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This paper was written for Cluster 73 as a multidisciplinary research assignment about how social factors may impact mental illness in a specific population. It explores how societal expectations of women’s beauty and the culture of figure skating may influence the development, presentation, and treatment of anorexia nervosa in American women’s figure skaters. Ideas of socially desirable body image are amplified for figure skaters, who must maintain their figure to be athletically competitive and appear aesthetically pleasing on the ice. Coaches also play an important role in influencing skaters’ body image, and a reform in coaching practice is vital to changing outcomes for skaters at risk of developing anorexia.

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to review and comment upon the current "state of play" for research around contact and tackle training in women's rugby, covering tackle injury risk, match contact demands, players' experiences of contact coaching and contact skill preparation. In women's rugby, the tackle is the most common match technical‐physical contest, accounting for around two‐thirds of all injuries and carrying the greatest injury burden. Players' experience and technical abilities are key determinants of tackle safety and performance. Despite this, there is limited research available that connects insight into women's rugby contact demands with the how and why of effective tackle and contact training and coaching in context. This review suggests that adapting and adopting progressive tackle skill training frameworks and gender‐responsive coaching practices can aid tackle skill learning in women's rugby. Creative transdisciplinary research and more effective translation and implementation activities that take place within the vibrant and growing context of women's rugby can enhance science and safety whilst working as a medium for social change. Highlights: The ability to tackle and be tackled is perhaps the most essential contact skill required for successful rugby participation. The practice and professional development of coaches to encourage safe and effective tackle technical actions is an important priority in women's rugby.Existing work has taken a sex‐specific approach, largely failing to engage with coaches, athletes, their experiences and wider context, which limits successful implementation and progress.We suggest that a more collective, gender‐responsive and evidence‐informed approach that includes coaches and players is needed to effectively "tackle" women's rugby safety, performance and coaching development. Our recommendations are mapped to the socioecological structures (individual, interpersonal, organizational and societal) within which players and coaches operate. [ABSTRACT FROM AUTHOR]

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations. [ABSTRACT FROM AUTHOR]

This article provides structure to developing, implementing, and evaluating a successful coaching program that effectively meets the needs of learners. We highlight the benefits of coaching in medical education and recognize that many educators desiring to build coaching programs seek resources to guide this process. We align 12 tips with Kern's Six Steps for Curriculum Development and integrate theoretical frameworks from the literature to inform the process. Our tips include defining the reasons a coaching program is needed, learning from existing programs and prior literature, conducting a needs assessment of key stakeholders, identifying and obtaining resources, developing program goals, objectives, and approach, identifying coaching tools, recruiting and training coaches, orienting learners, and evaluating program outcomes for continuous program improvement. These tips can serve as a framework for initial program development as well as iterative program improvement. [ABSTRACT FROM AUTHOR]

Background: Mentoring's success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee's unique needs in evolving mentoring relationships point to the critical role of support mechanisms ('mentoring support'). We conducted a systematic scoping review (SSR) studying "What is known about mentoring support's role in nurturing PIF?". Methods: Adopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion. Results: Two thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF. Conclusion: The success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme's use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study. [ABSTRACT FROM AUTHOR]

In an increasingly demanding and pressured work environment, employee resilience is acknowledged as a critical element to navigate adversity. There has been increased focus and interest in studying the nature of resilience in the workplace, however the mechanisms of developing and sustaining resilience are still under debate. Coaching is a promising method organisations use to improve employee resilience and provides employees with support to deal with the challenging working environment. There has been significant interest in coaching for resilience in recent years, however there is no overarching, consolidated view on the nature and dynamics of resilience coaching. This scoping review seeks to fill this gap by making three contributions. Firstly, we present details on various types of coaching approaches used to improve resilience. Secondly, we review the specific coaching elements and processes that lead to improved resilience and finally, we provide an overview on the efficacy of resilience coaching interventions. We conclude this scoping review with a roadmap for future research to help position and strengthen organisational coaching as a pillar of resilience development. This scoping review followed a five-stage PRISMA-ScR methodology which entails formulating research questions; identifying studies; choosing studies; extracting and charting data; and summarising the findings. [ABSTRACT FROM AUTHOR]

Developing teacher self-efficacy can be supported through coaching, a process that guides and supports teachers in enhancing their confidence in teaching and learning skills. This study, part of the CONNECT project funded by the European Union and implemented in various countries, investigates how coaching improves teacher performance and self-efficacy within the context of open schooling for sustainability. The coaching process underpinned by the CARE-KNOW-DO framework focused on 45 coaches supporting a total of 790 teachers in the UK, Brazil, Romania, and Spain. A multilanguage digital platform provided resources, guidelines, video, and best practices on open schooling integrated with the Sustainable Development Goals for teachers' educators and teachers. Through a qualitative study analyzing CARE-KNOW-DO practices in one-on-one dialogue-based strategies, collaborative participatory research, webinars, workshops, and professional development courses, our findings reveal both challenges and catalysts in coaching. Key features of the coaching model that boosted teachers' self-efficacy included working with mixed-ability classes (UK), overcoming curriculum pressure (Spain), and addressing complex teaching challenges (Romania). Pedagogical changes involved the adoption and co-creation of open schooling materials, along with integrating CARE-KNOW-DO principles and the EU DigComp framework for green digital skills. These insights demonstrate that coaching in open schooling environments for sustainability can significantly enhance teachers' self-efficacy and the quality of open schooling experiences by increasing teachers' awareness of challenges, strategies, and outcomes, focusing on meaningful practices, enhancing teaching and learning competencies, and fostering collaborative personal development. [ABSTRACT FROM AUTHOR]

The purpose of this study was to design and validate a guide to strategic principles in padel (SPP), offering practical recommendations for both players and coaches. Once the first version of the guide was developed by six relevant researchers in padel, 11 padel experts (all with a federation title as coaches and with experience as a coach and player) conducted a qualitative and quantitative assessment of the guide. Aiken's V coefficient and confidence intervals were used to calculate content validity, and Cronbach's α coefficient to analyze reliability. The adequacy and wording of the 15 principles initially designed were evaluated. One principle was eliminated for obtaining values < 0.91 in Aiken's V coefficient regarding adequacy. The wording of the remaining principles was modified according to the qualitative assessments of the experts. The reliability of the instrument was acceptable, (α = 0.90). This guide provides a foundational list of strategic principles for padel, offering practical recommendations for players and coaches. It could also serve as a useful resource for federations to incorporate into coach education programs, supporting the development of tactical knowledge in padel. [ABSTRACT FROM AUTHOR]

Introduction: The study aims to analyze scientific publications on the association between social networks, social relationships, and social support for sports coaches. It seeks to identify the types and levels of social support provided by various agents, and to understand the impact of this support on coaches' wellbeing. The goal is to help coaches better utilize social support, thereby enhancing their quality of life, work, and performance. Methods: This study systematically reviewed 11 scientific articles to investigate the association between social support, social networks, and social relationships in sports coaches. It aimed to identify the types and levels of social support offered to coaches by family members, peers, and friends. Our research utilized the PRISMA guidelines for systematic reviews and assessed study quality using the STROBE Statement. Eligibility was determined by the PECOS criterion based on the search strategy terms. Results: Our findings indicate that social support has significant positive effects on sports coaches. It enhances selfcompassion, prevents burnout symptoms, boosts job and life satisfaction, and reduces stress levels. Organizational support, characterized by clear guidelines, guidance, and autonomy, yielded positive outcomes. Conversely, the absence of social support correlated with negative outcomes for coaches, including lower self-compassion, increased stress and burnout symptoms, reduced job and life satisfaction, and heightened work–family conflict. Coaches' social networks encompassed family members, peers, friends, and other sources, with friends perceived as the most influential. Maintaining an effective social support network is crucial for coaches' performance and psychological wellbeing. Discussion: This systematic review emphasizes the importance of social support for coaches in both their personal and professional lives, noting its positive effects and the negative consequences of its absence. Given the demanding nature of coaching, improving social support systems can enhance coaches' wellbeing and the success of sports activities. [ABSTRACT FROM AUTHOR]

Introduction: The study aims to analyze scientific publications on the association between social networks, social relationships, and social support for sports coaches. It seeks to identify the types and levels of social support provided by various agents, and to understand the impact of this support on coaches' wellbeing. The goal is to help coaches better utilize social support, thereby enhancing their quality of life, work, and performance. Methods: This study systematically reviewed 11 scientific articles to investigate the association between social support, social networks, and social relationships in sports coaches. It aimed to identify the types and levels of social support offered to coaches by family members, peers, and friends. Our research utilized the PRISMA guidelines for systematic reviews and assessed study quality using the STROBE Statement. Eligibility was determined by the PECOS criterion based on the search strategy terms. Results: Our findings indicate that social support has significant positive effects on sports coaches. It enhances selfcompassion, prevents burnout symptoms, boosts job and life satisfaction, and reduces stress levels. Organizational support, characterized by clear guidelines, guidance, and autonomy, yielded positive outcomes. Conversely, the absence of social support correlated with negative outcomes for coaches, including lower self-compassion, increased stress and burnout symptoms, reduced job and life satisfaction, and heightened work-family conflict. Coaches' social networks encompassed family members, peers, friends, and other sources, with friends perceived as the most influential. Maintaining an effective social support network is crucial for coaches' performance and psychological wellbeing. Discussion: This systematic review emphasizes the importance of social support for coaches in both their personal and professional lives, noting its positive effects and the negative consequences of its absence. Given the demanding nature of coaching, improving social support systems can enhance coaches' wellbeing and the success of sports activities. [ABSTRACT FROM AUTHOR]

Addressing the risk of musculoskeletal disorders (MSDs) during a tennis serve is a challenge for both protecting athletes and maintaining performance. The aim of this study was to investigate the risk of MSD occurrence using the rapid whole-body assessment (REBA) ergonomic tool at each time step, using 3D kinematic analysis of joint angles for slow and fast serves. Two force platforms (750 Hz) and an optoelectronic system including 10 infrared cameras (150 Hz, 82 markers located on the whole body and on the racket) were used to capture the kinematics of the six REBA joint areas over five services in two young male and two young female ranked players. The mean REBA score was 9.66 ± 1.11 (ranging from 7.75 to 11.85) with the maximum value observed for the loading and cocking stage (REBA score > 11). The intermediate scores for each of the six joint areas ranged between 2 and 3 and the maximum value of their respective scales. The lowest scores were observed for the shoulder. Neck rotation and shoulder flexion are parameters that could be taken into account when analyzing performance in the context of MSD prevention. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support familycentered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend play for children with speech-language and developmental delays. Two motherchild pairs, each involving a preschool child with an Individual Education Plan (IEP), participated in at-home eCoaching sessions while engaging in pretend play. Implementing eCoaching helped mothers acquire play-based knowledge and better facilitate pretend play tailored to their child's developmental needs. Throughout the eCoaching process, improvements were noted in the children's quality of pretend play and language behaviors. After the eCoaching sessions concluded, both mothers and children experienced benefits from the process. The mothers had positive perceptions of their eCoaching sessions, found them easy to implement, and considered eCoaching beneficial for themselves and their children. This indicates that eCoaching is a socially valid family-centered practice. Future research should investigate how individual variables associated with the eCoaching influence child and family outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Coaching is commonly used to facilitate leadership development among healthcare managers. However, there is limited knowledge of the components of coaching interventions and their impacts on healthcare managers' leadership development. This mixed-methods systematic review aimed to synthesize evidence of coaching to develop leadership among healthcare managers. Methods: The authors conducted a mixed-methods systematic review using a convergent synthesis design where quantitative and qualitative evidence was collected and analyzed concurrently using a matrix synthesis method. They reviewed studies published in English or Chinese by searching databases including MEDLINE (Ovid), CINAHL, Embase, Cochrane Library, Nursing & Allied Health Premium, Scopus, Wanfang, CNKI, SinoMed, and VIP databases from their inception to August 10, 2023, and updated the search again on July 9, 2024. Articles were screened and assessed for eligibility. First, from eligible studies, the qualitative data were extracted to describe intervention components, the perceived impact of coaching, and participants' perceptions of being involved in coaching intervention. Second, quantitative data analysis was conducted to describe the impact of coaching interventions and the frequency of each theme evolved in the data. Third, qualitative and quantitative data were synthesized using the matrix synthesis method. Results: A total of 13 studies were included in the analysis. Three qualitative studies were assessed as having 'no or few limitations', three case series studies were scored between five and eight out of 10 points, two quasi-experimental studies showed 'moderate' overall bias, and the five mixed-methods studies scored from 40 to 60% (out of 100%). For Objective 1, which covers the component of coaching (aims, ingredients, mechanism, and delivery), the typical aim of coaching interventions was to develop the leadership skills of middle management managers. The ingredients of coaching encompassed three distinct coaching categories and seven specific procedures. The mechanisms of most coaching interventions were based on theory and empirical evidence. The average delivery time was approximately four months. Overall, coaching positively impacts outcomes for managers, organizations, and staff (Objective 2). Perceptions of the participants toward coaching interventions were divided into six categories: barriers, facilitators, effective components, attitudes, satisfactory aspects, and suggestions for designing high-quality coaching interventions to improve leadership (Objective 3). Conclusions: The components of coaching interventions varied across different studies. The impact of coaching on leadership development was positive across three levels (manager, organization, and staff). Therefore, we recommend coaching as an intervention for healthcare managers aiming to enhance their leadership level. Future coaching interventions may achieve greater effectiveness if they are specifically aligned with the participants' perceptions identified in our study. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the types and frequency of decision-making situations of rugby league players during defensive situations and examine whether they were predictive of key performance indicators (KPI). Fifteen elite rugby league matches were coded using notational analysis methods. Specific defensive situations were analysed, including the number of: one-on-one situations with an opposing attacker (1-on-1), two-on-one situations (2-on-1), and combined 1-on-1 and 2-on-1 situations (i.e., total decisions; TDs). There was no relationship between the game outcome and game KPIs for TDs or 1-on-1 decision-making situations. However, successful tackles and missed tackles were predictive of 2-on-1 decision-making situations. Positional differences revealed that back rowers were exposed to the greatest number of decision-making situations, while wingers had the lowest exposure. The total number of decisions and the number of 1-on-1 decisions made by the centres and wingers were significant predictors of line breaks. Additionally, 2-on-1 decisions were significant predictors of line breaks for backrowers. The findings of this study suggest that the type and frequency of decision-making situations in Rugby League are position specific. Practical applications for coaches are discussed to ensure that practice approaches are representative of the various defensive decision-making demands players experience during a game, based on their position. [ABSTRACT FROM AUTHOR]

Abstract Background Mentoring’s success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee’s unique needs in evolving mentoring relationships point to the critical role of support mechanisms (‘mentoring support’). We conducted a systematic scoping review (SSR) studying “What is known about mentoring support’s role in nurturing PIF?”. Methods Adopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion. Results Two thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF. Conclusion The success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme’s use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study.

Pretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support family-centered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend play for children with speech-language and developmental delays. Two mother-child pairs, each involving a preschool child with an Individual Education Plan (IEP), participated in at-home eCoaching sessions while engaging in pretend play. Implementing eCoaching helped mothers acquire play-based knowledge and better facilitate pretend play tailored to their child's developmental needs. Throughout the eCoaching process, improvements were noted in the children's quality of pretend play and language behaviors. After the eCoaching sessions concluded, both mothers and children experienced benefits from the process. The mothers had positive perceptions of their eCoaching sessions, found them easy to implement, and considered eCoaching beneficial for themselves and their children. This indicates that eCoaching is a socially valid family-centered practice. Future research should investigate how individual variables associated with the eCoaching influence child and family outcomes.

Abstract Introduction Coaching is commonly used to facilitate leadership development among healthcare managers. However, there is limited knowledge of the components of coaching interventions and their impacts on healthcare managers’ leadership development. This mixed-methods systematic review aimed to synthesize evidence of coaching to develop leadership among healthcare managers. Methods The authors conducted a mixed-methods systematic review using a convergent synthesis design where quantitative and qualitative evidence was collected and analyzed concurrently using a matrix synthesis method. They reviewed studies published in English or Chinese by searching databases including MEDLINE (Ovid), CINAHL, Embase, Cochrane Library, Nursing & Allied Health Premium, Scopus, Wanfang, CNKI, SinoMed, and VIP databases from their inception to August 10, 2023, and updated the search again on July 9, 2024. Articles were screened and assessed for eligibility. First, from eligible studies, the qualitative data were extracted to describe intervention components, the perceived impact of coaching, and participants’ perceptions of being involved in coaching intervention. Second, quantitative data analysis was conducted to describe the impact of coaching interventions and the frequency of each theme evolved in the data. Third, qualitative and quantitative data were synthesized using the matrix synthesis method. Results A total of 13 studies were included in the analysis. Three qualitative studies were assessed as having ‘no or few limitations’, three case series studies were scored between five and eight out of 10 points, two quasi-experimental studies showed ‘moderate’ overall bias, and the five mixed-methods studies scored from 40 to 60% (out of 100%). For Objective 1, which covers the component of coaching (aims, ingredients, mechanism, and delivery), the typical aim of coaching interventions was to develop the leadership skills of middle management managers. The ingredients of coaching encompassed three distinct coaching categories and seven specific procedures. The mechanisms of most coaching interventions were based on theory and empirical evidence. The average delivery time was approximately four months. Overall, coaching positively impacts outcomes for managers, organizations, and staff (Objective 2). Perceptions of the participants toward coaching interventions were divided into six categories: barriers, facilitators, effective components, attitudes, satisfactory aspects, and suggestions for designing high-quality coaching interventions to improve leadership (Objective 3). Conclusions The components of coaching interventions varied across different studies. The impact of coaching on leadership development was positive across three levels (manager, organization, and staff). Therefore, we recommend coaching as an intervention for healthcare managers aiming to enhance their leadership level. Future coaching interventions may achieve greater effectiveness if they are specifically aligned with the participants’ perceptions identified in our study.

This article is of a theoretical and practical nature. An attempt will be made to theoretically analyze the concept of "family resources" in the perspective of various theories, in particular constructivism and socio-ecological theory, as well as to distinguish it from similar concepts. An important part of the presented article is to show the practical application of the concept of family resources in selected models of psycho-pedagogical assistance. Using the concept of family resources in working with the family or its individual members means changing the perspective of perceiving oneself from a pathogenetic perspective focused on stressors and deficits to a humanistic perspective, emphasizing the uniqueness and uniqueness of each person and trying to bring out what is supportive for him and others in his life. surroundings. In the assistance process based on the resource concept, the client is treated as the expert of his or her own life.

Background. In recent decades, practical psychology has been rapidly developing in the country. The market offers a wide variety of psychological services, while the problem of psychological security, distinguishing scientifically based practices from harmful influences, becomes especially relevant. This article is devoted to the scientific justification of counseling and coaching as types of socio-psychological assistance. Objective. The goal is to analyze and correlate the theoretical foundations and practice of psychological counseling and coaching. The article is aimed at studying the origins of these areas of practice and identifying the subject matter, goals and features of technologies of socio-psychological counseling and socio-psychological coaching. Results. Socio-psychological counseling and coaching are defined as professional activities aimed at helping a client solve his personal, interpersonal, group and organizational problems based on personal and social resources. The purpose of socio-psychological counseling is to increase the effectiveness of the client's interaction with oneself, with the environment and organizations. The purpose of socio-psychological coaching is to create effective ways to resolve subjectively significant situations of social interaction that lead to positive changes in the client's life and personality. Socio-psychological counseling and coaching allow one to help the client by developing socio-psychological competence. Conclusions. Socio-psychological counseling and socio-psychological coaching have their own subject, theoretical and methodological basis and represent types of psychological practice. Developing and borrowing methods and fields of application from each other, consulting and coaching are increasingly converging, sometimes to the point of blurring the differences completely. In the market of psychological services, counseling and coaching exist as separate professions and act as different services for clients.

In this exploratory study we aim to understand whether metaphor plays a role in re-authoring narratives when coachees are experiencing process posttraumatic growth (PTG). Recognising the post-trauma phase of their life, nine participants who utilised the modality of coaching whilst in trauma recovery were interviewed using semi-structured questions, the data was analysed using inductive thematic analysis. Four key themes emerged from the results indicating metaphor usage is a common factor in re-authoring post-trauma: awareness of past-trauma and a need for reauthoring; an expression for change; the PTG framework created a coherent narrative of PTG in the present; and both coaching and metaphor created a coherent narrative of self and life in the present.

We provide a critical review of a foundational article in neuroscience (Boyatzis & Jack, 2018) which set out to provide the neuroscientific foundations of Coaching to the PEA, a coaching model. Our critique questions the validity of the underpinning neuroscientific research; the appropriateness of selectively stimulating specified brain networks; the problematic positioning of the coach working with the brain; the rhetorical effects and paradigmatic challenges of integrating neuroscientific findings alongside other sources of knowledge; the risk of reductionism and of generalising findings from limited empirical research. Our critique questions how far neuroscience can be applied in coaching.

This study explores the moral purpose (telos) of coaching. Whilst much has been written about outcomes-based or instrumental purposes of coaching, there is little understanding of the ultimate end or moral purpose of coaching. What is the ultimate ‘good’ that we aim to achieve as coaches? This research contributes to the continuing debate regarding the status of coaching as a profession and where there is a gap in the literature on moral purpose. Thirteen experienced coaches and eleven clients were interviewed as key stakeholders in coaching practice to determine their understanding of the moral purpose of coaching in the context of the workplace. Data was analysed using reflexive thematic analysis. The moral purpose of coaching was found to be the flourishing of the client through the development of self-awareness, identity and agency. These were found to link to two instrumental and subsidiary purposes which are ‘outcome’ and ‘movement’. The paper proposes a conceptual model for further testing and professional reflection.

The ubiquitous proliferation of coaching requires practical mechanisms to measure efficacy at an individual intervention level. While several meta-analyses have generally demonstrated positive outcomes, these speak to the overall profession rather than individual interventions. This paper discusses 360° reviews as a viable method to measure coaching efficacy in the organisation. The research includes a single-subject case study applying pre and post 360° reviews and comparing the results using a paired samples test rating. The results indicate visible behavioural shifts in the post and pre 360° rater categories. Although 360° reviews might add to logistical complexity, the benefits outweigh the overhead.

Training educators and learners in person-centred, solution-orientated coaching approaches may facilitate the development of a learner-centred mindset. Imperial College London developed a Massive Open Online Course (MOOC) in coaching skills for learner-centred conversations. A mixed methodology (post-course survey and semi-structured interviews) was used to evaluate the MOOC. Survey participants (n=1521) scored the MOOC highly on scales for intrinsic motivation and critical reflection and felt the MOOC aligned well with their cultural beliefs. Interview participants (n= 16) reported development of a learner-centred mindset and described applying coaching skills within a range of contexts, challenges encountered and how they addressed these.

A burgeoning evidence base demonstrates the therapeutic potential of psychedelics. Grounded in a review of existing literature and drawing on assumptions from coaching psychology and positive psychology, this paper argues that psychedelic experiences, beyond their potential to treat disease and disorder, hold promising potential to foster growth, learning, and wellbeing for non-clinical populations, and that coaching can offer effective, safe, and ethical support. Through identifying positive psychological themes in research and highlighting shared motivations to seek coaching and psychedelics, this paper builds the case for psychedelics-assisted coaching, offers a framework for practice, and discusses ethical concerns and future research.

Abstract Background The purpose of this article is to study the core competencies of future coaches, as well as the effectiveness of their development under the conditions of the Tuning Project in higher education in China. Methods A survey was conducted in three groups using a random sample of participants (96 student-athletes, 29 teachers and 35 employers of the School of Physical Education of Chongqing University) created by the authors to assess 30 competencies included in the Tuning Project and correlations between the groups’ assessments were examined. Results According to the ranking and rating results of 30 competencies included in the Tuning Project, there were significant differences between the answers of these three clusters. The competence “Ability to apply knowledge in practice” had the highest correlation of the results in all the clusters of the respondents (students, teachers, employers) for both importance (0.2976) and effectiveness (0.2845). “Problem-solving skills” – (0.2453) and “Will to succeed” – (0.2152) were the next two competencies that the respondents had rated highly according to the both evaluation criteria. Conclusions This paper can be used for further studies of the Tuning Project in the educational processes of China, in particular, in higher sports education.

In today’s conditions, we can observe distinctive features of soft and hard skills, which are presented for specialists of different professions. The purpose of the article is to develop an innovative approach to managing specialist qualifications by defining a skills index. Based on this goal, the paper solves the following research tasks of the article: - generalization of research to substantiate the characteristics and components of soft, hard, self and digital skills of a specialist; - substantiation of the conceptual foundations of the specialist skills index to determine the level of knowledge and skills. Professionals across various industries often wonder what essential skills are needed to grow and prosper in business. Debates continue about the choice between collaboration, adaptability, or professionalism with technical skills. The development of personal and professional skills through education, training and meaningful work are key factors in the economic success of the state, individual well-being and social cohesion. The methodological foundation of this study relies on a systematic approach, enabling the examination of a specialist’s skills index. To calculate this index, it’s imperative to construct a questionnaire comprising four skill groups: soft, hard, self, and digital. This will allow us to summarize the results and make calculations. Skills enumerated in the questionnaire are appraised for their importance via expert evaluation method. The list of skills and the weighting criterion should be adjusted for a particular study. The skills index of a specialist will range from a minimum of 0.5 to a maximum of 1. Lower values of this index indicate a lack of necessary skills, and it is also possible to see in which group of skills there are «bottlenecks». After assessing the skills index, specialists, experts, or employees are divided into three conventional sectors: blue, yellow, and pink. The Blue sector includes people who have a wide range of skills (the index is greater than 0.5). Once in this sector, employees receive many benefits, such as bonuses, social packages, gifts, etc. This area continues to be actively developed. The «pink sector» encompasses people with an index value below 0.5, typically representing critical limits due to minimal skill levels. The intermediate sector consists of «promising employees» who constitute potential reserves and are actively engaged in developing their personal talents and abilities. It is undeniable that a well-formed set of soft, hard, self, and digital skills in a professional activity will ensure competitiveness in the labor market not only presently but also in the future.

Simple Summary: Effective communication between farmers and veterinarians enables the careful assessment of biosecurity aspects, often leading to mutual agreement over on-farm changes. Coaching is a learner-driven process in which the coach is not simply providing advice or direction but rather enabling the learner to identify a goal and find solutions. Farmers' readiness to accept changes is pivotal to biosecurity applications, and the recognition of the barriers to change is highlighted in the study. Numerous farmers in this study have embraced the action plan, indicating that offering tailored guidance through direct face-to-face coaching in a few specific areas has the potential to be an effective approach for disseminating biosecurity information. The farmers showed a positive response to the individualized coaching, particularly considering that it came from individuals who were not their usual source of biosecurity information. The authors have found success in enhancing farm biosecurity procedures with coaching using the two complementary scoring tools ADKAR® (Mont-Saint-Guibert, Belgium) and Biocheck.UGentTM (Dentergem, Belgium). Veterinary coaching was tested to assess its efficacy in promoting adherence to biosecurity procedures. Poultry farmers (n = 13) in Belgium were profiled using ADKAR®, coached and audited prior to and 6 months after coaching. The ADKAR® (Awareness, Desire, Knowledge, Ability, and Reinforcement) profiling technique identified 5/13 participating farmers with relatively low scores (≤3) for one or more elements that block change (biosecurity compliance in this case). Education was the only demographic variable that influenced knowledge scores. Through the Biocheck.UgentTM methodology, farm biosecurity was assessed and benchmarked to allow for tailored guidance. The farmer, farm veterinarian, and coach defined a farm-specific action plan that covered infrastructure, site access, staff/visitors, purchase policies, transport and depopulation, feed and water supplies, flock management, cleaning and disinfection between flocks, and measures between houses. From a total of 49 proposed actions, 36 were adopted. Purchasing policy had the highest (100%) and cleaning and disinfection had the lowest compliance (38%). Time, cost, and feasibility (e.g., inadequate farm layout) were the main reasons cited for not implementing action points. Overall, biosecurity improved significantly (p = 0.002) from 67.1 ± 5.7% to 70.3 ± 5.7% (mean ± Std. dev). The study, hence, presents convincing proof of how coaching can lead to new solutions not previously considered. [ABSTRACT FROM AUTHOR]

This article elaborates on the multiple approaches to develop and support school leadership. In a 5-year quasi-experimental longitudinal mixed-methods study based on a sample of 122 schools in three regions in a German state, 75 school leaders and their teams participated in a 3-year program using multiple approaches; the rest served as the control group. The multiple approaches covered the school leaders' (a) professional development, comprising (i) a professional development program, (ii) individual coaching series, and (b) support for them, including (iii) school consultancy and (iv) additional financial resources. The quality of the interventions (regarding both the process and didactic qualities, as well as outcome qualities) and how the quality of both the school leadership and the schools changes over time as a consequence of these interventions are analyzed. The study's results show a highly positive assessment of the quality and advantages of the multiple approaches and their benefits for the quality of school leadership and further aspects of the school. The regression analyses demonstrate that positively perceived outcome qualities of the interventions are associated with improvements in numerous dimensions of school quality. [ABSTRACT FROM AUTHOR]

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This study aimed to understand how tennis coaches perceive and approach the development of grip positions, a foundational skill in tennis. Professionally accredited coaches, classed as less (n = 140) or more (n = 86) experienced, participated in an online survey where they provided their perspectives on the importance of developing grip positions and their opinions on using physically constraining tools for coaching. Irrespective of coach experience level, the findings revealed that technique development and grip position training were ranked as the two most important components in foundational tennis skill development. The Semi-western grip for forehand (less: 68%; more: 65%), a combination of Continental and Eastern grips for double-handed backhand (less: 59%; more: 48.8%), and the Continental grip for serves (both: 94%) were identified as the most commonly taught positions for different shots. Perceived barriers to developing grip positions were out of habit (less: 62%; more: 56%), discomfort (less: 58%; more: 50%), and lack of confidence (less: 44%; more: 21%). Notably, 65% of coaches expressed an openness to incorporating physically constraining tools to enhance grip-specific skill development. Overall, this study serves as a foundational resource, guiding coaches in optimising their strategies for foundational tennis development, prompting further research in this area. [ABSTRACT FROM AUTHOR]

The use of antimicrobials in the pig sector in the Netherlands has been reduced by more than 70% over the last decade. However, there is still a considerable number of pig farms that have not been able to lower their antimicrobial usage (AMU) to a sufficiently low level, comparable to the majority of the other pig farms. Therefore, an intervention study was initiated to lower on-farm antimicrobial use in which 45 pig farms with high AMU were recruited. These farms were coached over a period of 2 years whereby different management interventions were introduced. During the 2-year study period a significant reduction of 13 and 17% in total AMU was seen in weaned piglets and fattening pigs respectively. The introduction of coaching as well as multiple management interventions were (univariably) associated with the decrease in AMU. After mutual adjustment of coaching and individual interventions, the association between coaching and AMU became substantially weaker, indicating that coaching and interventions were interrelated and specific interventions explained the reduction in AMU. In conclusion, a coaching effect was observed in this study, with an effect on AMU through specific interventions. More insights are needed regarding the role and effects of coaching on the influence on the management team comprising the farmer, veterinarian and (feed) advisor, and interventions implemented. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes (n = 32) and three control group coaches and their athletes (n = 34). Measurements of perceived coach identity leadership, social identity, and psychological safety were completed by cricket athletes at week 0 and week 8 for both groups. Intervention group coaches completed three identity leadership-framed reflective tasks in weeks one, three, and five, while the control group coaches continued their regular practices. Controlling for baseline scores, our analysis indicated that compared to the control group, the intervention group athletes reported significantly greater coach identity leadership behaviours, social identity, and psychological safety following the intervention. Social validation data highlighted shared identity, relationships, and learning as potential mechanisms for the positive results seen. [ABSTRACT FROM AUTHOR]

This article explores the multifaceted talent development process in tennis, emphasising the need for a personalised, holistic approach. Traditional linear pathways give way to more diverse routes, accommodating each athlete's unique needs and circumstances. The article delves into the ecological talent development model, considering micro, meso, and macro-level influences on player growth. Globalisation has further expanded opportunities for young talents and coaches, facilitating international competition and advanced educational resources. The role of parents as primary decision-makers is highlighted, underscoring the importance of collaborative efforts between coaches and parents to ensure optimal development. By embracing the complexity and diversity of modern tennis pathways, coaches can better support athletes in achieving their full potential. This comprehensive review of the evolving landscape of tennis talent development may offer valuable insights for coaches and stakeholders invested in the sport's future. [ABSTRACT FROM AUTHOR]

In 2021, the Development department of the International Tennis Federation (ITF) launched the Female Coaches Network (FCN) to drive the ITF's Advantage All Gender Equality Strategy in coaching. The FCN includes education initiatives to recruit, certify, and retain female coaches towards achieving the goal of having 30% of coaches globally being female by 2024. Since the launch of the FCN, there have been positive outcomes, with female coaches benefitting from ITF education initiatives to become more empowered in their roles, enhancing their certifications as well has having the opportunity to network with female coaches from different parts of the world. Seven (7) women have taken part in the Women in Sport High-Performance (WISH) programme supported by the IOC, 130 female coaches from around the world participated in the FCN webinar in 2021, and in 2022 that number increased to 179. At the ITF World Coaches Conference (WCC), in 2019, 24% of speakers were female, and in 2023, 38% of speakers were female. In addition, through the FCN, valuable data has been collected to serve as a baseline for further research, and to develop strategies, and programmes to attract and retain more women in tennis coaching. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to describe the fixation location and the time of the longer fixation of expert and novice futsal coaches before the ball was in play in futsal set pieces. Methods: A total of 10 experts (ages 48 ± 5) and 10 novice coaches (ages 40 ± 7) participated in the study. They observed that 38 video clips were created to mimic the attack and defensive set-piece moments of the game. Data were collected in a standardized video analysis task using the pupil invisible eye tracker and processed through the pupil cloud platform. The Mann-Whitney test was conducted to evaluate differences in gaze duration between game moments (attack and defense set pieces) and groups (expert vs. novice). Gaze duration was also compared for gaze location between groups. For further comparisons, the game moments (attack and defense set pieces) and the gaze location were summarized in two-dimensional graphics using correspondence analysis. Results and discussion: The results revealed higher values of gaze duration for attack and defense set pieces for the group of experts than for novices. When considering gaze duration, expert coaches had higher values than novices for the attacker 3, defender 3, barrier 1st, and barrier 2nd gaze locations. The correspondence analysis showed different strategies of visual search and, consequently, gaze locations for attack and defense set pieces. In particular, there was different correspondence for free kicks between the level of expertise and gaze location, while corner and sideline kicks revealed some correspondence between the groups and the gaze location. In free kicks, coaches should be particularly concerned about the relationship between attacker and defender three and the barrier 1st and 2nd line positions. In corner and sideline kicks, coaches should be particularly aware of the relationship between attackers' and defenders' positions. [ABSTRACT FROM AUTHOR]

