the coaching experience and associated results largely vary from participant to participant based on their wants, goals and aspirations for the future; and (3) the client’s perception of coaching impact was tied, at least in part to the length of coaching, the quality of their relationship with the coach and a perceived positive experience. These results support the employment of positive psychology interventions as part of an executive coaching engagement, showing that to do so with midlife clients not only supports their goal achievement, but also facilitates resolution of other work and life challenges over time and within a quality client-coach relationship.

Thesis (Ph. D.)--School of Psychology, Faculty of Science, University of Sydney, 2007.
Includes tables. Includes 2 published papers co-authored Cavanagh and Grant. Title from title screen (viewed June 12, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology, Faculty of Science. Degree awarded 2007; thesis submitted 2006. Bibliography: leaves 268-297. Also available in print form.

Doctor of Philosophy (PhD)
Although the field of coaching psychology has witnessed some theoretical and empirical advances in recent years, this has yet to translate into a commonly accepted theoretical and empirical foundation for coaching practice. Rather, coaching practice has run well ahead of related theory and research, and resulted in the establishment of an industry that lacks firm foundations. This doctoral dissertation reports on a series of reviews and empirical studies designed to further the development of evidence-based coaching practice (EBCP). A review of the relevant literature revealed that the development of solid evidence-based foundations is critical if coaching is to realise its promise and potential. As events surrounding the decline of the human potential movement (HPM) in the 1960s and 1970s indicate, the absence of theoretically-based rationales and solid research support may be a reliable predictor of decline for particular treatment modalities. Whilst the development of EBCP has important implications for the formal preparation of coaches, pedagogical recommendations to industry educators are difficult whilst the characteristics of the coaching industry remain hidden. In order to develop the profile of the Australian coaching industry, a survey was conducted of 148 practicing coaches. The results of this study revealed the presence of a diverse local industry. Despite the existence of a small core of highly experienced practitioners, the majority of coaches appeared to have little coaching experience and greatly varied skills and experience. Interestingly, only 20% of respondents reported any formal training in psychology or the other helping professions. Given recent data that suggests mental health issues may sometimes be encountered in coaching (Green, Oades, & Grant, 2006; Spence & Grant, in press), it is concluded that the majority of coaches lack the skills and knowledge to identify and deal effectively with such eventualities. As the development of an informed strategy for dealing with mental health issues would move the practice of coaching onto a more professional footing, it is recommended that coaches receive basic training in the identification and appropriate referral of such issues. Much of the work presented in this dissertation is based on the presupposition that client outcomes can be optimised through the use of EBCP. However, as this assumption has yet to be empirically tested, a total of 63 participants took part in a 10-week life coaching program. The results showed that when life coaching was conducted by coaches trained in cognitive-behavioural solution-focused (CB-SF) coaching methods (i.e. professional coaching), as opposed to untrained peers (i.e. peer coaching), participants were more engaged in coaching and reported significantly greater goal attainment, goal commitment and environmental mastery. Effective goal-directed self-regulation requires that individuals remain focused on their goals overtime, whilst managing a steady stream of disturbances that can destabilise goal directed effort. In this regard, the construct of mindfulness has much conceptual relevance. Mindfulness reflects the unique human capacity for directing conscious awareness via the controlled deployment of attention. After an extensive review of the scholarly literature, three alternative conceptualisations are presented (i.e. Eastern religious, socio-cognitive and cognitive-attentional perspectives), accompanied by a description of the mindfulness skills training practices associated with each. A total of 72 participants then took part in a study to assess the impact of three mindfulness training (MT) programs on mindfulness, goal-directed self-regulation, mental health and wellbeing. The results revealed that all the MT programs were effective in significantly increasing mindfulness and a variety of mental health and wellbeing indicators. Importantly, MT was also found to significantly increase goal attainment; suggesting that MT may be a valuable addition to EBCP. Goal attainment is a key dependent variable in coaching research. However, the measurement of goal attainment has yet to receive much attention in the coaching literature. As most empirical coaching studies have reported findings based on measures that rely exclusively on subjective measures of performance (measures that are susceptible to several forms of distortion and bias), some key issues relating to the measurement of goal attainment are reviewed and explored in detail. From this review, goal attainment scaling (GAS) is identified as a potentially useful methodology with which both researchers and practitioners can document and evaluate coaching outcomes. The final study pulls together the threads from work presented to that point, and integrates them into a practice framework for coaching. A total of 42 participants took part in this study, which investigated the efficacy of using MT and CB-SF coaching to facilitate the attainment of health goals. The results showed that the delivery of MT prior to (rather than after) CB-SF coaching was more effective in facilitating these outcomes. This suggests MT may be important in coaching for helping people prepare for change.

The purpose of the quasi-experimental study was to determine the effectiveness of Solution-Focused Brief Coaching as a specific intervention in executive coaching. The study used a pretest-posttest design with an experimental group and a control group. Six executives received six coaching sessions during this study. Twelve executives, serving as control subjects, did not receive coaching by any method. Measurement tools (the Working Alliance Inventory, the Goal Attainment Survey and the Satisfaction With Life Scale) provided quantitative outcome data to determine behavior, performance, and emotional change associated with use of SFBC (the independent variable). These measurement tools (the dependent variables) were administered to both groups before and after the 6-week coaching intervention. The WAI – C pretest showed significant differences between the groups suggesting that coaches perceived the working alliance of coached participants to increase to a significantly larger degree than the noncoached group. The SWLS pretest showed significant differences between the groups suggesting that the group that sought coaching had a lower satisfaction with life than the control group at the beginning of the coaching engagement. While the GAS did not produce statistically significant results there was a large effect size suggesting that a very clear difference exists between the two groups. The results of the study provided preliminary empirical support for use of SFBC as an executive-coaching intervention. Recommendations based on the study’s results include replication of the study with a larger sample, additional studies reflective of more rigorous research designs, and use of professional coaches in research studies.

Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches' coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches' coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.

