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

Creating a culture of coaching: upskilling the school workforce in times of change

Research Associate Full report, Spring 2011. "Within an education culture striving for continuous improvement, there is a constant need to ensure the appropriate skills, knowledge and actions of staff match the changing needs of the system. Coaching can assist in this process of ‘upskilling’. This research study explored how a small cross-phase sample of eight schools in one local authority area went about the process of creating a culture of coaching, the logistics of so doing, and the impact that this had on professional development and pupil progress." - Page 3

Knowledge construction and personal relationship : insights about a UK university mentoring and coaching service

This article examines interview data from twelve mentors/coaches and eight of their clients, in order to explore a mentoring and coaching service among UK university staff. Both mentors/coaches and clients were administrative or academic employees of the Institute of Education or affiliated colleges at London University, UK. Their roles related to the administration for, or leadership of, teaching programmes as well as educational research and consultancy projects pursued by the Institute. The mentors/coaches in this Service aimed to construct or co-construct knowledge with their clients rather than to transmit advice to them. In this article, the author explores the learning of mentors/coaches and clients, conceptualizing their ‘co-construction’ of knowledge as either collaborative construction or as participation. The link is examined between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. Additionally, the author draws on the divide alluded to by Fielding (1996) between functional and personal. She concludes by considering implications from the findings about mentoring and coaching. Emphasised is their potential to play a subversive role within the established functional systems of an institution, if mentoring and coaching prioritise personal relationship

Making A Difference: Year Two Report of the Pennsylvania High School Coaching Initiative

This report examines the implementation of the second year of three for the Pennsylvania High School Coaching Initiative (PAHSCI). Funded by the Annenberg Foundation, this initiative focuses on literacy and math coaches providing support to teachers from across the major subject areas to create literacy-rich classrooms in which students actively engage in learning tasks that deepen their content knowledge and strengthen their abilities to think critically and communicate well. This report presents findings from the first two years of research. It includes survey research as well as in-depth qualitative research in participating schools and districts and provides recommendations for PAHSCI stakeholders as they refine the program and for other education reformers as they consider the benefits of instructional coaching as a strategy for improving high schools and student achievement

Supporting the competent practitioner : trans-disciplinary coaching with a knowledge-based expert system

The purpose of this paper is to describe the roles of the coach and the coachee from the perspective of their respective competences and a particular type of the coaching process that we call ‘competent coaching’. We also show how this process can be supported with a knowledge-based expert system (KBS); to illustrate this, we introduce a particular knowledge-based expert system shell, Doctus, that can assist the coaching process. We also offer a set of concepts, organised into a conceptual framework, in order to help both coach and coachee to (re-)shape the coaching process and thus achieve greater contextual sensitivity. Our contribution is a multi-personal account, rooted in some 100 years of combined coaching experience and around four decades of researching and teaching coaching to business school students at undergraduate, MBA and doctoral level, including executive education

Motivasi Berprestasi Mahasiswi Kepelatihan Jurusan Pendidikan Olahraga Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

This research was conducted at the Campus Physical Education who is in Rumbai. The purpose of this study was to determine student achievement motivation in selecting a course of coaching. This study entitled "Coaching Programs Student Achievement Motivation Faculty of Physical Education Teaching and Education University of Riau" .Topic focus of this research is how the reasons and background of female students in selecting a course of coaching and how the student motivation to learn and practice in following the coaching education. In this study, the obtained will be analyzed quantitatively. Since this research is descriptive quantitative research, the technique analysis of the findings of the field (in the form of information resulting from filling the questionnaire or questionnaires, interviews, field notes documentation, etc.) in a way to describe and explain in detail the issues to be investigated based on obtained from research reports in the form of a questionnaire that has been collected, analyzed and spoken in sentences for harvest. By using census sampling method in which the sample as a whole and each member of the population has an equal chance. In this way the researchers will carry out the sampling gradually. As for the reasons and background of female students choose courses of coaching as constituted with the knowledge, experience, and interests. So with the knowledge that with their knowledge of coaching education student early to know, to know those sports, know the vision and mission of coaching and what ideals of education graduate student coaching. Experience is supported by the experience of student follow sports events and won the event. and interests are supported by their interest in the sport so that they can lead to achievement to student interest in the coaching education courses. Where with their knowledge, experience and interests that encourage female students to continue to improve motivation in learning and practicing, with their experience, knowledge and interests also encourage student motivation to continue to excel in sports