Introduction: Extensive research has explored the incorporation of humor in therapy, revealing its potential positive effects on clients’ mental well-being and personal growth. However, limited research exists on how coaching could benefit from humor as an intervention and how its utilization impacts the interaction processes and outcomes for both the coachee and coach. Therefore, our research focuses on the use and effects of spontaneous humor within professional dialogues. This paper aims to extract insights from academic literature on humor in adjacent fields and apply these insights to the context of coaching. Methods: This paper offers implications for coaching theory and practice, alongside a proposed research agenda. The initial phase involves analyzing reviews on humor in professional contexts, and coaching. Secondly, following the PRISMA guidelines for review, we identified 13 empirical studies, which address the role of humor in counseling, psychotherapy, and mentoring. Results and discussion: Our findings suggest that humor serves as a valuable tool for establishing and deepening the working alliance, fostering adaptive coping mechanisms in clients, and enhancing the cognitive and behavioral process. Moreover, humor is shown to be advantageous for professionals in navigating challenging client relationships. These findings hold significance for the realm of coaching practice as well. In light of these insights, we propose the integration of humor use in education toolkits for coaching professionals. [ABSTRACT FROM AUTHOR]

During the years of the COVID-19 pandemic and martial law, there have been fundamental changes in the role and perception of skills, both in society of countries and in their economy. Digital technologies have played a pivotal role in accelerating skill development across various domains such as education, the workplace, entertainment, communication, retail, and consumer services. Consequently, there arises an urgent need to research and adapt skills and competencies to these changing landscapes. Today, providing up-to-date education and professional (re)training for individuals of all ages, genders, and functional responsibilities is more crucial than ever. In order to make effective proposals in the field of education and training, there is a need to assess the real state of skills inherent in modern workers. The article is devoted to the study of an innovative approach to managing the skills of a specialist. The calculation of the skills index allows to determine the level of soft, hard, self and digital skills of a specialist and group them into three conditional sectors: blue, yellow and pink. The expert survey found that the skills index of a specialist serves as a coefficient indicator enabling a clear assessment of the level of skills in four groups of skills (soft, hard, self and digital skills) and set a value from 0 to 1. The study found that the experts gereally fell into the favorable range, as none of them received a value lower than 0.5. If a specialist falls into the pink sector, it indicates that the person has minimal skills, is monotonous and unable to make effective decisions. This study proved that it is advisable to evaluate a specialist’s skills not only using qualitative but also quantitative methods, which allows identifying problems and developing hypotheses for their elimination. In addition, the study confirmed the relationship between different groups of specialist skills and the need for their synergy. The findings of this srudy can be used by business managers to analyze and build models of staff competence. This, in turn, can aid in establishing cooperation between enterprises and stakeholders and building consumer confidence. [ABSTRACT FROM AUTHOR]

Introduction: When performance data are provided as feedback to healthcare professionals, they may use it to significantly improve care quality. However, the question of how to provide effective feedback remains unanswered, as decades of evidence have produced a consistent pattern of effects—with wide variation. From a coaching perspective, feedback is often based on a learner's objectives and goals. Furthermore, when coaches provide feedback, it is ideally informed by their understanding of the learner's needs and motivation. We anticipate that a "coaching"‐informed approach to feedback may improve its effectiveness in two ways. First, by aligning feedback with healthcare professionals' chosen goals and objectives, and second, by enabling large‐scale feedback systems to use new types of data to learn what kind of performance information is motivating in general. Our objective is to propose a conceptual model of precision feedback to support these anticipated enhancements to feedback interventions. Methods: We iteratively represented models of feedback's influence from theories of motivation and behavior change, visualization, and human‐computer interaction. Through cycles of discussion and reflection, application to clinical examples, and software development, we implemented and refined the models in a software application to generate precision feedback messages from performance data for anesthesia providers. Results: We propose that precision feedback is feedback that is prioritized according to its motivational potential for a specific recipient. We identified three factors that influence motivational potential: (1) the motivating information in a recipient's performance data, (2) the surprisingness of the motivating information, and (3) a recipient's preferences for motivating information and its visual display. Conclusions: We propose a model of precision feedback that is aligned with leading theories of feedback interventions to support learning about the success of feedback interventions. We plan to evaluate this model in a randomized controlled trial of a precision feedback system that enhances feedback emails to anesthesia providers. [ABSTRACT FROM AUTHOR]

Purpose: Leaders are role models and through social influence processes, they shape the behaviour of their followers. We build on social learning, social identity and person-environment (P-E) fit theories of leadership to explore the association between leaders' and followers' resilient behaviours. Design/methodology/approach: In a three-wave, multisource study amongst 269 Dutch leaders and their followers, we investigate the mediating role of coaching in the relationship between leaders' resilient behaviour and followers' resilient behaviour and the moderating role of regulatory focus in this mediation path. Findings: Our results show that coaching is a key relational vehicle through which leaders' resilient behaviours shape employees' resilient behaviours, and this indirect association is stronger for employees scoring low on promotion focus. In addition, our results show that resilient employees attract more coaching from their leaders, which further strengthens their resilient behaviours. Originality/value: Existing studies have shown the occurrence of trickle-down effects of various leader behaviours, moods and work states on those of their followers. However, it remained obscure whether leaders' resilient behaviour could trickle down to followers' as well. Our study shows that such a link indeed exists and that coaching is a relational vehicle that embodies two key mechanisms to (1) foster social learning through behavioural entrainment and contagion and (2) facilitate support provision through which leaders promote resilient behaviour in their followers. [ABSTRACT FROM AUTHOR]

