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A large body of evidence highlights the importance of psycho-behavioural skills as a key feature of talent development in sport. The purpose of this study was to explore pedagogic intentions of coaches in the psychological development of athletes. Eleven coaches were purposefully sampled for interview based on a track record of expert practice. Using reflexive thematic analysis, three overarching themes were generated as representing the coaches’ work: knowing and shaping the athlete’s needs, purposeful breadth and flexibility of teaching approaches, using challenge to test skill development, and the necessity of review and refinement. Reflecting these data, we suggest the need for an increased appreciation of the role of the sports coach beyond the technical and tactical, with the recommendation that coaches build their knowledge and skillset across a breadth of domains to support the psychological development of athletes more effectively.

This qualitative study examined coach-teacher interactions among eight teachers, one administrator, and three university-based coaches in one rural elementary school. Framed within a theory of agency, we examined videos of coaching interactions as coaches and teachers debriefed and co-planned vocabulary instructional ideas stemming from a yearlong, schoolwide professional learning opportunity. We found that teachers’ agentive actions (i.e., intentionality, autonomy, reflectivity, efficacy doubt, principled resistance) were in response coaches’ talk that elicited reflection, sought clarification, expanded on instructional suggestions, and affirmed teachers’ contributions to coaching conversations. We also found that teachers’ challenges or resistance to presented vocabulary principles and literacy practices were not always acknowledged or taken up by the coaches. We conclude that reconsidering how and why teachers resist coaching suggestions might inform how we support and prepare coaches to work with teachers in ways that value and trust their individual contributions and prompt them to act agentively toward continuous improvement. Accepted version

BACKGROUND AND AIM Existing interventions promoting positive airway pressure (PAP) adherence focus only on the diagnosed individual, despite the fact that partners are often the most impacted by obstructive sleep apnea (OSA), and are delivered mostly by health professionals, with limited success. The goal of this work is to develop a prototype of OurSleepKit, a couple-focused mobile health (mHealth) tool to coach mutual engagement and promote adherence to PAP treatment. METHODS We used an iterative participatory approach working with future end users of OurSleepKit to support the development of this prototype. We conducted a total of 14 semi-structured in-depth open-ended dyadic interviews with OSA patients and their partners. Phase 1 of the development was to inform key functions of an engaging tool. Phase 2 focused on developing functions to engage positive conversation in the dyad and obtained feedback for this initial prototype. RESULTS The OurSleepKit prototype was developed and demonstrated high acceptability and engagement. Three key functions included periodic assessments based on developmental stages of PAP treatment, a Coaching Board which provides customized and dynamically updated support content - primarily brief story-telling videos featuring real-life couples' experiences - and timely tailored prompts (for action, learning, and conversation) through push notifications in the evening to facilitate positive conversation in the dyad and offer in-the-moment support for PAP use. CONCLUSIONS Going beyond the traditional and prevailing view of PAP use as an individual phenomenon, OurSleepKit is a novel mHealth intervention engaging both the patient and partner holding great promise to promote PAP adherence.

The purpose of this study was to focus on the efforts of the Japan Rowing Association, which has been to develop of high performance athlete to coach as a continuation of the legacy of the Tokyo 2020 Games.The Japan Rowing Association has identified as national coaches of candidate that four people, and there conducted program of learning to the skill and competency for national coach.The result showed that, in the program participants perceptions of coaching changed, effected future action plans. This program could be a part of a system, to passing the legacy of Tokyo 2020 games to the next generation coaches. It will be important to connect this effort continuously.

The article deals with the essence of pedagogical coaching as a technology of professional development of personality in the system of advanced training, namely as a productive and rational means of organizing training in the current educational system. The presented article deals with theoretical analysis of coaching – as innovative pedagogical technology. Relying on a comparative analysis of scientific and pedagogical sources, the authors note common problems in the scientific research of domestic and foreign scientists. The article also provides etymology, origin and meaning of the word “coach”. The authors identify, those common features in domestic and foreign studies of coaching are: the construction of educational processes based on motivational interaction; creation of opportunities to disclose individual’s potential; the equitable creative activity of participants in the educational process; partnership to support people in achieving their goals. It is shown that an expert coach might demonstrate many of the characteristics of coaching, but the ability to provide effective instruction using a variety of pedagogical approaches may be one of the greatest factors in a student’s development. It has been proved that coaching has all signs of pedagogical technology, common pedagogical activity model of design, organization, and introduction in the educational process. This article is intended for researchers and coaches, teachers, educational institutions heads who deal with the educational activities., Розкрито сутність педагогічного коучингу як технології професійного розвитку особистості в системі підвищення кваліфікації, а саме як продуктивного та раціонального засобу організації навчання у чинній системі. У представленій статті здійснено теоретичний аналіз коучингу як інноваційної педагогічної технології. Автори, спираючись на порівняльний аналіз науково-педагогічних джерел, зазначають проблеми, які є спільними у наукових дослідженнях вітчизняних та зарубіжних учених. Зазначено, що технологія коучингу отримала ґрунтовний теоретичний аналіз і широке практичне застосування саме в теорії та практичних дослідженнях зарубіжних учених. У публікації також наведено етимологію, походження та значення слова “коуч”. Автори визначають, що спільними ознаками у вітчизняних та зарубіжних дослідженнях коучингу є: побудова освітнього процесу на мотивуючій взаємодії; створення можливостей для розкриття потенціалу особистості; рівноправна творча діяльність учасників освітнього процесу; партнерство для підтримки людей у досягненні своїх цілей. Показано, що досвідчений коуч може продемонструвати багато характеристик коучингу, але здатність забезпечити ефективне навчання з використанням різноманітних педагогічних підходів можуть бути одним із найважливіших факторів у студентському розвитку. Доведено, що коучинг має всі ознаки педагогічної технології, єдиної моделі педагогічної діяльності проєктування, організації та впровадження в навчальний процес. Стаття призначена для науковців і тренерів, викладачів, керівників навчальних закладів, які займаються освітньою діяльністю.