Career development of expert coaches

Careers in coaching are a relatively new phenomenon in the UK and at present appear to be limited to the performance coach. This study, using an interview approach, examined the transition of expert coaches (n = 9) through various stages in their careers. The main aim of this study was to ascertain if expert coaches could explain the process of their development to perceived expert status. The interviewed coaches could offer no real insight into their designation as experts. They did raise some questions regarding the value of current coach education provision, especially as it related to their current role as coaches of elite athletes. Their methods of development were considered to be informal, with networking with other coaches of like mind believed to be essential to their progress. The ability to contextualise knowledge and information to suit both the individual and situation, as well as appropriate mentors at the initial stages of their coaching careers were also regarded as vital

A virtual coaching environment for improving golf swing technique

As a proficient golf swing is a key element of success in golf, many golfers make significant effort improving their stroke mechanics. In order to help enhance golfing performance, it is important to identify the performance determining factors within the full golf swing. In addition, explicit instructions on specific features in stroke technique requiring alterations must be imparted to the player in an unambiguous and intuitive manner. However, these two objectives are difficult to achieve due to the subjective nature of traditional coaching techniques and the predominantly implicit knowledge players have of their movements. In this work, we have developed a set of visualisation and analysis tools for use in a virtual golf coaching environment. In this virtual coaching studio, the analysis tools allow for specific areas require improvement in a player's 3D stroke dynamics to be isolated. An interactive 3D virtual coaching environment then allows detailed and unambiguous coaching information to be visually imparted back to the player via the use of two virtual human avatars; the first mimics the movements performed by the player; the second takes the role of a virtual coach, performing ideal stroke movement dynamics. The potential of the coaching tool is highlighted in its use by sports science researchers in the evaluation of competing approaches for calculating the X-Factor, a significant performance determining factor for hitting distance in a golf swing

El Baloncesto es Vida: A Look into Strength and Conditioning, Physical Therapy, and Coaching During My Internship Abroad

Introduction: An experience abroad can help a person grow in confidence and knowledge and allow them to immerse themselves in a new culture. During my time in Valencia, Spain, I was able to work at a youth basketball club, CB L’Horta Godella, alongside the club’s strength and conditioning coaches and the physical therapist and be a coach for the young athletes. The fact that I lived with a Spanish family and had an open mindset towards making friends and exploring new things allowed me to grow closer to the culture in Spain. By using my knowledge and passion for sports and my desire to want to become a physical therapist I was able to grow as a person during my eight weeks abroad. Internship: My internship provided the main research for me as I was able to explore my job tasks deeper in order to show the importance of coaches and trainers. I ran exercise sessions for teams both by myself and with the strength and conditioning coaches. We also conducted testing on the athletes to help determine their off-season workout plans. By comparing these tests with supporting literature, I was able to see how the role of the strength and conditioning coach truly shapes the athlete. With the physical therapist, I shadowed as she assessed injuries, had some hands-on experience, and talked through treatment plans. Again, I compared my work with her with some supporting literature and back to the work done with the strength coaches to prove that the physical therapist also plays a critical role to athletes. Finally, I was the coach for the youngest athletes at the summer basketball camp. Each day, I would teach them basic skills, play games, have fun, and try to teach them of all of the positives that sports can bring. I was motivated by certain life and coaching books that helped me show a different side of coaching. In the end, it was the kids that made my whole experience. Conclusion: During my time in Valencia, I grew in confidence, found new ways to communicate, and gained knowledge from my job and of a new culture. My internship was a perfect combination of all of my passions, and it opened my eyes to the importance of coaching. It was truly a once in a lifetime experience and something I will carry with me for the rest of my life. Word Count: 39

Sources, topics and use of knowledge by coaches

In recent years, the value of social learning approaches as part of the design and delivery of formalised coach development initiatives has gained credence in the literature. However, insight is currently lacking into the fundamental social dimensions that underpin coach learning. Accordingly, this study aimed to explore coaches’ perceptions of their actual and preferred methods of acquiring new coaching knowledge, the types of knowledge they currently acquire and/or desire, and their application of new knowledge. Responses to an online survey, completed by practicing coaches (N = 320) in a range of sports and contexts, were analysed descriptively and inductively. Results revealed that coaches’ preferred, and mostly acquired, coaching knowledge from informal learning activities, especially when these permitted social interaction. Notably, however, formal coach education courses were also reported relatively frequently as a source of recent knowledge acquisition. Nevertheless, critical justification for and application of, acquired knowledge was largely absent. Based on the findings, we suggest that, before social learning activities such as mentoring schemes and communities of practice are placed at the centre of formalised coach development provision, coach educators must put in place the support structures to better enable coaches to recognise and deal with the potentially mixed influences of the social milieu on coach learning, aiming to ensure that their informal development is sufficiently open-minded, reflective and critical