I dagens snabbt föränderliga samhälle är coaching ett begrepp, som blir allt vanligare både i individuella och organisatoriska sammanhang. Coaching är en kreativ process som hjälper individen eller organisationen att utvecklas och maximera sin potential för att nå önskade mål. Syftet med denna studie var att få en förståelse av enskilda individers subjektiva upplevelser och erfarenheter som de anser sig ha nytta av efter en specifik kurs i Personlig Coaching. Halvstrukturerade intervjuer genomfördes med de två ansvariga coacherna samt fyra kursdeltagare. Materialet analyserades enligt induktiv tematisk analys. Resultatet visar att coachernas intentioner med utbildningen i hög grad överensstämmer med deltagarnas upplevelse av kursen. Det vill säga att deltagarna tillgodogör sig konkreta metoder som de kan använda för att utnyttja sina egna förmågor och resurser bättre i vardagen.

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.

In spite of the increasing popularity of coaching, little is known about what contributes to an effective coaching experience, particularly from a psychological perspective (Kilburg, 2001; Grant, 2001; Bluckert, 2005; Bowles and Picano, 2007). This study presents a longitudinal, case study of a coaching programme conducted in a large government agency, over a twelve month period. The study adopts the coachee perspective, commenting also on the role of the coach. Longitudinal studies using a mixed methodological approach are rare within coaching research (Feldman and Lankau, 2005). The principal aim of the study is to explore coaching effectiveness from a psychological perspective. Three key areas of research are explored: meta-cognition, interpersonal communication style and attitude. These are areas which have been highlighted as being important for coaching success (Grant, 2001; London and Smither, 2002; Bush, 2004; Feldman and Lankau, 2005; Kappenberg, 2008). The three coaching outcome measures used include; job performance, organisational commitment and organisational citizenship behaviour, which are thought to be useful indicators of organisational success (Meyer et al, 2002; Smith et al, 2003; Maharaji and Schlechter, 2007; Sarantinos, 2007; Van Vuuren, de Jong, Seydel, 2007). The key findings of this study provide some important evidence about those factors which influence coaching effectiveness. This empirical evidence enhances our understanding about how effects occur; identifying those groups of individuals more likely to be influenced by coaching. As anticipated results show that coaching has a positive impact on two of the meta-cognitive skills explored: self-efficacy and self-esteem (Bandura, 1997; Audia, Locke and Smith, 2000; Bouffard-Bouchard, 2001). However, findings also reveal two unexpected outcomes for meta-cognition: an increase in external locus of control, and a decrease in private self-consciousness behaviour. Additionally, results also show that interpersonal communication style and attitude of the coachee are important within the coaching relationship, and that the interpersonal communication style of the coach plays an important role in influencing coaching outcomes. The evidence provided by this study makes a recommendation for pre-coaching assessments of meta-cognitive skills, interpersonal communication and attitude of the coachee and also the interpersonal communication skills of the coach. This type of assessment provides a useful indicator of those areas which are likely to make a difference to coaching effectiveness as highlighted within this study.

The purpose of this study was twofold: (a) assess cycling coaches' trauma-related competencies, as measured by trauma knowledge (i.e., trauma-specific education, familiarity with post-traumatic stress [PTS]), stigma of persons with PTS (i.e., fear/dangerousness, help/interact, forcing treatment, negative emotions), and interpersonal skills (i.e., self-reported emotional intelligence, perceived quality of coach-athlete relationships); and (b) examine the influence that trauma knowledge and stigma of persons with PTS has on coaching efficacy specific to coaching trauma-impacted athletes (i.e., trauma-informed coaching efficacy), after controlling for general coaching experience. Descriptive statistics indicated the majority of coaches had no trauma-specific education, a high degree of familiarity with PTS, and a low level of stigma via four attribution variables. Moreover, participants highly appraised their own emotional intelligence, the quality of their coach-athlete relationships, and their trauma-informed coaching efficacy. A hierarchical regression analyses indicated that familiarity with PTS helped to explain additional variance in trauma-informed coaching efficacy over and above demographic and general coach experience variables. The study establishes trauma-informed coaching as a distinct area of research and highlights the need for improved continuing education opportunities for coaches related to psychological trauma and PTS.

There are approximately 4.4 million Canadians (14%) with a physical disability, yet less than 1% of these individuals participate in organized sport programs (Sport Canada, 2006; Statistics Canada, 2007). Using Self-Determination Theory (SDT) as a framework, the purpose of the current study was to examine the relationship between Paralympic athletes’ perceptions of coach behaviour, psychological needs satisfaction, and motivation. The participants in this study were 113 Canadian Paralympic athletes. Participants completed an online survey comprised of the Sport Climate Questionnaire (Deci & Ryan, 2006), measures of perceived autonomy (Hollembeak & Amorose, 2005), competence (Hollembeak & Amorose, 2005), relatedness (Richer & Vallerand, 1998) and the Sport Motivation Scale (Pelletier et al., 1995). Confirmatory factor analysis was used to test the measurement model. Path modeling was used to test the relationships among perceptions of coach behaviour, the basic psychological needs of competence, autonomy, and relatedness, and motivation. Findings from the path model partially supported the tenets of SDT. There was a significant relationship between perceptions of coach behaviour and perceived autonomy and relatedness. Autonomy and competence were significant correlates of motivation. Results revealed the presence of a relationship between perceptions of autonomy supportive coaching strategies, the three psychological needs, and athletes’ intrinsic motivation towards sport. These findings hold theoretical and practical significance as they underscore the importance of using autonomy supportive coaching strategies to promote motivation in Paralympic athletes.
Environ 4.4 millions de canadiens souffrent d’un handicap physique, par contre moins de 1% de ces individus prennent part à des programmes de sport organisé (Statistiques Canada, 2007). En utilisant le Self-Determination Theory (SDT) en tant que cadre, l'objectif de la présente étude était d'examiner la relation entre la perception du comportement de l'entraîneur par les athlètes paralympiques, la satisfaction des besoins psychologiques, et la motivation. Les participants sont 113 athlètes Paralympiques Canadiens. Ils ont complété un questionnaire en ligne, composé de Sport Climate Questionnaire (Deci & Ryan, 2006), une mesure de la perception de l’autonomie (Hollembeak & Amorose, 2005), des compétences (Hollembeak & Amorose, 2005) et du sentiment d’appartenance (Richer & Vallerand, 1998) ainsi que le Sport Motivation Scale (Pelletier et al, 1995). La confirmation de l'analyse factorielle a été utilisée pour tester la validité factorielle de l'échelle. Le sentier de modélisation a été utilisé pour tester les relations entre la perception du comportement des entraineurs, les besoins psychologiques de base de la compétence, l'autonomie et la parenté, la motivation et le sport. L’appréciation de la voie modèle appuie les principes du traitement spécial et différencié et a confirmé la présence d'une relation entre l'autonomie de soutien, le comportement, la satisfaction des besoins, et la motivation. Il existe une relation significative entre le comportement des entraîneurs et deux des besoins (autonomie et appartenance). En autre, l'autonomie et la compétence sont en corrélation significative avec la motivation. Ces résultats ont des implications théoriques et pratiques puisqu’ils soulignent l’importance de l’autonomie et de l’utilisation de stratégies d’entraînements pour promouvoir la motivation chez les athlètes Paralympiques.

