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

Views of Coaching Practice Expressed by School-Based Coaches

This study reports on the views of coaching expressed by school-based coaches and coaching experts in response to observing the practice of a novice coach featured in a video. Researchers hypothesized that a coach participant\u27s observations about another coach\u27s practice would be a useful tool for examining participants\u27 beliefs about coaching. Researchers compared responses from school-based coaches to the responses of coaching experts and views expressed in leading coaching literature in order to examine the variation in school-based coaches\u27 views. Analysis of responses from both practicing coaches and coaching experts revealed eight themes that describe components of the videotaped coaching cycle: 1) coaching relationships; 2) the use of praise by the coach; 3) discussions of student learning; 4) how coaches respond to teachers\u27 questions; 5) how coaches prompt reflection; 6) how coaches address teacher knowledge and learning; 7) discussions of mathematics content; and, 8) facilitation of the coaching session. The analysis also revealed that these themes correspond to accepted domains of coaching knowledge reported in the coaching literature

Reflections on a coaching pilot project in healthcare settings

This paper draws on personal reflection of coaching experiences and learning as a coach to consider the relevance of these approaches in a management context with a group of four healthcare staff who participated in a pilot coaching project. It explores their understanding of coaching techniques applied in management settings via their reflections on using coaching approaches and coaching applications as healthcare managers. Coaching approaches can enhance a manager’s skill portfolio and offer the potential benefits in terms of successful goal achievement, growth, mutual learning and development for both themselves and staff they work with in task focused scenarios

What is the Value and Impact of Coaching at all Levels in the Organization?

[Excerpt] In the past coaching was nearly exclusively used for executive-level development, whereas coaching is currently approached as a more widespread intervention for various levels of employees within an organization. This application of coaching has developed over the past decade. The research on such coaching for talent management across the organization as it correlates to employee performance is fairly limited. Despite the limited research, several studies have shown that coaching to develop high potential employees (in addition to more traditional coaching aimed at executives) was successful, and yielded a return on investment. However, there are key factors that help define the best practices and added value of multi-level coaching within an organization

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%

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

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

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

Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption

Purpose – The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation. Design/methodology/approach – The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators. Findings – Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school. Practical implications – The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South. Originality/value – The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts