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This article considers the epistemological chain in adventure sports coaching through personal experiences of undergraduate adventure students using semi-structured interviews and qualitative thematic analysis. Findings showed many observable practices utilised by adventure sport coaches were epistemologically sophisticated. This included personalising sessions, reflective practice, nurturing relationships and demonstrating adaptive expertise towards risk/challenge. Autonomy aiding behaviours were observed, allowing participants freedom where there was little recognition of a hierarchy between coach/participant. However, a dichotomy was revealed where naïve epistemological approaches were taken when safety and environmental factors were prioritised and when delivering a national governing body curriculum. Outcomes indicate that coaches who deliver lower-level adventure sports provision demonstrate an autonomy supporting culture which utilises sophisticated epistemological approaches, creating confident and independent minded participants. However, this autonomy is influenced by participant competence, logistical factors such as a prescriptive curriculum, time limitations and the dynamic external environment, unique to adventure sports. [ABSTRACT FROM AUTHOR]

Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education. [ABSTRACT FROM AUTHOR]

Introduction: Stress-related diseases pose significant health risks and show wide prevalence. Empirical evidence suggests that contemplative practices, such as socio-emotional dyadic mental exercises, hold promise in mitigating the adverse effects of stress and promoting psychosocial well-being. This study aimed to investigate the differential effects of two online contemplative mental training programs on the psychosocial stress response: the first involved classic mindfulness practices, while the second incorporated a socio-emotional dyadic approach known as Affect Dyad. Methods: The study was conducted as part of the longitudinal CovSocial project's phase 2 in the context of the COVID-19 pandemic. 140 individuals participated in the Trier Social Stress Task (TSST), where the psychosocial stress response was assessed with cortisol saliva samples and subjective stress questionnaires in a cross-sectional design after the active training groups finished their intervention period. Participants were randomly assigned to the socio-emotional training group, mindfulness-based training group, or a control group that did not receive any training. Both training programs consisted of a ten-week intervention period with a daily 12-minute app-based mental training practice and weekly 2-hour online coaching sessions led by mental training teachers. Results: Results showed that the socio-emotional Dyad group but not the mindfulness-based group exhibited significantly lower cortisol levels at 10, 20, 30, and 40 minutes after the stressor as well as lower total cortisol output compared to the control group during the TSST, indicating a reduced hormonal stress response to a social stressor. Subjective markers did not show differences between the three groups. Discussion: These findings indicate that the daily socio-emotional dyadic practice, which emphasizes non-judgmental and empathic listening as well as the acceptance of challenging emotions in the presence of others within one's daily life context, may serve as a protective factor against the adverse effects of psychosocial stress triggered by the fear of negative social judgments. Given the high prevalence of stress-related diseases, such online mental training programs based on dyadic practices may thus represent an efficient and scalable approach for stress reduction. [ABSTRACT FROM AUTHOR]

This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers' belief that they were well matched with their coaches as well as coaches' beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches' skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development. [ABSTRACT FROM AUTHOR]

• We examined the effects of a parental coaching programme that was administered fully online to parent-child dyads in Cebu, Philippines • Strong effect sizes of an integrated format of language, literacy, and numeracy training in a 13-week long online coaching intervention were found for children's learning. • The study demonstrated that an online format of assessment and intervention is viable in a low-to-middle income context when ecologically valid solutions were provided. Technology today can possibly help make early childhood interventions more accessible to young children in need. In the present study, we conducted all assessment and training of both parents and children entirely online to examine the effectiveness of an online parental coaching programme in facilitating young Filipino children's language, literacy, and numeracy skills. Ninety-four families with 3-to 5-year-old Cebuano-speaking children were randomly assigned into either the intervention group or a waitlist control group. The 13-week long online intervention group showed significant improvement in their receptive vocabulary, syllable matching, letter name knowledge, numeral identification, object counting, rote counting, missing number identification, numerical magnitude comparison and addition skills but not in their expressive vocabulary and syllable deletion relative to the waitlist control group. No moderation effect of socioeconomic status (SES) on the online intervention outcome was found. For the intervention group, a main effect for parental involvement on rote counting, missing number identification, and addition was found, with higher levels of participation in the coaching programme translating to greater gains. The present study underscores the validity and feasibility of an online format of intervention and assessment procedure, in a low-to-middle-income country context (LMIC). The current findings demonstrate the possible added benefits of an online intervention format and the importance of an integrated cross-domains intervention format. [ABSTRACT FROM AUTHOR]