The Portfolio presented here is concerned with the subject of Authentic Leadership Development. This subject has become the focus of much attention in the last 10 years by both researchers and practitioners in the leadership and leadership development field. Over the decades there has been a variety of leadership themes and concepts that have garnered similar attention, for example, Transformational & Transactional Leadership, Situational Leadership, Servant Leadership, Contingent Leadership, Ethical Leadership…and now Authentic Leadership. It has probably come to the fore as a result of high profile examples of poor leadership on a global scale. Even before the financial crisis of 2008 there were the examples of Enron and Worldcom and since 2008 there have been the examples of Arthur Andersen and Lehman Brothers (http://www.accounting-degree.org/scandals) and more recently Toshiba, Volkswagen and even FIFA (http://fortune.com/2015/12/27/biggest-corporate-scandals-2015). Although over this last decade there has been this considerable interest in the idea of Authentic Leadership, both as a construct and an effective form of leadership practice, what has been notably lacking, particularly in the academic field, are ideas of how to actually develop authentic leaders. Both anecdotal evidence from the practitioners and empirical evidence from the researchers all point towards Authentic Leadership achieving desirable organisational and business benefits. Yet there is almost a complete absence of any research demonstrating how Authentic Leadership is actually developed. This is the sole purpose of this piece of research, to investigate one particular approach to Authentic Leadership Development (ALD) to see if it works and if so, to try and understand how it works.

The following paper attempts to offer a framework for explaining relations between manager profession and psychological aspects of human being. Nowadays the competition is increasing and knowledge of psychology and communication theories is becoming a crucial competitive edge. The work is intended to support importance of psychology for management and business. The author seeks inspiration both in depth psychology and in humanistic and phenomenological theories. In the first step, the author offer viewpoint of leadership and style of business communication as a consequence of human aggression and temperament qualities. The author draws the conclusion on the basis of own research. In the second step, the author tries to outline the complex analysis of human communication in compliance with business situations. Finally, the author compares coaching and therapeutic methods. The thesis presents scheme of recommendations for managers and businessmen.

The efficacy of leadership coaching to improve leader and organizational outcomes cannot be overstated. However, a thorough understanding of some of the inputs and process variables involved in coaching has not been empirically established to date. To address this issue in the leader development and coaching literature, I examined the characteristics of the coaches and the coachees and their relationships with two relational variables potentially involved in coaching relationships (i.e., leader-member exchange and trust). The importance of leadership to work outcomes and leader development is highlighted, followed by a discussion of the specific leader development technique of coaching. The discussion then moves to the relational variables of interest involved in coaching, namely leader-member exchange (LMX) and trust, drawing from research on team and leadership phenomena. Specific inputs (e.g., coach and coachee characteristics) and their impacts on the relationships of interest are discussed. This work focuses on hypotheses in three streams of research: characteristics of coaches and coachees, LMX, and trust. The findings from this research indicate that a coach's experience, specifically operationalized as the activities he or she has experience in, positively predicts LMX, and self-efficacy positively predicts LMX and trust in the coaching relationships. The theoretical and practical implications of this project are noted.

Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges.
The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.

Kognitiv coaching hjälper individer att utveckla positiva tankar, känslor och beteenden. Kognitiv coaching kan användas av egenföretagare, entreprenörer, företagsledare och privatpersoner. Syftet med denna undersökning är att se hur kognitiv coaching kan framgångsrikt används som metod för att minska stressen samt balansera motivationen och prestationen hos individer. Detta skulle kunna ske genom kognitiva coachingens inflytande på gamla och negativa tankar, känslor och beteendescheman.Vårt arbete har en kvalitativ karaktär och hermeneutiken har använts som metod eftersom tolkning har gjorts utifrån redan befintlig fakta. Avsikten med vår empiriska undersökning har varit att se hur kognitiv coaching uppfattas och tillämpas av individen. Vårt urval består av fem respondenter som genomgått kognitiv coaching för att förbättra motivationen och prestationsförmågan och minska stressen. Resultat härledd ur vår undersökning ger stöd till att den kognitiva coachingen kan ändra och influera på gamla, negativa tanke, känslo- och beteendescheman hos individer samt att kognitiv coaching bidrar till att minska stressen och balansera motivationen samt prestationen.

Coaching har sitt ursprung i idrotten men är idag vanligt inom näringslivet, och främst bland chefer. Det finns idag mängder av litteratur kring ämnet coaching men det saknas studier som är gjorda utifrån den coachades perspektiv. Denna kvalitativa studie utgår därifrån och bygger på semistrukturerade intervjuer med personer i ledande befattning från organisationen Sida. Samtliga deltagare hade genomgått individuell coaching där arbetsgivaren stod som finansiär. Syftet var att få en djupare förståelse för chefens upplevelser och tankar av coachingen. Materialet gav en inblick i chefernas behov, vad de tyckte coachingen hade gett, vad som saknades samt hur de tyckte att organisationen hanterade chefscoachingen som helhet. Genom tematisk analys framkom det att cheferna är övervägande positiva till satsningen men för att få ut maximalt värde bör vissa organisatoriska förändringar ske.