Im Rahmen der Tagung „Beratung und Supervision in der Bildung von Lehrer*innen“ im Juni 2021 an der Universität Bielefeld wurden aktuelle Entwicklungen und Konzepte in diesem Themenfeld vorgestellt und diskutiert. Das Themenheft der Zeitschrift Die Materialwerkstatt versammelt Beiträge, die konkrete Lehrkonzepte mit Blick auf die beratende Tätigkeit von Lehrkräften zum Gegenstand haben. Dieses Editorial geht auf den Entstehungshintergrund des Themenheftes ein und verortet es im fachlichen Diskurs. Zudem wird ein Überblick über die fünf Beiträge gegeben, die konkrete Materialien zur Nachnutzung zur Verfügung stellen respektive zur Reflexion über Lehrformate anregen.

Professional identity formation (PIF) is a multi-year, complex, social, and intellectual process that culminates in trainees "thinking, acting, and feeling like a doctor." Some of the processes of PIF, particularly the Hidden Curriculum, may result in suboptimal outcomes in student's cognition, including implicit bias and poor clinical decision-making. Many have recognized the importance of reflective writing, particularly metacognition, in undergraduate medical education. However, there are few concrete examples and explanations for fully integrating reflective writing exercises across multiple situations, experiences, and levels of growth. The authors provide conceptual frameworks, concrete curricular structures, and reflective tools used at two medical schools.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-023-01752-9.

This study reports on the coaching process for national championship level athletes belong to regional national university athletic club during the COVID-19 pandemic. He suspended training for 400 days by COVID-19 for a period of 2 years and 6 months after March 2020.During the COVID-19 pandemic period, it was difficult to improve technique. However, through coaching efforts, the athlete was able to improve his sprinting movements and take-off technique, and was able to establish a record of 7.65 meters in the long jump.

Aim: This study aims to determine the effects of continuous nursing care applied with a preand postoperative coaching strategy to patients with total knee replacement on some patient outcomes (pain control, anxiety level, self-care power, activities of daily living, patient satisfaction, hospital readmission status, and use of painkillers). Materials and methods: This research was a parallel group (experiment-control) randomized controlled clinical trial. Data were obtained from patients who underwent 72 knee replacement surgeries between January 20, 2021, and October 28, 2021, using the Patient Identification Form, the Visual Analog Scale, the Self-Care Scale, the Newcastle Nursing Satisfaction Scale, the State Anxiety Inventory, and the Barthel Daily Living Activity Index. The patients were followed up preoperatively and postoperatively. This study is registered in the Clinical Trials database (NCT04683588). Results: Statistical analysis of the data obtained from this research was calculated using the SPSS 25 package program in the computer environment. Number, percentage, mean and standard deviation were used for descriptive statistics, and chi-square analysis was used to compare the similarity/homogeneity of the groups regarding descriptive characteristics. Obtained results were evaluated at a p, Amaç: Bu araştırmanın amacı, total diz protezli hastalara ameliyat öncesi ve sonrası koçluk stratejisiyle uygulanan sürekli hemşirelik bakımının bazı hasta sonuçları üzerine etkisini belirlemektir. Gereç- Yöntem: Araştırma, paralel grup (deney-kontrol) randomize kontrollü klinik araştırma özelliğindedir. Veriler 20 Ocak 2021- 28 Ekim 2021 tarihleri arasında 72 diz protez ameliyatı yapılan hastalardan elde edilmiştir. Deney grubunda yer alan hastalar koçluk stratejisi ile hemşirelik bakımı, kontrol grubu ise; hastaları ise rutin hemşirelik bakımı almıştır. Veriler; Hasta Tanılama Formu, Vizuel Analog Skala, Öz Bakım Gücü Ölçeği, Newcastle Hemşirelik Bakımından Memnuniyet Ölçeği, Durumluk Anksiyete Envanteri ve Barthel Günlük Yaşam Aktivite İndeksi kullanılarak elde edilmiştir. Hastalar ameliyat öncesi ve ameliyat sonrası süreçte takip edilmiştir. Bu çalışma Clinical Trials veri tabanına (NCT04683588) kayıtlıdır. Bulgular: Araştırma sonucunda elde edilen verilerin istatistiksel analizi, bilgisayar ortamında SPSS 25 paket programı kullanılarak hesaplanmıştır. Tanımlayıcı istatistikler için sayı, yüzde, ortalama ve standart sapma, grupların tanımlayıcı özellikler yönünden benzerliğinin/homojenliğinin karşılaştırılmasında ki-kare analizi kullanılmıştır. Elde edilen sonuçlar p

Background There are no effective treatments for brain tumor-related fatigue. We studied the feasibility of two novel lifestyle coaching interventions in fatigued brain tumor patients. Methods This phase I/feasibility multi-center RCT recruited patients with a clinically stable primary brain tumor and significant fatigue (mean Brief Fatigue Inventory [BFI] score ≥ 4/10). Participants were randomized in a 1–1–1 allocation ratio to: Control (usual care); Health Coaching (“HC”, an eight-week program targeting lifestyle behaviors); or HC plus Activation Coaching (“HC + AC”, further targeting self-efficacy). The primary outcome was feasibility of recruitment and retention. Secondary outcomes were intervention acceptability, which was evaluated via qualitative interview, and safety. Exploratory quantitative outcomes were measured at baseline (T0), post-interventions (T1, 10 weeks), and endpoint (T2, 16 weeks). Results n = 46 fatigued brain tumor patients (T0 BFI mean = 6.8/10) were recruited and 34 were retained to endpoint, establishing feasibility. Engagement with interventions was sustained over time. Qualitative interviews (n = 21) suggested that coaching interventions were broadly acceptable, although mediated by participant outlook and prior lifestyle. Coaching led to significant improvements in fatigue (improvement in BFI versus control at T1: HC=2.2 points [95% CI 0.6, 3.8], HC + AC = 1.8 [0.1, 3.4], Cohen’s d [HC] = 1.9; improvement in FACIT-Fatigue: HC = 4.8 points [−3.7, 13.3]; HC + AC = 12 [3.5, 20.5], d [HC and AC] = 0.9). Coaching also improved depressive and mental health outcomes. Modeling suggested a potential limiting effect of higher baseline depressive symptoms. Conclusions Lifestyle coaching interventions are feasible to deliver to fatigued brain tumor patients. They were manageable, acceptable, and safe, with preliminary evidence of benefit on fatigue and mental health outcomes. Larger trials of efficacy are justified.