School leadership and school development are tightly connected and significant to improve students' learning. The latter requires leaders with knowledge about leading change and school development, and in such, coaching can contribute to enhance leadership capacity. This study focuses on school leadership groups taking part in an action research project in a Norwegian municipality where local coaching teams are established to support leadership groups in leading school development. The study aims to demonstrate and discuss how school leaders approach changing school practices and the obstacles and driving forces they encounter on their way. The findings indicate that before the leadership groups can enact changing practices in the classrooms, they must establish the necessary structures within the leadership group and between leaders and teachers. Establishing structures involves several action cycles of planning, acting, observing, and reflecting, the entire process supported by the coaching teams. This study also illustrates how action research and expansive learning can be complementary tools in identifying how school development progress. [ABSTRACT FROM AUTHOR]

Instructional coaching is an attractive alternative to one-size-fits-all teacher training and development in part because it is purposefully differentiated: Programming is aligned to individual teachers' needs and implemented by an individual coach. But, how much of the benefit of coaching as an instructional improvement model depends on the specific coach with whom a teacher works? Collaborating with a national teacher training and development organization, TNTP, we find substantial variability in effectiveness across coaches in terms of changes in preservice teachers' instructional practice (roughly 0.25 to 0.3 standard deviation from our preferred sample and models). The magnitude of coach effectiveness heterogeneity is quite similar to average coaching program effects on teaching practice identified in other research. Through a set of alternative model specifications and permutation tests, we rule out the possibility that our estimates of coach effectiveness heterogeneity are driven by nonrandom sorting of coaches to teachers, at least on observable characteristics available in our data, as well as the possibility that these estimates are simply statistical noise. These findings suggest that identifying, recruiting, and supporting highly skilled coaches will be key to scaling instructional coaching programs. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to realign the Work-Integrated Learning (WIL) curriculum at an Australian university with communication industry standards and student career goals. It proposes practical suggestions for a third-year communications studies WIL course that will effectively prepare students for professional success by integrating insights from industry and students. Design/methodology/approach: It analyses free-text feedback from student experience of course surveys (n = 20), semi-structured interviews with industry partners (n = 8), and conducts a detailed review of existing WIL course materials. Drawing from the Employability Capital Growth Model (ECGM) as a theoretical framework, the study explores the findings for links to capital. Findings: The findings emphasise the need for WIL programs to better align with the industry's evolving demands, incorporating practical, real-world experiences to enhance skill development and workforce readiness. Feedback from students and industry partners aligns with the ECGM framework and underscores the importance of integrating coaching and mentoring into the curriculum to support employability. Based on these insights, an integrated set of practical suggestions is presented. Originality/value: This project fills a gap in WIL scholarship by focussing on a communication studies environment, ensuring it aligns with industry demands while prioritising student engagement. By ethically involving industry partners and integrating student feedback, the suggestions set out a curriculum that is both current and resonates with learner experience and career readiness. It bridges the academic-professional divide, preparing students as confident, skilled professionals ready to enter the workforce. [ABSTRACT FROM AUTHOR]

"Applying Educational Psychology in Coaching Athletes" by Jeffrey J. Huber is a comprehensive book that explores the intersection between sport psychology and educational psychology. The author provides practical insights and strategies for coaches and sports psychologists to enhance athlete development and performance. The book covers various educational psychology theories, such as motivation, behaviorism, cognitivism, and humanism, and offers real-world applications for coaching athletes. It emphasizes the importance of understanding athletes' motivation and cognitive processes to optimize their performance. Overall, this book is a valuable resource for professionals in the field of sports coaching and psychology, offering practical guidance for creating supportive and effective learning environments for athletes. [Extracted from the article]