The aim with the current study was to investigate whether coaching could help to reduce perceived stress in the workplace. Part I of the study measured stress before and after coaching comparing a coaching (N=16) and a control group (N=15) in a sample of employees from a UK fmancial organisation. The results showed that the coaching did not significantly reduce stress. Part II of the study investigated the relationship between coaching and stress. Employees from the UK fmance organisation and from a Scandinavian telecommunications organisation participated (N=103). Stress levels were measured after coaching in a coaching and control group. Multiple regression analyses showed that participation in coaching did not have a relationship with lower stress levels. Nevertheless, high levels of coaching effectiveness were reported by the participants in both Part I and II of the study. Thus, the coaching appeared to be effective at tackling the specific issues targeted in coaching while failing to significantly reduce levels of stress. Part III of the study used a qualitative methodology. Employees from the participating organisations were interviewed about their experiences of coaching (N=9). The interviews were analysed by using Interpretative Phenomenological Analysis and four main themes emerged: management of stress - coaching helped to reduce stress indirectly; the coaching relationship - this relationship was found to be very important; confidence - coaching helped to increase confidence; and coaching = investment in staff - the provision of coaching was viewed as a sign that the employer cared for and valued their employees. The purpose of the case study was to outline the therapeutic intervention with a client suffering from workplace stress in a primary care setting. A cognitive behavioural approach (Beck, 1976; Beck, 1995) was used, and, accordingly, the therapeutic interventions focused on the client's cognitions, moods, behaviour and physiology. In addition, the client's work situation was explored and organisational stressors were identified. The critical literature review investigated literature relating to the impact of gender on the level of workplace stress. Many of the studies indicate that women report higher levels of stress, however, several studies report no difference between the genders. Furthermore, research and theory concerning working women and the stressors 'multiple roles', 'lack of career progress', and 'discrimination and stereotyping' were also reviewed. The evidence for the adverse effects of these stressors is inconsistent. Gaps and limitations of the research are discussed.

Although dyslexia affects 5-8% of the workforce, this developmental disorder is insufficiently researched in adult populations from a psychological perspective. Dyslexia confers legal protections and employers must provide ‘reasonable adjustments’, accommodations that protect employment and improve work performance. Using Critical Realist Evaluation principles, I conducted a multi-disciplinary literature review of the biopsychosocial and macro-legislative context for dyslexia in adults which highlighted the need for intervention evaluation. The following expansive research question was formed: Given a legislative context in which the dyslexic adult is considered disabled, and a social context which confers increased vulnerability to occupational and social exclusion, (1) what types of intervention exist to mediate such risk, (2) on which psychological mechanisms do they aim to operate, (3) and to what extent do interventions achieve a successful outcome? Original survey data (N = 271) supported practitioner assertions that coaching is a widely adopted accommodation intervention and that the focus therein for adults is developing cognitive, behavioural and emotional skills, rather than solely literacy. A narrative systematic review was conducted to extract relevant psychological mechanisms and intervention protocols. The synthesis suggested ‘Working Memory’ and ‘Self-Efficacy’ as viable psychological mechanisms that can be successfully targeted by coaching. Intervention protocols compliant with Social Cognitive Learning Theory (SCLT) and Goal Setting Theory (GST) produced consistently effective results. Two quasi-experimental field studies using double-blind controls tested these propositions: (study 1) SCLT and GST compliant coaching would improve Working Memory and Self-Efficacy for dyslexic adults, which would be correlated with improvements in work performance (N=67) and; (study 2) coachees’ metacognitive development and / or emotion management were intervening variables (N=52) mediating this impact. Between-groups comparisons reported some improvements to these measures, including the maintenance after the coaching was complete, though correlations between measures were rarely significant. A consistent improvement from the control groups indicated a potentially active element to the testing process and weakened the between-groups findings. As such, a novel data analytic technique was created which elicited overall improvement value (Meta-Impact) and separated smaller, potential practice effects, resulting in a significant difference between the intervention and control groups. Coaching was, theoretically and when applied, able to improve the experience of dyslexic adults upon cognitive, behavioural psycho-social and emotional domains of experience, though in likelihood the experience will be personalised and limited to one or two domains, rather than all. In conclusion, I challenge the medical model approach to dyslexia, and specifically the targeting of working memory deficit as a proxy for broader, contextual outcomes. I suggest that a multi-domain based intervention might produce outcomes that are more ecologically valid. This thesis potentially supports the premise of coaching as a disability accommodation, though further research is required to evaluate the longer term effects of coaching on contextual outcomes such as job sustainability and career progression outcomes. I further argue that any disability accommodation, including coaching, must mediate between the meso and individual level in order to be ethically and legislatively compliant and to increase occupational inclusion for this heretofore marginalised group.

Studiens syfte är att kartlägga begreppet coachning samt att undersöka vilka faktorer som utmärker framgångsrik coachning ur coachernas egna synpunkter. Grunden till undersökningen är att allt fler företag använder sig av coachning då dagens förändringstakt är snabb inom arbetslivet och i samhället. Coachning härstammar från den positiva psykologins rörelse och omfattar numera flera underarter såsom chefscoachning, karriärcoachning, relations- coachning. En kvalitativ personintervju gjordes med 19 stycken coacher och resultatet visade att de mest framgångsrika faktorerna för god coachning var personkemi, att inge förtroende, att vara närvarande, empati, lyhördhet och att kunna ställa kraftfulla frågor. Egenskaper som lyftes fram var självkänsla, självförtroende, att få bättre balans i livet, att hitta sig själv och att sätta gränser.

Key words: Coaching, coach, personal growth, self-training

This thesis explores whether the coach-athlete relationship can be viewed as a relationship of attachment within which one can develop self-awareness, self-regulation, response flexibility, and resilience. Using hermeneutic and heuristic methodology, the findings suggest that an attachment-based approach to coaching can help coaches and athletes update their internalized models of attachment and move toward greater attachment security and earned security. Developing and integrating the brain structures associated with secure attachment, such as the insula and the right hemisphere of the brain, can lead to resilience, mental toughness, and performance enhancement in sport. Drawing from the literature on attachment, interpersonal neuroscience, and sport psychology, this thesis proposes a new model for training athletes called Attachment Based Coaching (ABC). ABC methods focus on attunement, resonance, contingent communication, breath, meditation, and mindfulness as well as interventions based on the psychological skills training approaches of relaxation, goal setting, imagery, and self-talk.

