Coaching efficacy and coaching effectiveness: examining their predictors and comparing coaches' and athletes' reports

Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches' coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes' perceptions of their coach's effectiveness on the four coaching efficacy domains; and (c) whether coaches' reports of coaching efficacy and athletes' perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach's effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches' ratings of coaching efficacy were significantly higher than their athletes' ratings of coaching effectiveness on A dimensions. The findings are discussed in terms of their implications for coaching effectiveness

Underrepresentation of Women in Sports Leadership: Stereotypes, Discrimination, and Race

Since the passage of Title IX in 1972, the number of women playing sports has significantly increased; however, the percentage of women in coaching positions has strikingly declined. Before the passage of Title IX, women occupied more than 90% of the coaching positions in women’s sports. In 2009, women held 21% of all head coaching positions in intercollegiate sports for both men and women’s teams and 43% of the head coaching positions for women’s teams (Miller & Flores, 2011). Between 2000 and 2014, 2,080 new head coaching jobs in women’s athletics have opened up and one-third have been filled by women with men obtaining the remaining two-thirds (Acosta & Carpenter, 2014). It is important to note that these statistics are primarily regarding white women—for black women, coaching opportunities, especially head coaching opportunities, are much more dire. For the women’s basketball Division I 2007-2008 season, black women occupied 10.7% of the head coaching positions (Borland & Bruening, 2010). At the assistant coach level, black women compromise 16.1% of the positions while white women hold 47.9%

Coaching-Based Leadership Intervention Program: A Controlled Trial Study

In spite of the potential benefits that coaching-based leadership interventions can bring to organizations, basic questions remain about their impact on developing coaching skills and increasing psychological capital (PsyCap), work engagement and in- and extra-role performance. In a controlled trial study, 41 executives and middle managers (25 in the experimental group and 16 in the waiting-list control group) from an automotive sector company in Spain received pre-assessment feedback, a coaching-based leadership group workshop, and three individual executive coaching sessions over a period of 3 months. The intervention program used a strengths-based approach and the RE-GROW model, and it was conducted by executive coaching psychologists external to the organization. Participants (N = 41) and their supervisors (N = 41) and employees (N = 180) took part in a pre-post-follow up 360-degree assessment during the research period. Quantitative data were analyzed using Analyses of Variance (ANOVA) with a 2 2 design, paired-samples t-tests, and univariate analyses between groups. Results indicated that the intervention program was successful in increasing the participants’ coaching-based leadership skills, PsyCap, work engagement, and in- and extrarole performance. Qualitative measures were also applied, and results from individual responses provided additional support for the study hypotheses. Regarding practical implications, the results suggest that the Coaching-based Leadership Intervention Program can be valuable as an applied positive intervention to help leaders develop coaching skills and enhance well-being and optimal functioning in organizations

Coaching Style Preferences of Division I College and Professional Softball Players

The purpose of this study was to describe the coaching style and leader behavior preferences of softball players. The Leadership Scale for Sports (LSS; Chelladurai & Saleh, 1980) was administered to Division I college softball players and professional softball players from the National Professional Fastpitch league (NPF). Sixty-four softball players completed the Leadership Scale for Sport questionnaire (preference version), 52 Division I college softball players and 12 professional softball players from the NPF. Descriptive statistics revealed that softball players prefer Training and Instruction, Democratic Behavior, and Positive Feedback; players did not prefer Autocratic Behavior or Social Support. Follow-up univariate ANOVAs indicated that Autocratic Behavior was significantly different for Division I college softball players and professional softball players. Pairwise comparisons showed professional softball players significantly preferred Autocratic Behavior to Division I softball players; however, no statistical significance was found when examining coaching style preferences with relation to age and years of experience. Two one-way ANOVAs followed the trend that professional softball players preferred autocratic coaching behavior while Division I college softball players preferred democratic coaching behavior. Thus, female softball players, overall, prefer a democratic coaching style, training and instruction, and positive feedback; however, professional softball athletes significantly prefer autocratic coaching behaviors while Division I college players do not prefer autocratic coaching styles. Age and years of experience were not statistically significant when determining coaching preference, however, a power analysis is needed to reveal the optimal sample size to establish significance

Professionalism, Golf Coaching and a Master of Science Degree: A commentary

As a point of reference I congratulate Simon Jenkins on tackling the issue of professionalism in coaching. As he points out coaching is not a profession, but this does not mean that coaching would not benefit from going through a professionalization process. As things stand I find that the stimulus article unpacks some critically important issues of professionalism, broadly within the context of golf coaching. However, I am not sure enough is made of understanding what professional (golf) coaching actually is nor how the development of a professional golf coach can be facilitated by a Master of Science Degree (M.Sc.). I will focus my commentary on these two issues

Health Coaching Case Report: Optimizing Employee Health and Wellbeing in Organizations

Abstract Health and wellbeing of employees has a direct correlation to organizational performance. It is essential that organizations and successful leaders prioritize the health and wellbeing of all employees – from the C-suite to entry level positions. As rates of stress, chronic illness, and unhealthy lifestyle choices continue to increase, it is imperative that organizations discover strategies that cultivate employee wellbeing. Employees with high wellbeing are more engaged, productive, and energized and directly affect a company’s bottom line; it is in the best interest of employers to invest in human capital and wellbeing of employees. Health and wellness coaching demonstrates encouraging potential as a cost-effective catalyst to optimize employee wellbeing. Rooted in science-based research with the foundation in relationships, communication, and connection, health coaches partner with employees as they build self-awareness around a holistic view of health. As employees build self-awareness, they increasingly recognize the importance of managing stress and self-care, connecting to their vision and values, taking active steps towards change, and addressing barriers and obstacles. With these strategies, individuals build resilience as they gain energy, empowerment, and work towards positive growth. This paper outlines the challenges that leaders and employees are facing, describes the intervention of health and wellness coaching, and provides a group coaching case study that demonstrates how health and wellness coaching can foster employee wellbeing. This case study provides evidence that health coaching shows promise as an intervention to optimize employee health and wellbeing. Keywords: employee health and wellbeing, wellness, stress management, health and wellness coaching, group coaching, leader wellbeing, self-awareness, case repor

The Skills to Pay the Bills: An Evaluation of an Effort to Help Nonprofits Manage Their Finances

This study examines a Wallace Foundation-sponsored initiative aimed at improving the financial management skills and practices of 25 Chicago afterschool providers through training and coaching. Two models for this professional development were provided and each produced long-lasting improvements. Moreover, organizations receiving the less-expensive group training and coaching improved almost as much as those receiving more intensive customized coaching

Harness the Power of Frontline Supervisors to Turn HR Policies into Performance Gains

Key Findings: • Frontline supervisors play a critical role in implementing HR policies by developing employees and managing performance. • Coaching counts—one-on-one feedback from frontline supervisors increases the bottom-line by improving individual productivity. • Coaching alone isn’t enough. It is much more effective when combined with other management practices—for example, group incentives that enhance collaborative problem-solving and learning, and reinforce the lessons from individual coaching. • The resources and constraints of workplace technologies can affect the return on your frontline coaching and HR management strategies. Don’t overlook the level of process automation and rate of technical change on the job