In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers' experiences with external coaches and identified relational and resource aspects of coaching that supported or hindered teachers' growth. In addition, data analysis showed how collaborative coaching relationships were related to teachers' movement through the phases of transformative learning. This study has implications for how external coaches work with teachers as part of professional learning and illustrates the importance of rooting the coach–teacher relationship in a shared understanding of teachers' context and lived experiences. [ABSTRACT FROM AUTHOR]

This exploratory case study examines the impact of a relational approach to instructional coaching on an elementary school teacher's development as an instructor of writing. During a year-long co-teaching project with the school literacy coach, the third-grade teacher shared stories of her complicated history with writing and self-perceived lack of confidence and skill. Through the lenses of heuristic and narrative inquiry, the data paint a portrait of her journey toward efficacy as a writing teacher and the role that relational coaching played in her transformation. The critical elements of site, extended time, collaboration, and differentiation frame the discussion of relational coaching. The findings that emerge highlight the critical nature of trust and vulnerability in co-constructed coaching conversations. The teacher's increased confidence and competence led to improved outcomes for her students and sustained professional growth for the teacher as well as the literacy coach. [ABSTRACT FROM AUTHOR]

Coaching is a form of professional learning that can contextualize learning and personalize the development of knowledge and skills to improve professional practice and the student experience. Coaching for equity-oriented continuous improvement needs be defined differently than instructional coaching since the schools are focused on changing systems. This exploratory case study uses documents, observations, and interviews from improvement coaches, school design teams, and district partners to describe a coaching model for equity-focused change through a program called Design Improvement and the changes in actions because of coaching. Coaches engaged in five types of practices coach as conductor, thought partner, team builder, empathizer, and cheerleader. These practices resulted in school teams initiating change in their oppressive systems through reflection, collective action, collaboration, and data use. [ABSTRACT FROM AUTHOR]

The article focuses on peer coaching as a holistic approach to addressing high student attrition rates in higher education, particularly among minority and first-generation students. It examines how peer coaching programs can provide effective academic and social support, potentially increasing graduation rates by fostering a sense of community and connection among students.

This study focuses on an intervention programme designed to foster collectivity in classroom dialogue during sixth-grade language arts lessons, incorporating a coaching-based approach grounded in real classroom experiences. Specifically, we examine how this programme affected the beliefs and practices of a sceptical teacher in relation to increasing the participation of all her students in the classroom discourse. Centred on a case study of one teacher, the research uses multiple data sources, including video-recorded lessons and reflective interviews. The analytical approach is interpretative, taking into account the role of the researcher in influencing the observed phenomena. The intervention involved a video-stimulated reflection on a lesson leading to an impasse because the teacher could not work with all of the students due to her deficit beliefs about the students. In our analysis, a distinctive cyclical model encompassing six steps was introduced to delineate the evolution of the teacher's beliefs. This model emphasises the crucial role a researcher plays in teacher learning, particularly in providing emotional support and aiding in the collaborative construction of teaching methodologies. Video recordings combined with 'reflexive noticing' made it possible for the teacher to recognise alternative interpretations of silent student interactions, thus challenging the previous deficit models. Recognising an impasse – an emotionally intense point of confusion – is essential in the process of belief alteration. The research suggests that while reflection is important, it alone is not sufficient; genuine change arises from teachers' efforts to address and navigate confusion and impasse in their practices. [ABSTRACT FROM AUTHOR]

Literature discussing youth sport coaching indicates the importance of a holistic coaching approach, particularly related to the use of positive youth development (PYD) approaches promoting the development and transfer of life skills. However, in the shadow of recent sociopolitical movements such as Black Lives Matter and Me Too, raised awareness of mental health concerns and an ongoing global pandemic, there are calls for a reimagined perspective of PYD through a social justice worldview. The purpose of the current article is to posit how coach education programs and coach development systems can inclusively meet the diverse needs of coaches, youth athletes, and society alike. Specifically, two questions guided the development of this article: 1) Why should coach education and coach development integrate social justice life skills? and 2) How may social justice life skills be integrated into coach education and coach development? Ultimately, as researchers and coach developers, we must not only be advocates for social justice in youth sports, but critically engaged activists who progress youth – and societal – development forward. [ABSTRACT FROM AUTHOR]