I call centers bedrivs medlyssning av telefonsamtal i syfte att kontrollera, övervaka, utbilda och utveckla telefonsäljare. Åtta telefonsäljare deltog i reflexiva intervjuer om upplevelser av medlyssning i utgående telefonförsäljning. Det utkristalliserades fyra teman angående hur telefonsäljare vill att medlyssning ska gå till samt vad telefonsäljare upplever som främjande respektive hämmande i medlyssningssituationen: Organisatoriska förutsättningar vilket innefattar coachernas arbetssituation samt uppläggningen av säljproceduren; Coachens stil där hjälpande och stödjande kontrasteras mot kontrollerande och värderande; Coachens explicita kunskap inom produkt, marknad och försäljningsteori; Ramar vilket omfattar de yttre formerna för medlyssning. Slutligen diskuteras hur uppdragsgivare inom telemarketing kan påverka förutsättningarna för medlyssning, hur säljorganisationer kan bidra till en dynamisk lärmiljö och hur coacher kan beakta principer för ett erfarenhetsbaserat lärande. Framtida forskning kan inriktas på att ta fram best practice inom medlyssning.

The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder’s hope theory, Buckingham and Clifton’s theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder’s hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities.

Abstract Youth sports have been shown to be beneficial to the overall development of children and adolescents. Research showed youth sports participation helps children develop academically, physically, and mentally. However, there is a high attrition rate of youth sports participants. What coaches think about youth's attrition in sports and their role in fostering or hindering young athletes' participation is not well known. The purpose of this phenomenological study was to explore youth coaches' perception of their role in a young person's decision to continue participating in their sport of preference. The conceptualizations of autonomy-supportive coaching strategy and Erickson's developmental theory were used as the theoretical basis for this study. Twelve youth coaches were interviewed using semistructured interviews. Data were analyzed using Moustakas' modification of Van Kaam's method of analysis. Six major themes emerged from the data: (a) sports are about having fun, (b) developing life skills, (c) coaching philosophy, (d) reasons kids quit sports, (e) good coaches keep kids engaged in sports, and (f) winning and losing. Results indicated that youth coaches believe they play a significant role in keeping kids engaged in sports. They emphasized the importance of having fun in playing sports; and they deemphasized the importance of winning as a major outcome. This study has the potential to promote a better environment for young participants by exposing the contributing factors leading to the attrition rate in youth sports. Results of this study inform coaches, parents, and administrators about the needs of the children in their sports programs.

Producing students that are prepared for the world of work or higher education is the goal of every public school. Having highly effective school leaders in each building is vital for accomplishing this goal. The state of North Carolina outlined one method of building school leadership through the use of school transformation coaches.

The purpose of this research study was to determine the common characteristics of transformational leaders, coaching practices that are most beneficial in helping school leaders become successful, and if coaches with specific personality type indicators naturally used the beneficial practices more frequently. The results of the research were used to streamline the process used to hire North Carolina school transformation coaches and to inform and design professional development for current school transformation coaches. The goal of the research study was to create a common understanding of the characteristics, coaching practices, and personality type preferences needed to effectively develop school leaders using the Division of District and School Transformation and to develop the coaches within the department to in order to achieve goals efficiently.

Keywords: District and School Transformation (DST), Myers-Briggs Type Indicator (MBTI), School Transformation (STC).

The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder's hope theory, Buckingham and Clifton's theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder's hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities.

Kinesiology
Ph.D.
The purpose of this study was to define the coaching leadership behaviors of successful National Collegiate Athletic Association (NCAA) Division I women's rowing coaches. In defining these behaviors, the purpose was threefold: (1) to determine if any relationships exist between successful coaches, the athlete leadership preferences of their team, or the congruency between the leader behaviors with the preferred leader behaviors of the athletes, (2) to understand what these successful coaches believe contributes most to their actual leadership behaviors, and (3) to determine if there is a general consensus among the athletes concerning their coach's leader behaviors, regardless of position on the team. Participants consisted of 168 female collegiate rowers and coxswains and 22 coaches from NCAA Division I institutions. In addition to demographic questions, each coach was asked to complete the Leadership Scale for Sport (LSS) - Coaches' Version and each athlete was asked to complete both the LSS - Preference version and actual Behavior version. In addition to the questionnaire, five coaches were interviewed to supplement the data gathered. Athletes provided information via the surveys to assess their respective coach's leadership behaviors, while also providing information about their own preferred coaching leadership behaviors. Coaches provided a self-assessment of their own coaching leadership behaviors via the survey or via the survey and substantiated through the interview (if they participated in the interview process). The quantitative data were analyzed using a variety of descriptive and bivariate statistics. Demographically, the participants were quite similar, with little variation in age or race and no variation in gender (athletes). After analyzing the data, statistical significance was found using ANOVA for athletes' assessment of their respective coach's behavior based on their team position. Athletes in the 1st eights ranked the coaches higher in social supportive behaviors than did athletes in other boats. The qualitative data were analyzed using guidelines for phenomenological research. Four themes resulted from this data analysis - coaching knowledge, athlete management, shared values, and team engagement. Each of these themes is considered critical to leading successful women's collegiate rowing teams. Further research would prove helpful using a greater number of athletes and a stronger focus on qualitative methods to garner additional data.
Temple University--Theses

The aim of the current thesis was to investigate coach narcissism as an antecedent of controlling and autonomy-supportive coach interpersonal styles proposed by self-determination theory (SDT); potential indirect effects that underlie those relations, and the outcomes of such coach interpersonal styles. The current thesis is comprised of a systematic review and three empirical chapters. Chapter 2 reviewed the literature on antecedents of controlling and need supportive interpersonal styles and identified narcissism as an antecedent of particular importance to sport coaching. This chapter has also illustrated a dearth of research investigating narcissism as an antecedent of coach interpersonal styles, which then became a key theme of the empirical studies that followed. Across these studies, narcissism was found to be positively associated with controlling interpersonal style in coaches (Chapters 3, 4, and 5), however it was not associated with autonomy-supportive style (Chapter 3). Some of these studies also revealed indirect effects (i.e., empathic concern, effectiveness beliefs about controlling interpersonal style) that helped explain the relation between narcissism and controlling interpersonal style (Chapters 3 and 5), and narcissism and autonomy-supportive interpersonal style (Chapter 3). Finally, coaches' controlling interpersonal style was associated with need frustration and positive attitudes toward doping in athletes (Chapter 4), and moral disengagement in coaches (Chapter 5). These novel finding extend SDT literature by offering further understanding on antecedents and outcomes of coach interpersonal styles.

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.
Bandura (1986,1997) asserts that a group's belief in its members' co-joint abilities, or its collective-efficacy, influences the degree to which that group seeks challenging goals, puts forth effort, and persists in the face of adversity. Group leaders serve important functions in the development of successful groups (Yalom, 1995). Since successful coaches are able to consistently demonstrate the ability to mold a group of individuals into a winning team, it is important to understand what methods coaches employ to develop team confidence. The purpose of this study was to understand how master football coaches develop team confidence. The participants for this interview-based, qualitative study included twenty "master" football coaches (6 professional and 14 collegiate). Criteria for inclusion were as follows: each participant had been a head football coach for at least ten years, and had a consistent record of success. Seventeen of the twenty had achieved success with three or more different teams. The findings reveal that these coaches employ a wealth of psychological strategies in different situations to enhance the development of team confidence. Their selective deployment of these strategies takes place throughout a series of developmental tasks, here described as the "Team Confidence Cycle." This includes seven key tasks: 1. Set the Course, 2. Create a Confidence Environment, 3. Promote Mastery, 4. Get Them to Perform, 5. Assess Performance, 6. Stay the Course and 7. Maintain High Performance. In the interviews the coaches revealed that team confidence was essential to their view of how teams achieve success. The constructs of team confidence and success were considered closely intertwined. Promoting mastery experiences, therefore, was primary among those strategies used by the master coaches to build team confidence. A second key strategy was that they pointed out successful experiences to their team(s). These coaches thus placed the greatest importance on "demonstrating ability" and then ensuring that improvement was noted. These findings are in accordance with Bandura (1997). Implications for coaches, especially of youth sport, are outlined in the final chapter.
2031-01-01

Regeringen presenterade 2009 en åtgärdsplan för att råda bot på arbetslösheten. I och med det bereddes 740 arbetscoacher att etablera sig på arbetsförmedlingarna runt om landet. I media har det vid ett flertal tillfällen gjorts kommentarer angående arbetscoachernas korta utbildning och om deras insatser verkligen har gett resultat. Deltagarna i studien bestod av fem arbetsförmedlare och fyra arbetscoacher, varav två var män. Studiens syfte var att fånga upp hur deltagarna upplevde sina yrkesroller på sin arbetsplats. En kvalitativ metod genomfördes, där intervjuguiden innehöll frågor som skulle besvara på deltagarnas upplevelser i sina yrkesroller. Teman skapades av den sammanfattade texten och av det återkommande mönster tolkade författarna fram ett resultat. Där framgick det att arbetsförmedlarna upplevde att en allt för stor del upptogs av administration medan arbetscoacherna verkade nöjda med sina arbetsuppgifter. Författarnas slutsats var att arbetsförmedlarna var överbelastade.

Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains iii, 126 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

This study examined the relationship between coaching behaviors and traits and their impact on athlete motivation and affective learning in a collegiate coactive team setting. By conducting in-depth interviews with NCAA Division I men’s tennis players at a Midwestern, mid-sized University it was discovered that Coach Craig Keller’si credibility and caring behaviors had the most salient impact on athlete intrinsic motivation, his use of mild verbal aggression and his career record had the most salient impact on athlete extrinsic motivation, and his extreme verbal aggression and lack of feedback/praise significantly decreased their levels of intrinsic and extrinsic motivation. Moreover, the athletes noted that Coach’s credibility and caring behaviors increased their levels of affective learning, his will to win and desire to be professional increased affective learning through trait modeling, and his inability to follow through with claims decreased their affective learning. The most significant finding was that Coach’s dynamic leadership had the most positive impact on player intrinsic motivation while his mild verbal aggression had the most positive impact on player extrinsic motivation. However, it was discovered that this type of leadership ceased being motivational when the sentiment of the messages became negative and singled out individual players.
Department of Speech Communication