Developing social skills like elevator pitch requires being situated within authentic activities and contexts, which is difficult to achieve on a daily basis. In this work, we explore whether an artificial agent with embodied feedback in virtual reality (VR) can foster a situated learning experience. Previous works on computer-mediated feedback have shown that VR can foster oral presentation competence for pre-university and junior undergraduates through delivering feedback. However, it is unclear how well the learning experiences are and how well students perceive an artificial coach in VR, especially for senior undergraduates and postgraduates seeking job and research opportunities. To inform the design of such a system, we conducted interviews with experts and observed real elevator pitches. We then designed a proof-of-concept VR coaching system with three embodied feedback strategies: immediate, afteraction, and the combination of both. Through a between-subject experiment with 40 participants, we studied learners’ perceptions under the embodied feedback. We found that receiving embodied feedback can create a stronger sense of cognitive apprenticeship, i.e., coaching and helping from experts, and help improve the perception of the artificial agent and the effect of learning. We further investigated the pros and cons of different strategies and discussed room for improvement.

PURPOSE: A remotely delivered cognitive behavioral coaching (CBC) program was offered as a service benefit for commercial health plan members with low back pain (LBP). This study describes changes in self-rated functional disability in a sample of plan members participating in the program (N=423). METHODS: Independent measures included demographics, length of program enrollment, total CBC sessions, and baseline self-reported patient activation and presenteeism levels. Participants rated their functional disability level due to LBP using the Oswestry Disability Index (ODI). Dependent outcomes quantified change in participant functional disability rating (final ODI score minus baseline ODI score). Nonparametric tests compare differences between groups and within-group ODI score change. Two generalized linear models test for associations between independent variables and the ODI change score. RESULTS: A significant difference between baseline and final ODI scores was observed at the overall program level (p

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While the importance of optimal two-point and three-point jump-shooting performance for securing the desired game outcome on various levels of basketball competition has been well documented, there is a limited amount of scientific literature on what biomechanical adjustments in shooting technique comprise the success of each shooting attempt. Therefore, the purpose of the present study was to examine the difference in kinetic and kinematic characteristics during the preparatory and release phases of the shooting motion between made and missed jump shots. While standing on a force plate, twenty-nine recreationally active males with prior basketball playing experience attempted 10 two-point and 10 three-point jump shots, combining for a total of 580 attempts. Simultaneously, two high-definition cameras were used to capture kinematic characteristics of interest. Higher elbow positioning during the preparatory phase of the shooting motion, relative to the shooter’s stature, was shown to be a critical kinematic adjustment that differentiated made from missed two-point jump shots. Alongside identical observations regarding the importance of the elbow placement, keeping the torso in a more erect position during the preparatory phase of the shooting motion, having a greater release angle and vertical jump height at the timepoint of the ball release, and attaining higher maximal trajectory height were critical kinematic adjustments that differentiated made from missed three-point jump shots.

Introduction: Caring for children diagnosed with autism spectrum disorder (ASD) entails changes in family dynamics. In Brazil, the journey from diagnosis to treatment is characterized by several barriers. Families and their children can be empowered to achieve occupational performance goals through parental coaching interventions. There is, however, limited national evidence on coaching interventions designed to support this population. Aim: This pilot study examines the effects of a coaching intervention program on the occupational performance of Brazilian children with ASD and their families. Methods: A single-subject experimental design was used to conduct group coaching sessions with 16 caregivers over ten weekly sessions. The intervention was designed following the principles of Occupational Performance Coaching (OPC) and was conducted in a group setting to address the economic constraints of the Brazilian health system. The assessment tools adopted were the Canadian Occupational Performance Measure (COPM) and the Developmental History Questionnaire, developed by the authors. During group coaching intervention sessions, occupational performance in the home environment and the efficacy of strategies developed in collaboration with caregivers were observed and discussed. Ultimately, the COPM goals were reassessed by the participants. Results: The average difference for COPM performance and satisfaction scores indicated significant changes, demonstrating that the group coaching intervention improved the participants' occupational performance. Caregivers reported a broader understanding of ASD and its implications for their children's daily lives. In addition, they have enhanced problem-solving skills and reported increased sense of self-efficacy and competence. Application and Conclusion: This pilot study has contributed to the literature on using group coaching interventions to increase the occupational performance of participating children and their families. Our findings indicate that the use of OPC principles is promising in Brazil. These initial findings can encourage further research in this emerging intervention approach and support family-centred interventions in paediatric occupational therapy in Brazil.

Resumo O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte. Abstract The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible. Resumen El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.

The aim of this research is to investigate how long it takes to turn success into a competency for the elite football coaches who won the UEFA Champions League Finals, taking into account the importance of their professional experience. The model of the research was determined as “Basic Qualitative Research”, and the data collection technique in the research was determined as “Document Analysis”. The analysis of the data in the research was made according to the Miles and Huberman model as a descriptive analysis. The universe of the research consists of the teams that won the UEFA Champions League Finals from 1993 to 2022. Its sample is the coaches of the teams that won the UEFA Champions League between 1993-2022. The sampling method of the research is density sampling based on heuristic approach. When the general and active working times of all the coaches who won the UEFA Champions League final from 1993 to 2022 are examined, it is seen that although the average of the coaching experience of the group is high, the champions in the first years of their coaching career are numerically superior to the experienced coaches. As a result, it has been understood that the length of the coaching experience is not a factor that directly affects the success.

The article reveals the essence and structural characteristics of the Co-Active coaching model and the experience of its use in experimental work on the formation of economic culture of future specialists. The main components of Co-Active coaching are characterized: four basic principles (the client is a creative, holistic personality; Co-Active coaching addresses the whole person’s life; task setting comes from the client; the relationship between the coach and the client is a purposeful alliance of interaction) and “three basic attributes of human life” (realization, balance, process). The essence of the classical version of the Co-Active coaching model in the form of a five-pointed star is clarified, where each ray denotes a separate direction of cooperation between the coach and the client (listening; intuition; activity; self-management; curiosity). The structured technology of Co-Active coaching is shown, consisting of logically interrelated elements – organizational forms, techniques, methods, methods of cooperation between a coach and a client, etc. Some results of using the Co-Active coaching technology in the experimental work on the formation and development of the economic culture of future specialists in the specialty 011 “Educational, Pedagogical Sciences” (using the technique of “strong questions”, the technique of “active listening"”in the development of prognostic tools (questionnaires, prognostic conversations) and methods of experimental training, etc.). When summing up the results of the experimental work, its participants were unanimous in the fact that the combination of the Co-Active coaching model with the “strong questions” method turned out to be the most useful and effective component of the entire educational program on the formation of economic culture., У статті розкрито сутність і структурну характеристику моделі Co-Active коучингу та досвід її використання в експериментальній роботі з формування економічної культури майбутніх фахівців. Схарактеризовано основні компоненти Co-Active коучингу (базові принципи; “атрибути життя людини”; модель у вигляді п’ятикутної зірки; структурована технологія та ін.). Представлено деякі результати використання технології Co-Active коучингу в експериментальній роботі з формування і розвитку економічної культури майбутніх фахівців.

In this study, the impact of school coaching in Spain on the dimensions that comprise the effective personality construct and the development of those dimensions among secondary school students is analyzed. Differences relating to the variables of gender, course year/age, and the state/private sector of each educational center are specified. A longitudinal study employing a quasi-experimental methodology was conducted with a sample of 310 students in attendance at 6 educational centers within the Community of Madrid, Spain; the study cohort comprised 156 (50.3%) male students and 154 (49.7%) female students. The effective personality questionnaire in secondary education was used for the pre- and post-intervention evaluations, as well as to conduct an open survey once the program had ended. The students who attended the six-session intervention expressed high degrees of satisfaction. Despite the brevity of each session (45–60 min), a slight non-significant improvement was observed in the experimental group relative to the control group in the dimensions that were studied (p > 0.05). Regarding gender, the program worked better with male rather than with female students. It was also more effective within state-aided than in state schools.

Purpose: The article aims to analyze the possible development of managerial and leadership skills of managers of business organizations through variable coaching models, the practice of which confirms their effectiveness and feasibility. Theoretical framework: The development of coaching to improve the quality of leadership and management skills of managers of Ukrainian business organizations is important for achieving economic stability in Ukraine and ensuring a sustainable macroeconomic environment. In particular, the use of coaching is becoming increasingly popular due to the potential for stabilizing the corporate sector through effective management. Design/methodology/approach: While writing the article, materials from periodicals on the organization of the coaching process and its dissemination as a practice of developing managerial skills of business organization managers were used. Findings: The article focuses on the functioning of the Ukrainian economy and key areas for focusing on the use of coaching as a tool for investing in improving the quality of business environment management and possible further development. The use of coaching is a priority area of research, as the application of this practice can be a factor in improving the quality of management of a business organization. Research, Practical & Social implications: Based on leadership skills and characteristics, managers of business organizations use innovative means of management, which is made possible through coaching programs. The key aspects of coaching and opportunities for its improvement in the context of the global environment are outlined. The development of leadership skills and managerial abilities of managers of business organizations will serve as a factor in the sustainable operation of the Ukrainian corporate sector, which is in difficult conditions due to the threat of hostilities. Originality/value: The results of the study can be used by modern managers of Ukrainian business organizations to improve management practices and ensure the stability of the functioning of structural units at the operational level.

This study probed a psycho-motor switch between “attention” and “intention” using electroencephalography (EEG) of the occipital cortex during target versus ball focused aiming when golf putting. Specifically, we investigated (1) the pattern and power of ɑ-frequency between putting methods at 8 ft. and 15 ft. distances and (2) the EEG activity for missed versus holed putts. Twelve highly skilled golfers executed 32 putts at each distance using both methods (i.e., 8 putts per condition) under naturalistic and competitive conditions. Putting performance (number of putts holed and distance from the hole) and EEG activity at −6 s, −4 s and −2 s before movement initiation were recorded. No performance difference was found for holed or missed putts between the putting methods at either distance (p > 0.05). Overall, EEG data revealed a significant time effect, with higher power at −2 s for all conditions apart from at the most challenging 15 ft. distance when using ball focused aiming, where the power decreased. For missed putts at either distance, there was twice the artefact and eye blink during ball compared to target focused aiming. Data suggest a more robust switch from attention to intention when preparing for execution with target focused aiming. Target focused aiming suggestively helps golfers to remove a potential distraction, such as from seeing the arms, hand and ball, rather than offering any distinct/different advantage to ball focused aiming. In other words, a distraction caused by what the golfer looks at rather than where gaze is directed.

Cette contribution présente la méthodologie d’une recherche doctorale en cours sur l’enseignement de la compréhension auprès d’élèves de 5 à 8 ans. Celle-ci interroge la mise en œuvre et l’impact d’un outil didactique, Narramus (Goigoux & Cèbe), sur les pratiques et les gestes professionnels d’enseignants de 3e maternelle et de 1e primaire, tout en récoltant des données auprès de leurs élèves pour documenter la progression de rappels de récit à différents moments d’une année scolaire. Cette recherche est le prolongement d’une expérience pilote menée auprès de 85 écoles en Fédération Wallonie-Bruxelles entre 2019 et 2021 (Schillings et al., 2020, 2021) sur la différenciation en lecture. Lors des recherches collaboratives menées dans les équipes éducatives, les enseignants sont au cœur du dispositif de recherche (Dupriez, 2015 ; Kervyn & Goigoux, 2022). En tant que chercheur, quel accompagnement favorise et facilite l’appropriation des principes efficaces par les enseignants, en faveur de leur développement professionnel ? This contribution presents the methodology of an ongoing doctoral research on the teaching of comprehension to 5 to 8 year old students. It examines the implementation and impact of a didactic tool, Narramus (Goigoux and Cèbe), on the practices and professional gestures of 3rd kindergarten and 1st primary school teachers, while collecting data from their pupils to document the progression of narrative recalls at different moments of a school year. This research is an extension of a pilot experiment conducted with 85 schools in the Wallonia-Brussels Federation between 2019 and 2021 (Schillings et al., 2020 and 2021) on reading differentiation. During collaborative research conducted in educational teams, teachers are at the heart of the research device (Dupriez, 2015; Kervyn and Goigoux, 2022). As a researcher, what support promotes and facilitates the appropriation of effective principles by teachers, in favor of their professional development?

Diese Evaluationsstudie erfolgte im Auftrag und in Finanzierung durch das Hessische Ministerium für Soziales und Integration sowie der Stadt Kassel.

[Abstract] Alongside the fact that the classical learning method has been used for many years in the area of sports such as tae-kwon-do, there have been searches and attempts for unconventional approaches to teaching. One of these is the differential learning approach, it is important the repetitions vary in the differential learning approach and that the attention is given to the basis of the technique rather than the perfect execution of the move. Examining the literature, no study has been found which investigates the outcomes of the taekwondo training program applied with a differential learning approach despite the fact that other branches have supported the positive contribution of the differential learning approach in the literature. The aim of this research is to examine the effect of differential learning on the technical skill development of male and female taekwondo players with red-black belts in the 12-14 age group. A total of 16 taekwondo players, who have a red-black belt in the 12-14 age group star category and have a license of at least three years, participated in the research. In this quantitative research, the pre-test and post-test study group models (within quasi-experimental design) was used. Wilcoxon Test was used to examine the pre-test and post-test between the test values of taekwondo players. When the findings were examined, the differential learning approach has a positive effect on the technical skill development of the female and male taekwondo athletes. [Resumen] Junto al hecho de que el método de aprendizaje clásico se ha utilizado durante muchos años en el ámbito de deportes como el taekwondo, ha habido búsquedas e intentos de enfoques de enseñanza no convencionales. Uno de ellos es el enfoque de aprendizaje diferencial. En el enfoque de aprendizaje diferencial es importante que las repeticiones varíen y que se preste atención a la base de la técnica más que a la ejecución perfecta del movimiento. Examinando la literatura, no se ha encontrado ningún estudio que investigue los resultados del programa de entrenamiento de taekwondo aplicado con un enfoque de aprendizaje diferencial, a pesar de que la contribución positiva del enfoque de aprendizaje diferencial en la literatura ha sido apoyada por otras ramas. El propósito del estudio fue investigar el efecto del entrenamiento de taekwondo aplicado con un enfoque de aprendizaje diferencial sobre las habilidades técnicas de los taekwondistas de categoría estrella de 12-14 años. Participaron en la investigación un total de 16 taekwondistas con cinturón rojo-negro de la categoría estrella de 12-14 años y con una licencia de al menos 3 años. En esta investigación cuantitativa, se utilizó un método de investigación semi experimental sobre el terreno con un grupo de estudio que incluía los modelos pre-test y post-test. La Prueba de Wilcoxon se utilizó para examinar las diferencias entre la prueba previa y posterior los valores de prueba los jugadores de taekwondo.Cuando se examinaron los hallazgos, se ha determinado que el enfoque de aprendizaje diferencial tiene un efecto positivo en el desarrollo de las habilidades técnicas de los atletas de taekwondo.

Socratic questioning in coaching is a dialectic method, whose object is to bring to light the objective ‘truth’ behind a given matter, using questions that unveil what is implicitly known or disentangle the contradictions of a person’s beliefs. This method is central in cognitive-behavioral coaching, and is effectively used in therapeutic, educational, and leadership settings. Given its pragmatic focus, Socratic questioning has been applied on individuals’ specific challenges, goals, and behaviors. However, reflecting on the Socrates persona and the individual and societal challenges of the post-modern society, we suggest that this method could be re-interpreted to serve a twofold, hierarchical purpose in coaching. At the lower-level, and in the short-term, Socratic questioning’s goal is to unfold objective truths over given matters and to guide discovery in the interlocutors, as it helps coachees to overcome specific challenges. However, drawing upon a Third Generation Coaching perspective, we suggest a higher-order, long-term purpose of Socratic questioning. Third Generation Coaching claims that meaningful dialogues are collaborative and co-creative in nature, and emerge when moments of symmetry and resonance are experienced by the dialogue partners. Notably, Socrates practiced boêtheia (partnership) and maieutikós (midwifery) in his dialogues, clearly denoting his ethics’ collaborative and co-creative orientation. Accordingly, the high-order purpose of Socratic questioning is to create partnership, moments of symmetry, and resonance in the dialogue partners, which allows for meaning-making, self-reflection, shared-reflection, and shift in narrators’ perspectives. In this light, Socratic questioning helps fostering long-lasting, value-based personal growth in all dialogue partners.

The article deals with the essence of pedagogical coaching as a technology of professional development of personality in the system of advanced training, namely as a productive and rational means of organizing training in the current system. A new concept from etymological analysis to new meanings that have become entrenched in the field of education is considered. It is substantiated that pedagogical coaching should take a worthy place among other innovative technologies as an effective means of increasing motivation and, as a consequence, conscious training in further training courses for teachers. Emphasis is placed on the development of coaching competence of the teacher in the intertest period. Coaching technology is considered as an innovative means of developing self-educational and professional competence of teachers. The typical algorithm and principles and methods of realization of coaching technology are outlined. The advantages of the organization of professional training of specialists in the system of further training on the basis of coaching technology are determined., Розкрито сутність педагогічного коучингу як технології професійного розвитку особистості в системі підвищення кваліфікації, а саме як продуктивного та раціонального засобу організації навчання в чинній системі. Розглянуто нове поняття від етимологічного аналізу до нових значень, що закріпилися у сфері освіти. Обґрунтовано, що педагогічний коучинг повинен посісти гідне місце серед інших інноваційних технологій як ефективний засіб підвищення мотивації і, як наслідок, свідомого навчання на курсах підвищення кваліфікації педагогічних працівників. Закцентовано увагу на розвиток коучингової компетентності педагога у міжатестаційний період. Коучингову технологію розглянуто в якості інноваційного засобу розвитку самоосвітньої та професійної компетентності педагогічних працівників. Окреслено типовий алгоритм, принципи і методи реалізації коучингової технології. Визначено переваги організації професійної підготовки фахівців у системі підвищення кваліфікації на основі коучингової технології.

Background In residential youth care, group care workers and teachers often serve as a mentor for individual adolescents. Although favorable mentoring relationships are associated with positive adolescent outcomes, few studies examined the role of mentoring in residential youth care. Objective The present study aims to assess adolescents’, care workers’ and teachers’ mentoring relationship needs in terms of their one-on-one conversations during residential care. Methods We conducted structured interviews with eleven adolescents, ten group care workers and two teachers and content analysis to assess the data Results All respondents are rather satisfied with their conversations, which are often concerned with how the adolescent is doing. Adolescents mostly consider their family and home-situation as difficult topics, while care workers mostly consider sexuality as a difficult topic to talk about. Although ‘improvement’ with the youth is often the aim, most adolescents report that they do not (know if they) show changes because of these conversations. Moreover, only one of the twelve professionals thinks that it is his core task to achieve behavior change with the adolescents. According to the professionals, conversations often aim at building a good relationship, coaching, determining treatment goals, and gaining insight into the adolescent. Adolescents prefer a mentor who is calm, has respect, listens, and is reluctant in giving advice. Most professionals do not use a specific method and doubt whether they want to have conversations according to a manual or support tool. Conclusions Despite being rather satisfied, adolescents and professionals indicate several points for improvement of one-on-one conversations.

Women are underrepresented in strength and conditioning (S&C) coaching, arguably more so than women in sport coaching. They account for approximately 6-16% of strength and conditioning coaches at all levels, thus negatively affecting the gendered experiences of women working in S&C. Based on evidence from coaching research, this is likely because of longstanding patterns of structural bias and discrimination, which is inherent in sport, but it is important for future strength and conditioning coaches (SCCs), both men and women, that more equitable practices and opportunities are implemented. In this article, we present 3 sociological perspectives as tools for those working in S&C, including individual coaches, educators, governing bodies, and organizations, to critically examine their gendered practices and environments. We hope that by doing sociology within their day-today practice, those working in S&C can develop a better awareness of structural bias and forms of discrimination that affect women SCCs' experiences and then, where possible, make positive changes for women working in the field.

Conversational agents (CAs) are often included as virtual coaches in eHealth applications. Tailoring conversations with these coaches to the individual user can increase the effectiveness of the coaching. An improvement for this tailoring process could be to (automatically) tailor the conversation at the topic level. In this article, we describe the design and evaluation of a blueprint topic model for use in the implementation of such topic selection. First, we constructed a topic model by extracting actions from the literature that a CA as coach could perform. We divided these actions in groups and labeled them with topics. We included literature from the behavioral psychology, relational agents and persuasive technology domains. Second, we evaluated this topic model through an online closed card sort study with health coaching experts. The constructed topic model contains 30 topics and 115 actions. Overall, the sorting of actions into topics was validated by the 11 experts participating in the card sort. Cards with actions that were sorted incorrectly mostly missed an immediacy indicator in their description (e.g., the difference between “you could plan regular walks” as opposed to “let’s plan a walk”) and/or were based on behavior change techniques that were difficult to translate to a conversation. The blueprint topic model presented in this article is an important step towards more intelligent virtual coaches. Future research should focus on the implementation of automatic topic selection. Furthermore, tailoring of coaching dialogues with CAs in multiple steps could be further investigated, for example, from the technical or user interaction perspective.

Little is known about the development of coach developers despite their importance in supporting coach learning. In response, this study explored the theories in practice of 23 English coach developers who undertook a continuing professional development course. The data were collected through semistructured interviews, focus groups, and observations of coach developers’ practice and engagement on the course. The data were analysed using a phronetic-iterative approach, with Argyris and Schön’s ideas on theories in practice, mostly espoused theories and theories-in-use, providing the primary heuristic framework. The findings identified how, before the continuing professional development course, the coach developers articulated espoused theories, but as the course progressed, there was a move to theories-in-use. This was due to their (re)constructed understanding of learning and the working environment. The findings are discussed in light of how the continuing professional development course, and tutors’ pedagogic approaches, influenced the coach developers’ knowledge and understanding. Based on these findings, it seems there is much to gain from supporting coach developers with a deconstruction and reconstruction of theories in practice.

To describe the process of peer-delivered Whole Health Coaching, a primary care-based intervention in which peers provide patients with individualized support to set and work toward wellness goals. Fifteen primary care Veterans with PTSD participated in peer-delivered Whole Health Coaching during a multiple baseline design study. This is a planned mixed methods concurrent equal status analysis of the process of peer-delivered Whole Health Coaching including patient engagement, patient experience, fidelity to the coaching and peer roles, and patient satisfaction. Data sources were feedback interviews, electronic medical record reviews, self-report assessments, and observer fidelity ratings of session recordings. Qualitative data were used to expand the interpretation of quantitative descriptive data. A rapid assessment approach was used for qualitative analysis. Retention in peer-delivered Whole Health Coaching was 11 of 15 participants, and factors facilitating engagement were peers as providers and flexibility in scheduling/modality of sessions. Peers demonstrated high fidelity to coaching skills, Whole Health Coaching phases and stages, and the peer role. Participants expressed high satisfaction and perceived peer-delivered Whole Health Coaching as helpful with making progress on individualized wellness goals. Results build on the literature describing the expansion of peer services into primary care and implementation of interventions such as wellness coaching. This initial small study suggests that peers can deliver high-quality wellness coaching, and this description of the process can guide the integration of peers doing wellness coaching in similar clinical settings and for future research trials. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Learning disabilities and neurodevelopmental disorders are the most prevalent disabilities that affect learning. This paper will provide practical recommendations and observations for coaching athletes with three common learning disabilities (dyslexia, dysgraphia, and dyscalculia) and two neurodevelopmental disorders (attention deficit hyperactivity disorder and autism spectrum disorder). Adapted from the literature and in conjunction with previous experiences, the authors provided a range of recommendations for coaches to consider implementing within their practices. The recommendations place an emphasis on the knowledge, strategies, and behaviors of the coach and their role in providing an inclusive, safe, and accessible space for athletes—with or without disabilities—rather than problematizing the disability or the person. Coaches are encouraged to consider their coaching environment (i.e., structure, physical elements, equipment), communication styles (i.e., language, delivery, feedback), and behaviors (e.g., frequent check-ins, review of material). Furthermore, coaches are encouraged to critically reflect on their preconceived biases, assumptions, and experiences with disability and how these play a role in influencing their coaching practices.Considering the prevalence of people with learning disabilities or neurodevelopmental disorders, it is essential for coaches to have access to disability-specific information while remaining cognizant of the needs of the individual when providing an inclusive environment for all.