This qualitative case study explored the experiences of a digital technology (DT) coach over the duration of a school year, as she forged her role and sought to support elementary teachers' abilities to integrate technology in instruction across the curriculum. In a school district in Ontario, Canada, the DT coach engaged teachers in individualised, face-to-face, classroom-based coaching and facilitated small group professional learning meetings. This study sought to understand how a DT coach navigates her role, with attention to the factors that affected her ability to support teachers. Multiple data sources were collected including observational field notes from group meetings and classroom-based coaching sessions with teacher participants, as well as individual interviews with the coach and a convenience sampling of teacher participants. Analyses of these data derived six interconnected themes: flexibility and responsiveness, authenticity and humility, growth mindset, relationships, engagement, and resourcefulness in overcoming constraints. Implications include the need to further examine the characteristics of effective DT coaches, with particular attention to their flexibility, humility, and learning orientations. Additionally, this study revealed the need for further research exploring the professional learning of DT coaches and continued exploration of factors that affect the efficacy of DT coaching. [ABSTRACT FROM AUTHOR]

Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered what knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches not only need to learn, but need to learn something to ultimately aid their own (and others) development. Therefore, the aim of this study was to examine what content knowledge contributed to the English FA intermediate (i.e. level 2) formal coach education course, and how this knowledge was structured to form a curriculum. Data were collected using a document analysis of National Governing Body (NGB) and awarding body documents (n = 10), as well as observing two formal coach education courses, and interviewing coach developers (n = 5) that delivered those courses. A deductive thematic analysis identified three themes: (1) A Curriculum Partially Informed by Research, (2) A Strongly Classified Curriculum and (3) A Curriculum also Includes 'Professional Knowledge'. Findings reveal the socially constructed nature of content knowledge legitimised as worth knowing in formal coach education curricula. It prompts critical consideration of what knowledge is used (or not) and how this knowledge supports learners in the dynamic and often ambiguous context of coaching. The significance of the findings move beyond the case at hand, as wider educational institutions may wish to consider what content knowledge is used, and how it is structured within their own coach education and development provisions. [ABSTRACT FROM AUTHOR]

Highlights: This article provides insights into stakeholders' challenges while bringing educational accountability to private tutoring providers through a self-regulation model. There is no participant involved in this narrative inquiry study. Policymakers may be ambivalent about bringing accountability as their families may benefit from private tutoring. This account is written from the perspective of a teacher-trained tutor who has worked with policymakers to address some of the challenges. This first-person narrative describes the experience of establishing a national peak body to bring greater accountability to private tutoring providers. This peak body is unique because it positions the educational interests of students as at least equal to providers' commercial interests. The author believes that greater accountability for tutoring businesses is required in all markets and that issues will not resolve through self-regulation alone. [ABSTRACT FROM AUTHOR]

Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice. [ABSTRACT FROM AUTHOR]

Meeting the academic and behavioral needs of students with and without disabilities and improving educational outcomes requires effective school-based and special education teaming. Yet, more often than not, frontline practitioners have been prepared to work individually rather than together in problem-solving teams. Furthermore, teachers receive little or no ongoing job-embedded professional development in the mechanics of effective teaming. Because researchers have identified coaching as an approach for improving effective team processes and outcomes, we provide five steps that facilitate the application of coach-supported teaming. In doing so, our aim has been to equip practitioners with the knowledge and skills needed not only to support the development and maintenance of effective special education and school-based teams but also to improve educational outcomes for all students. [ABSTRACT FROM AUTHOR]

Emotional intelligence (EI) is recognized as an indicator of success, yet little research has examined the role of EI in coaching success. This cross-sectional study assessed the power of EI in predicting coaches' career winning percentage in 277 head collegiate coaches including 51 basketball and 226 volleyball coaches. Coaches were on average 41.47 years old (SD = 9.68), had 12.17 years of head coach experience (SD = 9.40), and a career winning percentage of 50.67% (SD = 16.5). Coaches completed an online questionnaire including the Assessing Emotions Scale, which was used to assess their EI. Career winning percentage was calculated by extracting data from institutional websites and NCAA databases. Regression analyses revealed EI was not a significant predictor of coaching success when all coaches were analyzed together, F(4, 272) = 0.7504, p =.5585. However, when examined separately, EI was a significant predictor of basketball coaches' success, F(4, 46) = 2.678, p =.0433, but not volleyball coaches' success, F(4, 221) = 0.363, p =.0835. Thus, the current body of evidence indicates EI has a nonuniform impact on coaching success. While acknowledging sample size limitations, these novel findings nevertheless indicate that EI may disproportionally influence the coaching process and downstream success by sport. [ABSTRACT FROM AUTHOR]

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi 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.)

The current study aimed to investigate the influence of an evidence-based coaching intervention on students’ wellbeing, perception of inclusion and study-interest, among 93 first year social work students (aged 16–24) in the Netherlands. The coaching intervention that was implemented was based on the REGROW model. A pre-test intervention-post-test design with two conditions was employed. The experimental condition (n = 47) received coaching from their mentor between pre-test and post-test, while the control condition (n = 46) received regular academic career counselling from their mentor. The results indicate that coaching has a positive effect on students’ emotional wellbeing, but not on psychological and social wellbeing, perception of inclusion and study-interest. In addition, it was found that students’ evaluation of the coaching trajectory is predictive of their emotional wellbeing, specifically in relation to relatedness and pressure. In vocational education, coaching seems to be a valuable addition to academic career counselling. A structured practical coach model, such as the REGROW model, potentially combined with a coach card, could help implementing coaching in vocational education. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay 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.)

Given that coaches who enroll in coach education courses may have diverse levels of openness to learning about positive youth development (PYD), the purpose of this study was to profile coaches' openness to PYD before, during, and after their participation in a coach education course. A multimethod approach that involved field notes, nonparticipant observations, and interviews was used to create three profiles illustrating coaches' varying levels of openness. Participants were three male coaches involved in competitive and recreational youth sport who had been coaching youth for more than 12 years. The profile of Graham represents a coach who was open to PYD. The profile of Fonseca represents a coach who was partially open to PYD. Finally, the profile of Taylor represents a coach who had no openness to PYD. Results are discussed in relation to how performance outcomes remain a high priority in youth sport, compelling some coaches to pay "socially desirable lip service" to PYD without any real intentions to modify their coaching practice. Revised policies and funding models, developed with input from multiple levels of stakeholders in the sport system, may prove useful in inspiring more coach openness to learning about PYD. This study may help further our understanding on how coach educators can use differentiated pedagogical approaches that may help make PYD a worthwhile and tangible objective for coaches who register in PYD coach education courses. Moving forward, future investigations on coach openness could be expanded to other sport contexts and coach development systems. [ABSTRACT FROM AUTHOR]

The possession of certain psychosocial characteristics can offer performance advantages in a range of domains. However, integrating a program to support the development of psychosocial characteristics is a lengthy process and involves context-specific knowledge and effective working relationships with stakeholders. The aim of this article is to present a real-life example of the design, delivery, and implementation of a theoretically informed psychosocial development program for players within an academy soccer setting to include player workshops, coach delivery, and ways to influence the environment. This multifaceted approach included formal and informal meetings, observations, coach education, and social media groups. Initial reflections suggested workshops are an effective method to "teach" some of the aspects within the program. Integrating coaches throughout design and implementation is recommended. Key stakeholders should consider investing time in education for coaches to develop strategies to foster psychosocial development in their players. Limitations and future recommendations are discussed. [ABSTRACT FROM AUTHOR]

Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education.

Coaches play a vital role in providing sports programs. Investing in formal coach education can serve to increase coaches' human capital, which in turn, has a positive effect on their coaching practice. The present study investigates factors influencing coaches' intention to get training for their coaching activity on an individual and organizational level. Nationwide online surveys were conducted in Germany on both nonprofit sports clubs and coaches being active within these clubs. Data were analyzed using multilevel regression analysis on a sample of n = 2,384 coaches in n = 1,274 clubs. Results show that especially the expiring validity of the coaching license, aspects of personal development, and low transaction costs are crucial factors for the intention to obtain a qualification. The results lead to several implications for theory and practice. Clubs could enhance the qualification intention and, thereby, the quality of sports programs by appointing a contact person who informs about qualification possibilities. [ABSTRACT FROM AUTHOR]

There is considerable interest in how coaching contributes to the education and development of managers, especially when it is claimed that learning is at the heart of coaching. However, with limited explicit consideration of theories of learning in the coaching literature, there is the temptation to fall back on habitual practice or to cherry-pick as coaching tools and techniques proliferate. There is a danger that both academics and practitioners will overlook the implicit worldviews underpinning different theories of learning that have contrasting implications for the ontological “reality” of the coaching issue being considered, the epistemological focus of the coaching inquiry and role of the coach, as well as the axiological purpose or fundamental value of coaching. In this essay, I expose four learning theories to scrutiny as a call to researchers and coaches to consider more explicitly the possibilities and problems of learning theories for coaching. I also call for greater engagement with a more extensive repertoire of learning theories, including more reflexive social and critical perspectives, to help develop additional innovative coaching practice. This appeal aims to enhance the rigor of the coaching discipline as well as inform debates about other strategies purporting to enhance management education and development. [ABSTRACT FROM AUTHOR]

This systematic review aims to explore how student partnership is enacted in higher education assessment using community of practice and liminality of student roles as the conceptual framework. Forty-three empirical studies were selected, and extracted data were synthesised using thematic analysis. The results show that student partnership occurs in four main areas of assessment – assessment and feedback design, execution and implementation, quality assurance, policy establishment – and that students adopt the role of co-designers, assessors, consultants and decision-makers in assessment partnerships. The analysis also reveals four types of support university staff can provide to facilitate partnerships: essential knowledge, training and coaching, accuracy and quality check and partnership management. Based on the findings, a framework is proposed to elucidate student partnership in assessment as situated learning in a community of practice. The findings of this review have theoretical and practical implications for policy makers, researchers and practitioners. [ABSTRACT FROM AUTHOR]

Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across participants to evaluate the effects of providing immediate feedback through e Coaching with online Bug-In-Ear (BIE) technology on special education teacher candidates' acquisition and sustained use of behavior specific praise (BSP) during Mursion™ classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSP-OT) to evaluate teacher candidates' praise variety. Results showed a functional relation between the intervention and teacher candidates' use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings. [ABSTRACT FROM AUTHOR]

As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it enables an in-depth investigation of the complexity and uniqueness of this particular technical staff in educational context. Participants included four experienced coaches, one HC and three ACs. Data was gathered through semi-structured interview method and analyzed by thematic analysis. Findings highlighted an intentional structuration of sequence and timings of the pedagogical tasks and activities assigned by the HC to ACs. Evidence emphasized the (i) vision of mistakes as learning opportunities, (ii) fostering commitment of ACs to enhance team performance, and (iii) space to plan and lead in practical contexts as the main strategies adopted by the HC, who also considered reflective skills as a paramount competency and pedagogical strategy in coach education. From ACs' perspective, these strategies largely impacted their personal and professional growth. Findings could guide the re-design of future coach education programs. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges and benefits of remote coaching for infant and toddler teachers, exploring strategies for effective coaching conversations and remote observations. Topics include the importance of coaching in early childhood education, the impact of technology on professional development, and specific approaches to remote coaching such as synchronous and asynchronous methods.

Objectives: Emotional eating is recognized as a potential contributor to weight gain. Emotional eaters often hide their problems because of feelings of shame about their behavior, making it challenging to provide them with the necessary support. The introduction of a virtual coach might offer a potential solution in assisting them. To find out whether emotional eaters are receptive to online personalized coaching, we presented emotional eaters with two essential prototypical problem situations for emotional eaters: "experiencing cravings" and "after giving in to cravings," and asked them whether they preferred one of the three coaching strategies presented: Validating, Focus-on-Change and Dialectical. Methods: An experimental vignette study (2 × 3 design) was carried out. The vignettes featured two distinct personas, each representing one of the two common problem scenarios experienced by emotional eaters, along with three distinct coaching strategies for each scenario. To identify potential predictors for recognition of problem situations, questionnaires on emotional eating (DEBQ), personality traits (Big-5), well-being (PANAS), and BMI were administrated. Results: A total of 62% of the respondents identified themselves with "after giving in to cravings" and 47% with "experiencing cravings." BMI, emotional eating and emotional stability appeared to be predictors in recognizing both the problem situations. In "experiencing cravings," the participating women preferred Dialectical and the Validation coaching strategies. In the "after giving in to cravings" condition, they revealed a preference for the Dialectical and the Focus-on-Change coaching strategies. Conclusion: Using vignettes allowed a less threatening way of bringing up sensitive topics for emotional eaters. The personas representing the problem situations were reasonably well recognized. To further enhance this recognition, it is important for the design and content of the personas to be even more closely related to the typical problem scenarios of emotional eaters, rather than focusing on physical characteristics or social backgrounds. This way, users may be less distracted by these factors. With the knowledge gained about the predictors that may influence recognition of the problem situations, design for coaching can be more customized. The participants represented individuals with high emotional eating levels, enhancing external validity. [ABSTRACT FROM AUTHOR]

• Providing professional support to toddler educators is critical but often challenging for them to engage. • Participants were highly satisfied with ECI-TE and found the experience helpful. • Participants showed higher noticing skills and higher quality of educator-child interactions. • Educators' attrition raises concern about the workforce stability. • Results have implications for how we consider and support the professional development needs of toddler educators. This study aims to explore participation in the Effective Classroom Interactions for Toddler Educators (ECI-TE) course and if doing so was associated with changes in their noticing and implementing effective educator-child interactions. Sixty-one center-based toddler educators were randomly assigned to control or participation in ECI-TE, an online content and coaching professional development course. Findings showed that participants who engaged in the course were highly satisfied with ECI-TE and found the experience helpful. Both groups showed low noticing skills and quality of educator-child interactions; however, participants in the treatment condition showed greater noticing skills and higher quality of educator-child interactions with a medium effect size. Nonetheless, educators' participation in the course raises concern about the workforce stability. Specifically, during the course, many educators either left the field or had difficulty engaging due to competing demands, limiting the stability in the field and potential to transform early care quality at scale. Results have implications for how we consider and support the professional development needs of toddler educators to foster children's positive development and future school readiness. [ABSTRACT FROM AUTHOR]

Life skills refer to a person's ability to do life well through the successful completion of everyday tasks and a meaningful engagement at school, at work, at home and in the community. However, several scholars have critiqued existing approaches to life skills teaching in sport, often situated as individualistic and focused on economic productivity and integration in predetermined social orders. For the teaching of life skills in sport to instigate social change, coaching approaches must consider broader structures of power, privilege and oppression. The purpose of the paper is to propose a two continua model coalescing implicit/explicit approaches and normative/transformative dimensions of how coaches can teach life skills through sport. The model is designed to account for how coaches can be implicit or explicit in their approaches to teaching life skills, doing so in manners that can be normative or transformative. Within each of the model's quarter-circles, examples are offered as to how coaches can teach life skills in approaches considered normative implicit, normative explicit, transformative implicit and transformative explicit. In the transformative explicit quarter-circle, the concept of social justice life skills is expanded to include dignity, reciprocity, transformative leadership and critical consciousness. Implications for research and practice are offered in terms of situating youth development from a relational perspective and positioning transformative change as a complex process that carries certain challenges and risks for coaches and youth. The two continua model for life skills teaching offers researchers and coaches a conceptual framework that delineates actions that can be taken to enact transformative pedagogies, while also opening new horizons for what life skills can become when envisioned with social change in mind. [ABSTRACT FROM AUTHOR]

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Coaching is a popular and high-leverage instrument for instructional reform. Coaching holds potential to accelerate teacher learning and school improvement. Linking results from current research, we portray how coaching benefits from robust infrastructure. This article offers three design recommendations that leaders can implement to optimize coaching: (1) identify infrastructural resources; (2) align coaching with instructional priorities and standards; and (3) ensure coaches have the knowledge they need, particularly in relation to the local context. We share insights on how educational reformers and leaders can re-set systems and optimize coaching to accelerate learning and change. [ABSTRACT FROM AUTHOR]

Objective: purpose of this study was identification and analysis of motivational indicators for sport expenditures (time and money). Methodology: The research method was descriptive, analytical and a combination of quantitative (questionnaire) and qualitative methods (Semi-structured interview) and was completely practical. The statistical population was 156 people consist of the sports science professors in the state universities, Azad and Payam Noor, managers, assistants, experts in the General Directorate of Sports and Youth and also the General Department of Education, Sports and Youth of Urmia and finally physical education expert's teachers. The statistical sample was also estimated based on the total number and non-random method. The validity of the researcher's questionnaire was confirmed by 10 professors of the central research center. The reliability coefficient of the questionnaire was an acceptable value of 0/84. The data were analyzed with the Kolmogorov-Smirnov (KS) test, factor analysis test and one-sample t-test, and finally with the Friedman and Chi-2 test. Results: The findings of the research showed that the most important influencing indicators in the sport expenditures was intra-personal factors (mental-attitude, health, cognitive-knowledge and planning-targeting factors) and extra-personal factors (social-cultural, economic factors, facilities and equipment, legal and finally media and advertising). Conclusion: The consequence of paying attention to intrapersonal and intrapersonal factors, will including: increases health, creates an active and healthy lifestyle, returns investment and reduces the cost of treatment and finally develops citizens' sports participation. [ABSTRACT FROM AUTHOR]

This qualitative research aims to describe formulations related to the concept and optimization of women's empowerment in rural families Muslimat Nahdatul, Ulama Pringsewu. Data collection is carried out through in-depth interview techniques, documentation, and observation and is interactive with data analysis. The results of this study show that several strategies were carried out. First, sustainable self-development; second, conducting education and coaching to the community, where skills drive the community's economy. Third, namely, implementing and encouraging zakat and ink. The impact of women's empowerment, carried out by NU Muslimat, is that there is an increase in the contribution of women in the economic sector, especially to some families in NU Muslimat congregations. Several families in NU Muslim congregations have succeeded in expanding the market and developing their businesses because they have has received intervention from other parties, local governments, and other institutions such as LAZISNU, cooperatives, and other community institutions. [ABSTRACT FROM AUTHOR]

Well‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow‐up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app‐delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty‐two primary schools (269 learners) participated in a cluster‐randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre‐ and post‐measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well‐designed computer or app‐based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app‐based learning and teacher intervention functions as intended to provide additional support for those who need it. Practitioner notesWhat is already known about this topicWell‐designed computer or app‐based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high‐quality instruction, reducing time and resources required for training expert delivery, saving instructional time).Implementation can still affect outcomes when using educational technology, and without follow‐up support after training, implementation of educational interventions is often poor and outcomes reduced.The extent to which this is the case when the core element of an intervention is computer or app‐delivered is not yet clear.What this paper addsWe found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.We also found the implementation support did not affect delivery of the core, app‐delivered element of the programme.However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app‐based learning and teacher intervention for learners who require further support.Implications for practice and policyThese findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.More broadly, the current study suggests that well‐designed computer or app‐based instruction can yield positive outcomes with minimal implementation support and training.However, the findings of this study identify some potential risk of an over‐reliance on technology to facilitate the learning of all learners accessing the programme.Further research is required to ensure the interplay between learners' app‐based learning and teacher intervention functions as intended to provide additional support for those who need it. [ABSTRACT FROM AUTHOR]