Thesis (MComm)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmative development coach competency questionnaire. The development and empirical evaluation of the affirmative development coach competency questionnaire forms the first phase of a larger project of developing and testing a comprehensive affirmative development coach competency model. A coaching@work competency model would help in clarifying and defining the characteristics that affirmative development coaches need to possess and what affirmative development coaches need to do and need to achieve to be successful on the job. Inequalities brought about by exclusionary policies in terms of education as well as employment that characterised South Africa before the advent of democracy meant that many members of the previously disadvantaged groups lack the necessary skills to succeed at work, especially the ability to occupy higher level positions. Theirs was the world of unskilled work. In order to rectify the injustices experienced by members of the designated groups the new post-apartheid government enacted policies and laws based on the principle of affirmative action. However the preferential hiring in favour of Blacks required by the affirmative action measures disadvantages organisations and the economy because most members of the previously disadvantage groups lack the necessary job competence potential to succeed at work. Affirmative development has to play an important role in rectifying the injustices of the past. Coaching in addition has to play an important role in honing the newly developed abilities and skills. The study aimed at identifying the various coach competencies that behaviourally constitute coach success. Competencies were derived from examining the outputs that need to be achieved through the competencies. Understanding the relationships between the affirmative development coaching competencies (behaviours) and the outcomes the affirmative development coach attempts to achieve was important because the relevance of the hypothesised competencies need to be validated (logically and empirically) against the structural network of outcomes. The study identified nine outcome variables namely employee personal learning, role clarity, job satisfaction, organisational commitment, employee self-efficacy, work engagement, contextual performance, task performance and intention to quit. Seventeen coach competencies were examined in this study. The proposed partial coach competency model shows various structural paths between the coach competencies and the coach outcome variables the coach is held accountable for. The objective of the research was to develop the Chikampa Coach Competency Questionnaire (CCCQ) aimed at measuring the seventeen coach competencies and to empirically evaluate the psychometric properties of the CCCQ. The hypothesis of exact measurement model fit was rejected but the hypothesis of close fit could not be rejected (p>.05). The position that the CCCQ measurement model fits the data closely in the parameter was found to be a tenable position. The fit indices reflected good model fit in the sample. The measurement model parameter estimates indicated that the indicator variables represented the latent coaching competencies satisfactorily. Discriminant validity was problematic. The seventeen latent coaching competencies as measured by the CCCQ are not clearly separate but tend to flow into each other.
AFRIKAANSE OPSOMMING: Hierdie studie was gerig op die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigter1bevoegdheidsvraelys. Die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigterbevoegdheidsvraelys verteenwoordig die eerste fase in ‘n groter projek om ‘n omvattende regstellende ontwikkingafrigterbevoegdheidsmodel te ontwikkel. ‘n Afrigter@werk bevoegheidsmodel sou meewerk om die persoonseienskappe waaroor regstellende ontwikkelingsafrigters moet beskik te identifiseer en te definieer en om helderheid te kry ten opsigte van die handelinge wat regstellende ontwikkelingsafrigters moet verrig en die uitkomste wat hul daardeur moet bereik om as suksesvol geag te word. Ongelykhede wat te weeg gebring is deur die uitsluitingspolitiek in terme van opvoeding en werksgeleenthede wat Suid Afrika gekenmerk het voor die aanbreek van demokrasie het meegebring dat baie lede van die voorheenbenadeelde groepe die nodige vaardighede ontbreek wat vereis word om in die wereld van werk sukses te behaal, spesifiek die vermoë om hoër-vlak posisies te bekleë. Hulle was gedoem tot ‘n wereld van ongeskoolde werk. Ten einde die ongeregtighede wat lede van die aangewese groepe ervaar het reg te stel het die nuwe post-apartheid regering beleide en wetgewing verorden gebaseer op die beginsel van regstellende aksie. Die voorkeur-indiensneming van Swartes wat deur regstellnde aksiemaatreëls vereis word benadeel egter organisasies en die ekonomie omdat die werksbevoegdheidspotensiaal wat vereis word om in die wereld van werk te slaag by die meerderheid lede van die voorheenbenadeelde groepe ontbreek. Regstellende ontwikkeling moet ‘n belangrike rol speel in die regstelling van die ongeregtighede van die verlede. Afrigting moet daarbenewens ‘n belangrike rol speel om die nuutontwikkelde vermoëns en vaardighede te slyp. Die doel van hierdie studie was om die afrigerbevoegdhede wat vanuit ‘n gedragsperspektief afrigtersukses beliggaam te identifiseer. Bevoegdhede is geïdentifiseer deur die uitkomste te bestudeer wat via die bevoegdhede bereik moet word. ‘n Begrip van die verwantskappe tussen die regstellende ontwikkelingafrigterbevoegdhede (gedrag) en die uitkomste wat die regstellende ontwikkelingafrigter probeer bereik was belangrik omrede die relevansie van die voorgestelde bevoegdhede teen die strukturele network van uitkomste (logies en empiries) gevalideer moet word. Hierdie studie het nege uitkomsveranderlikes geïdentifiseer, naamlik persoonlike leer, rolduidelikheid werkstevredenheid, organisasieverbondenheid, selfvertroue, werksverbondenheid, kontekstuele prestasie, taakprestasie en bedankingsvoorneme. Sewentien afrigterbevoegdhede is bestudeer in hierdie studie. Die voorgestelde gedeeltelike afrigterbevoegdheidsmodel dui verskeie strukturele bane aan tussen die afrigterbevoegdhede en die afrigteruitkomste waarvoor die afrigter verantwoordelik gehou word. Die doel van die navorser was om die Chikampa Coach Competency Questionnaire (CCCQ) gerig op die meting van die sewentien arigterbevoegdhede te ontwikkel en om die psigometriese eienskappe van die CCCQ te evalueer. Die hipotese van presiese metingsmodel passing is verwerp maar die hipotese van benaderde passing kon nie verwerp word nie (p>.05). Die standpunt dat die CCCQ metingsmodel die data in die parameter by benadering pas is dus ‘n houdbare standpunt. Die pasgehalte-maatstawwe het goeie modelpassing in die steekproef aangedui. Die metingsmodelparameterskattings het aangtoon dat die waargenome veranderlikes die latent afrigterbevoegdhede suksesvol verteenwoordig. Diskriminantgeldigheid was egter problematies. Die sewentien latent afrigterbevoegdhede soos gemeet deur die CCCQ word nie duidelik van mekaar onderskei nie maar neig om in mekaar te vloei.

A team's performance in any sport can be predicted by many factors. Some of these factors include team collective efficacy, team cohesiveness, and coaching competency. Currently, there is little research investigating the relationships among teams' beliefs about their capabilities, their level of cohesion, and their perceptions of coaching competency on overall sport performance. The purpose of this study was to document the relationship among collective efficacy, cohesion, and coaching on sport performance in a sample of university athletes. The objectives of this study were to identify the level of cohesion, collective efficacy, and perceptions of coaching competency by each athletic team at the university, and to identify the relationships among each of these variables in regard to sport performance. Participants were 163 collegiate athletes involved in eight sports at Utah State University during the 2005-2006 academic year. Correlational analysis revealed significant positive relationships with collective efficacy, cohesion, and coaching competency. Multi-level modeling and linear regression analyses revealed that collective efficacy was a significant predictor of win/loss percentage, whereas some aspects of cohesion and coaching competency were seen as predictors of collective efficacy.

En la pràctica de la Psicologia Coaching són escassos els estudis que mesuren l'eficàcia i els canvis transformacionals en els coachees després d'un procés de treball. Sorgeix la necessitat d’avaluar aquests canvis a partir de l’estudi de tres variables: “Desig de Control”, “l'Autoeficàcia General” i “l’Actitud Proactiva”. Amb un seguit de 3 escales fiables i vàlides de mesura, hem avaluat 3 grups de coachees formats per professionals de l’àmbit educatiu que han passat per un procés de Psicologia Coaching (n= 65) i 3 grups que formen el grup de control (n= 61). El nostre principal objectiu és demostrar com abans i després d’aquest procés de 8 sessions es produeixen canvis, existint una relació entre els constructes de Desig de Control, l’Autoeficàcia General i l’Actitud Proactiva. Al comparar l’avaluació realitzada a la preintervenció amb la realitzada a la postintervenció s’observa un increment significatiu a la puntuació total de l’escala de Desig de Control (F(1,112) = 6,17; p = 0,01; ηp2 = 0,05) i també a l’escala d’Autoeficàcia (F(1,112) = 6,35; p = 0,01; ηp2 = 0,05) en el grup experimental. El fet que els individus hagin escollit els seus propis objectius pot ser un dels factors que genera l’augment del Desig de Control i de l’Autoeficàcia, així com un baix nivell d’abandonament (6,2% en el grup experimental). No s’han obtingut canvis significatius en l’Actitud Proactiva potser perquè els participants no s’han plantejat reptes que estimulessin aquest factor. No s’ha realitzat una fase de seguiment que podria afegir major consistència als resultats.
En la práctica de la Psicología Coaching son escasos los estudios que miden la eficacia y los cambios transformacionales en los coachees tras un proceso de trabajo. Surge la necesidad de evaluar estos cambios a partir del estudio de tres variables: "Deseo de Control", "la Autoeficacia General" y "la Actitud Proactiva". Con una serie de 3 escalas fiables y válidas de medida, hemos evaluado 3 grupos de coachees formados por profesionales del ámbito educativo que han pasado por un proceso de Psicología Coaching (n = 65) y 3 grupos que forman el grupo de control (n = 61). Nuestro principal objetivo es demostrar como antes y después de este proceso de 8 sesiones se producen cambios, existiendo una relación entre los constructos de Deseo de Control, la Autoeficacia General y la Actitud Proactiva. Al comparar la evaluación realizada en la pre-intervención con la realizada en la post-intervención se observa un incremento significativo en la puntuación total de la escala de Deseo de Control (F (1,112) = 6,17; p = 0,01; ηp2 = 0,05) y también en la escala de Autoeficacia (F (1,112) = 6,35; p = 0,01; ηp2 = 0,05) en el grupo experimental. El hecho que los individuos hayan escogido sus propios objetivos puede ser uno de los factores que genera el aumento del Deseo de Control y de la Autoeficacia, así como un bajo nivel de abandono (6,2% en el grupo experimental). No se han obtenido cambios significativos en la Actitud Proactiva quizá porque los participantes no se han planteado retos que estimularan este factor. No se ha realizado una fase de seguimiento que podría añadir mayor consistencia a los resultados.
In the practice of Coaching Psychology there are few studies that measure the efficacy and the transformational changes in the coachees after a process. It is necessary to evaluate the changes from the study of three variables which are "Desire for Control", "General Self-Efficacy" and "Proactive Attitude". With a series of 3 reliable and valid scales we evaluated 3 groups of coachees, formed by teachers, who have gone through a process of Coaching Psychology (n= 65) and 3 groups that are part of the control group (n= 61). Our main objective is to prove how before and after this process of 8 sessions changes occur, with a relationship between the constructs of Desire for Control, General Self-Efficacy and Proactive Attitude. When comparing the evaluation performed in the pre-intervention with the one performed in the post-intervention, a significant increase in the total score of the Control Desire scale was observed (F (1,112) = 6,17; p = 0 , 01; ηp2 = 0.05) and also on the scale of Self-Efficacy (F (1,112) = 6,35; p = 0,01; ηp2 = 0.05) in the experimental group. The fact that people have chosen their own goals can be one of the factors that generate increased desire for control and self-efficacy, as well as a low dropout (6.2% in the experimental group). No significant changes have been obtained in Proactive Attitude perhaps because the participants have not raised challenges that would stimulate this factor. There was no follow-up phase that could add more consistency to the results.

Thesis (Ph.D.)--Antioch University, 2010.
Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).

Consultation and coaching are two approaches being used by Educational Psychologists (EPs) as part of an approach to service delivery for clients. Both approaches have been evaluated as helpful in facilitating positive change for clients. Previous literature has explored the processes and approaches used in coaching and consultation separately, with only very limited literature exploring these within the context of educational psychology practice (EPP). This qualitative study explored EPs’ perceptions of the processes and approaches involved in coaching and consultation, as well as what was actually happening in coaching and consultation sessions. Thirteen participants were involved in the research with 9 semi-structured interviews conducted using a sample of 5 consulting EPs and 4 coaching EPs, as well as recordings of 1 coaching and 1 consultation session. Transcripts of the data were analysed through the 6-stage process of thematic analysis. The findings suggest there are clear links between espoused theory and theory in practice in relation to EPs’ perceptions of coaching and consultation and what is actually happening in conversations. There are a number of similarities between coaching and consultation conversations in EPP, where the psychological approaches used are very similar. Findings suggest that some of the processes between the two approaches are different, enough to warrant coaching as an approach which can exist as its own entity within the profession.

Self-efficacy affects the way a person decides to live his or her life. Efficacy can dictate whether a person takes a risk, can influence personal and professional goals, and can determine what a person does when failure arises. Strong self-efficacy includes perseverance, motivation, and courage to try an unfamiliar path. In education, efficacy is imbedded in a school environment. The areas of efficacy that co-exist in an educational setting are teacher efficacy, collective efficacy, and student efficacy. The focus of this study is the influence instructional coaching has on teacher efficacy and how that efficacy affects student achievement. Research indicates that there is a relationship between teacher efficacy and student achievement. The question is whether teacher efficacy is influenced by support from an instructional coach in a school setting. In this mixed methods study there were many indications to support the need for instructional coaching in an efficacious school system. Themes found in the interviews and teacher reflections indicated a strong need for effective school leadership, strong professional learning communities, supportive grade level teams, and instructional support found within an instructional coach. Use of the Teacher Sense of Efficacy Scale along with the Wilcoxon signed-rank test showed the positive effects instructional coaching had on the instructional efficacy of the participants involved in this study. Finally, a paired samples t-test showed evidence of student achievement being affected by the support teachers received from the instructional coach. These topics remain relevant to the challenges facing teachers today who need ongoing instructional support to help them with implementation of state and federal mandates and educational standards.