To investigate the impacts of a Relationship-Centered Care (RCC) communication curriculum with coaching on pediatric residents 1) self-reported use of RCC strategies and perspectives, and 2) opportunities to develop adaptive expertise.Residents (n = 77) completed a 4 h RCC training and shared resultant RCC goals with Coaches (n = 15). Data included resident surveys and reflections immediately post-training, and resident and coach surveys 6-months later. Reported use of RCC strategies were compared over time with paired t-tests. Qualitative data were analyzed using open coding guided by sensitizing principles from the RCC framework and adaptive expertise.Pediatric residents reported significant increases (p 0.001) in use of 4/9 RCC strategies after 6 months: eliciting all concerns, chunking information, checking for understanding, and teach-back. Resident reflections highlighted shifts in perspective around RCC. Training combined with coaching provided opportunities for residents to develop adaptive expertise through adapting and innovating across settings and contexts.Residents had significant increases in reported use of key RCC strategies after a training combined with coaching and demonstrated opportunities to develop adaptive expertise.Residency programs should include RCC training with an emphasis on the new and challenging strategies and provide opportunities to practice and receive coaching.

Coaches are key socializing agents who influence the sociomoral context. A function of socialization in coaching is the imparting of values and ideology, which guide behavior. English professional football is known for authoritarian and subservient cultures whereby coaches will enforce cultural norms and values, which consequently shape their players’ moral development. Therefore, from a contextual viewpoint, professional football serves as a suitable site for exploring coaches’ views of morality. This study consisted of two aims: (a) explore English professional football coaches’ experiences of morality in football and (b) share coaches’ accounts of how they create and manage a moral atmosphere. Semistructured interviews were conducted with eight male professional English football coaches. Thematic analysis resulted in two general dimensions: coaches’ experiences of morality and recommendations for creating and managing a moral atmosphere. Coaches shared accounts of the moral conflicts and antisocial behaviors they experienced. The findings suggest that coaches struggle to define morality while highlighting the lack of coach education on the topic. Furthermore, similarities were observed in relation to coaches’ recommendations for creating and managing a moral atmosphere. Therefore, the study concludes by providing a selection of guiding principles that professional football coaches could implement when creating and managing a moral atmosphere.

The effects of pre-activation exercises on undulatory underwater swimming (UUS) have not been studied. This research aimed to: 1) assess the effects of a jumping-exercise strategy upon UUS performance and kinematics variables; 2) test the different effects on males and females, and; 3) to explore if stronger participants exhibit greater post-activation performance enhancement (PAPE). Ninety-two age-group national level swimmers randomly assigned into control (17 males and 18 females) and experimental groups (27 males and 30 females) took part in a cross-sectional study designed to test two maximal 15-m UUS performance efforts. The experimental group performed four maximal tuck jumps before the first or the second UUS effort. Performance and kinematics variables were analyzed using instantaneous velocity data via speedometer. Maximal lower-limbs force was obtained during a countermovement jump through a linear-encoder. Two-way repeated measures ANOVA test and linear regression analysis were used to explore variable interactions between baseline and PAPE, and the association between the PAPE response and strength of the swimmers, respectively. Despite trends toward improvements in push-off velocity (Δ = 1.33%; d = 0.12), the results did not show enhancements nor deterioration in UUS performance and kinematics after the tuck jumps. No specific PAPE responses modulated by sex or by the strength level of the swimmers were observed for this age-group (p < 0.05). Four tuck jump repetitions executed prior to diving could be insufficient to acutely enhance UUS performance. The fact that the exercise performed during warm-up was a body-weight based exercise, was possibly not enough to evoke PAPE.

Dieser Beitrag beschäftigt sich mit den Ergebnissen einer bundesweiten Befragung zum Thema Weiterbildung in Bibliotheken aus dem Jahr 2021.Es ist die Folgebefragung einer ersten Studie aus dem Jahr 2016, so dass Entwicklungen und Veränderungen adressiert werden, andererseits aber auch neue Aspekte aufgegriffen werden. Die stärkste Veränderung wurde sicherlich durch das Auftreten der Coronapandemie verursacht, die über viele Monate hinweg Präsenzveranstaltungen unmöglich machte und so neue Lehr- und Veranstaltungsformate gefunden werden mussten. Gleichzeitig geht es um Coaching als neues Element in der bibliothekarischen Weiterbildung. The paper focusses on the results of a nationwide survey on the topic of continuing education in libraries from 2021.It is the follow-up survey to an initial study from 2016, so that developments and changes are addressed, but on the other hand new aspects are also taken up. The strongest change was certainly caused by the occurrence of the corona pandemic, which made face-to-face events impossible for many months and so new teaching and event formats had to be found. At the same time, it is about coaching as a new element in continuing library education.

Aim: To report the experience of chronic pain participants after a well-formulated ketogenic diet (WFKD) or whole-food diet (WFD). The quantitative outcomes for this trial have been published separately (clinical trial registration number ACTRN12620000946910). Patients & methods: The experience of 24 participants was evaluated after 12 and 24 weeks of dietary intervention using survey responses and open questions. Results & conclusion: Retention rates for the WFKD and WFD groups were 93 and 89%, respectively. Average adherence to the WFKD was 82% and to the WFD was 87%. The WFKD enjoyment was rated at 66 and 81% for the WFD group. The ease of adhering to the diet varied more widely for the WFKD group. Barriers included knowledge integration, time management, navigating social food environments and emotional attachment to eliminated foods. Facilitators included structured support and coaching, and comprehensive learning materials. The WFKD was shown to be a feasible and effective treatment option for chronic pain.

This randomized controlled pilot trial tested the preliminary effect of a 24-week mHealth-facilitated, personalized intervention on physical activity (PA) and sleep in 21 community-dwelling older adults. The intervention included a personalized exercise prescription, training, goal setting, and financial incentives. mHealth strategies, including self-monitoring, motivational messages, activity reminders, and phone coaching, were used to facilitate PA participation. PA and sleep were measured using actigraphy and questionnaires at baseline and 8-, 16-, and 24-week visits. Participants in the intervention group had lower objective PA levels at 24 weeks than at 8 and 16 weeks, although levels of PA remained higher than at baseline. Compared with the control group, the intervention increased PA at 8, 16, and 24 weeks; improved subjective sleep quality at 16 and 24 weeks; and increased actigraphy-measured sleep duration and sleep efficiency at 24 weeks. mHealth PA interventions may benefit PA and sleep in older adults. Strategies for maintaining long-term PA behavioral changes are needed.

コーチングという言葉は聞くものの、実際に理解をし、教育実践に生かしている教育者はまだ少ない。この論文では、コーチングがどういうものかを明らかにし、教育現場での活用への提言や、これまでの実践研究から、コーチングを習熟した教師の面談や授業から、生徒はどのような変化や学びを遂げるのかを示す。また、特に生徒との関係づくりや授業実践において、コーチングを学ぶことが役立つものだと理解できる。

ZusammenfassungDas Weinen als fundamentaler menschlicher Emotionsausdruck wirft innerhalb verschiedener Fachdisziplinen seit jeher Fragen auf. In den letzten Jahren lässt sich auch innerhalb der klinischen Forschung eine zunehmende Beschäftigung mit diesem Thema beobachten. U. a. konnte im Rahmen einer Untersuchung an der Universität Kassel eine Systematisierung über verschiedene Formen des Weinens in der Psychotherapie und unterschiedliche therapeutische Verhaltensweisen im Umgang damit entwickelt werden. Im vorliegenden Artikel werden die Erkenntnisse dieser Untersuchung auf den Bereich des berufsbezogenen Coachings übertragen und nutzbar gemacht. Die Bedeutung des Weinens für das Coaching wird im Allgemeinen sowie im Zusammenhang mit Trauerprozessen und krisenhaften Entwicklungen diskutiert. Es werden verschiedene Implikationen für die beraterische Praxis abgeleitet.

Recently, approaches have been developed to improve athletic performance based on neuroscientific foundations by focusing on executive functions. This study investigated Japanese futsal, which requires players to develop the mind and improve information processing abilities. In Study 1, we focused on executive functions as the basis for scoring goals and measured its functions as well as related variables. Based on the results of Study 1, in Study 2, we conducted interviews with players that have superior executive functions by inquiring about what was in their mind when they played futsal, which indicated correlations between executive functions and performance as suggested by previous studies. The approaches and thinking of players with superior executive functions might suggest practical futsal techniques. However, this study was cross-sectional and examined correlations among variables. It is suggested that future studies should adopt a longitudinal study design and present findings useful for coaching.

Purpose: To compare weekly training, game, and overall (training and games) demands across phases of the regular season in basketball. Methods: Seven semiprofessional, male basketball players were monitored during all on-court team-based training sessions and games during the regular season. External monitoring variables included PlayerLoad™ and inertial movement analysis events per minute. Internal monitoring variables included a modified summated heart rate zones model calculated per minute and rating of perceived exertion. Linear mixed models were used to compare training, game, and overall demands between 5-week phases (early, middle, and late) of the regular season with significance set at P ≤ .05. Effect sizes were calculated between phases and interpreted as: trivial, small, 0.20 to 0.59; moderate, 0.60 to 1.19; large, 1.20 to 1.99; very large, ≥2.00. Results: Greater (P > .05) overall inertial movement analysis events (moderate–very large) and rating of perceived exertion (moderate) were evident in the late phase compared with earlier phases. During training, more accelerations were evident in the middle (P = .01, moderate) and late (P = .05, moderate) phases compared with the early phase, while higher rating of perceived exertion (P = .04, moderate) was evident in the late phase compared with earlier phases. During games, nonsignificant, trivial–small differences in demands were apparent between phases. Conclusions: Training and game demands should be interpreted in isolation and combined given overall player demands increased as the season progressed, predominantly due to modifications in training demands given the stability of game demands. Periodization strategies administered by coaching staff may have enabled players to train at greater intensities late in the season without compromising game intensity.

The virtue of humility and “humble leaders” have attracted increasing attention in leadership given the positive effects it can have on team and firm performance. In spite of what we know about the favorable outcomes of leader humility, we do not know much about how personality influences humble behaviors. How is leader humility related to personality? How can leaders develop humility? In this paper, we look at how the personality factors of Conscientiousness, Agreeableness, Neuroticism, Openness to Experience, and Extraversion, lead to specific humble behaviors: self-awareness, appreciation of others, low self-focus, teachability, and self-transcendent pursuits. We find that the personality mix of Conscientiousness, Agreeableness, and Openness to Experience represents the substantial base for leader humility. At the same time, a humble leader can be introvert or extrovert, and can demonstrate different degrees of emotional stability. We offer recommendations and a behavioral inventory of leader humility that can be used by emerging leaders and by organizations to recruit and promote for humility, engage in behavioral modeling and coaching, and create interventions to develop leader humility.