Introduction: Studies of learning conversations in medical education suggest these interactions can be supervisor driven, monologic and may involve poor recall of events. Educators often use camouflaged comments to avoid upsetting learners, which can interfere with meaning making. Using video of clinical practice within learning conversations could address some of these potential limitations. Despite educators using video of clinical practice in learning conversations for decades, we could find no synthesis of empirical studies to provide insight into the influence of video in learning conversations. Therefore, we conducted a scoping review to answer the question "How does video of clinical practice influence learning conversations in post-graduate medical education?" Methods: We employed a scoping review methodology. MEDLINE, Embase, PsycINFO and ERIC databases were searched for articles from 1 January 2010 to 1 January 2022. Major inclusion criteria were postgraduate medical learners and video of clinical practice that was used in a learning conversation. The qualitative data relating to video's influence on learning conversations were synthesised and thematically analysed. Results: Five articles were included in the synthesis. We generated four themes from the qualitative data about the influence of video on the learning conversation. Video: (1) captures performance data that can be co-analysed, (2) enables the learning conversation to take place in a different environment, (3) changes the teaching approaches of educators and (4) may promote learner agency and voice. Conclusion: Video may influence learning conversations, and video's influence is likely entangled with the educational design associated with its use. No study directly addressed the phenomenon of how video influences learning conversations, and further study is required in this area. [ABSTRACT FROM AUTHOR]

In this article we explore some of the processes involved in dealing with Social Difference (SD) in coaching. Using examples from our own practice, we consider several factors, including the identity work involved in navigating the experience of SD in one-to-one coaching. Dealing with experiences of difference, including social class, gender, race, ability, and sexuality can invoke complicated and powerful feelings. Feelings of guilt, shame, anger, and isolation may cause impasses and ruptures in the coaching relationship. The article also sets out to test two hypotheses. Namely that working with questions of SD can enrich coaching if the Working Alliance (WA) is experienced as positive, and that issues of SD are better managed if they are discussed explicitly. We draw on social constructionist conceptions of identity, together with Rothberg’s work on the implicated subject, to facilitate inquiry into SD and identity for ourselves as coaches, as well as for our coachees. This is the work of re-examining ourselves, re-thinking who we are, and moving beyond the unwanted aspects of the self which may provoke existential feelings of guilt, shame, anger, and isolation, as accumulated through or aggravated by the current and historical woundings of oppression and social injustice. Our research tells us that it is by facing into the complicated emotions engendered by SD, that we can begin to embrace what we psychically and socially “disown.” We suggest that by recognizing our implicated selves, we may become better equipped psychologically, to be more sensitive and responsive to the impact that SD has on individuals, groups, and organizations. We discuss the ways in which a relational stance in coaching can help to provide a secure holding environment for critical and reflexive inquiry into SD, identity and the selves we enact. We conclude that a relational and implicated approach in coaching provides a wider perspective and extends the critical capacity of leaders to look within themselves and into their challenges with more congruence and ethical maturity.

IntroductionOver the past few years, attention has focused on how physical activity can enhance esports players' performance. For example, complementing esports training with physical activities has been explored. However, most of these activities are based on traditional strength or endurance-related exercises, which do not align with the interests of children attending organized esports clubs.MethodsIn this study, we investigate playful physical activities. Our research is based on qualitative pilot studies, where we observed and interviewed players (N = 77) and coaches (N = 12) from nine organized esports clubs for two to four months per club. We explored their experiences with playful physical activities implemented during esports training. Using a reflexive thematic analytical approach, we revisited and analyzed the data.ResultsThe results are presented in this paper as three nonfictional short stories, creatively describing the lived experiences of the players and coaches. We emphasize patterns of shared meaning and identify the “What's” and “How's” associated with esports training when playful physical activities are incorporated. Despite differences in form, duration, and intensity compared to activities referenced in the literature on esports and performance, our results demonstrate that playful activities positively influence esports players' skills and performance.DiscussionFurthermore, our findings suggest that playful physical activities, as opposed to traditional strength and endurance exercises, often associated with physical activity, are acceptable for esports coaches. However, for maximum impact, these activities must be relevant and directly related to the games played in the esports clubs. Based on our research, we recommend implementing playful physical activities that align with the actual esports training to support developing and optimizing players' esports skills and performance.

Background: Depression that occurs in pregnancy or postpartum (perinatal depression) impacts 1 in 5 mothers, yet access to effective and high-quality preventative interventions remains elusive for most. Digital interventions are a promising solution to this treatment gap because of the ubiquity of mobile devices and internet access. The Mothers and Babies Online Course (eMB) is an online adaptation of Mothers and Babies, an evidence-based preventative program for postpartum depression. Preliminary studies of eMB point to its potential efficacy, but low engagement with eMB was a major limitation. Leveraging home visitors as coaches to guide clients through eMB may be a way to increase uptake and engagement, and ultimately improve outcomes when implemented in home visiting programs. Objective: The aim of this study was to implement user-centered design methods to develop a coaching manual for home visitors to implement eMB. Methods: 10 parents and 10 home visitors were interviewed individually. Measures included a “think aloud” activity and a semi-structured interview focused on gaining insight into parent and home visitor needs and preferences regarding eMB coaching in the context of home visiting. Thematic analysis was used to derive themes and sub-themes from interview transcripts. Results: Parents were enthusiastic about eMB, but noted barriers including limited time and forgetfulness. Parents also thought that their home visitor would be the ideal eMB coach because of the existing close relationship. Home visitors shared that eMB would fit seamlessly into their home visiting workflow. They also thought that home visitors could address challenges that parents encounter in using eMB and leverage their relationship with parents to crystalize learning. Home visitors also noted that a coaching manual would be a key part of successful eMB implementation. Thus, valuable insights from parents and home visitors were used to create a coaching manual. Conclusions: Parents and home visitors were both enthusiastic about eMB with adjunctive coaching, and home visitors agreed that a coaching manual would be vital in guiding them to help parents through eMB. Results highlight the importance of engaging end-users in all aspects of online intervention design, including the coaching manual. The effectiveness of the intervention and utility of the coaching protocol will be evaluated in a future pilot trial.

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team’s experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations.