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culture</title> <meta name="description" content="Search results for: coaching culture"> <meta name="keywords" content="coaching culture"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="coaching culture"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3718</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: coaching culture</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3718</span> Line Manager’s Role Involvement towards Creating a Coaching Culture in Nursing Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20S.%20A.%20Rahim">N. S. A. Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20N.%20Abu%20Mansor"> N. N. Abu Mansor</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20I.%20Saidi"> M. I. Saidi</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20R.%20A.%20Rahim"> N. R. A. Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20F.%20Adrutdin"> K. F. Adrutdin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of coaching as one of organizational culture with the contribution of the involvement of line manager roles is an important to update employees’ knowledge and skills continuously. In healthcare sector, it is dynamic that nurse must update their knowledge and skills to keep pace with change. This paper attempts to discuss the involvement of line manager roles towards creating a coaching culture who give their support and innovation towards motivate nurses to give their best performance either in public or private hospitals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing" title="nursing">nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=line%20managers%E2%80%99%20roles" title=" line managers’ roles"> line managers’ roles</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20culture" title=" coaching culture "> coaching culture </a> </p> <a href="https://publications.waset.org/abstracts/12339/line-managers-role-involvement-towards-creating-a-coaching-culture-in-nursing-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3717</span> Assessing Usability of Behavior Coaching Organizer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathaniel%20A.%20Hoston">Nathaniel A. Hoston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher coaching is necessary for improving student behaviors. While coaching technologies (e.g., bug-in-ear coaching, video-coaching) can assist the coaching process, little is known about the usability of those tools. This study assessed the usability and perceived efficacy of the Behavior Coaching Organizer (BCO) using usability testing methods (i.e., concurrent think-aloud, retrospective probing) in a simulated learning environment. Participants found that the BCO is moderately usable while perceiving the tool as highly effective for addressing concerning student behaviors. Additionally, participants noted a general need for continued coaching support. The results indicate a need for further usability testing with education research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20interventions" title="behavioral interventions">behavioral interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=Behavior%20Coaching%20Organizer" title=" Behavior Coaching Organizer"> Behavior Coaching Organizer</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20technologies" title=" coaching technologies"> coaching technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20methods" title=" usability methods"> usability methods</a> </p> <a href="https://publications.waset.org/abstracts/128481/assessing-usability-of-behavior-coaching-organizer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3716</span> An E-coaching Methodology for Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Essam%20Almuhsin">Essam Almuhsin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Soh"> Ben Soh</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Li"> Alice Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Azmat%20Ullah"> Azmat Ullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely accepted that university students must acquire new knowledge, skills, awareness, and understanding to increase opportunities for professional and personal growth. The study reveals a significant increase in users engaging in e-coaching activities and a growing need for it during the COVID-19 pandemic. The paper proposes an e-coaching methodology for higher education in Saudi Arabia to address the need for effective coaching in the current online learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=role%20of%20e-coaching" title="role of e-coaching">role of e-coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=e-coaching%20in%20higher%20education" title=" e-coaching in higher education"> e-coaching in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20higher%20education%20environment" title=" Saudi higher education environment"> Saudi higher education environment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-coaching%20methodology" title=" e-coaching methodology"> e-coaching methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20importance%20of%20e-coaching" title=" the importance of e-coaching"> the importance of e-coaching</a> </p> <a href="https://publications.waset.org/abstracts/162872/an-e-coaching-methodology-for-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3715</span> Isolated and Combined Effects of Multimedia Computer Assisted Coaching and Traditional Coaching on Motor Ability Component and Physiological Variables among Sports School Basketball Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Biju%20Lukose">Biju Lukose</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study was to identify the isolated and combined effect of multi-media computer assisted coaching and traditional coaching on selected motor ability component and physiological variables among sports school basketball players. Forty male basketball players aged between 14 to 18 years were selected randomly. They were divided into four groups of three experimental and one control. Isolated multi-media computer assisted coaching, isolated traditional coaching and combined coaching (multimedia computer assisted coaching and traditional coaching) are the three experimental groups. All the three experimental groups were given coaching for 24 weeks and control group were not allowed to participate in any coaching programme. The subjects were tested dependent variables such as speed and cardio vascular endurance; at the beginning (pre-test) in middle 12 week (mid-test) and after the coaching 24 week (post-test). The coaching schedule was for a period of 24 weeks. The data were collected two days before and after the coaching schedule and mid test after the 12 weeks of the coaching schedule. The data were analysed by applying ANCOVA and Scheffe’s Post hoc test. The result showed that there were significant changes in dependent variables such as speed and cardio vascular endurance. The results of the study showed that combined coaching (multimedia computer assisted coaching and traditional coaching) is more superior to traditional coaching and multimedia computer assisted coaching groups and no significant change in speed in the case of isolated multimedia computer assisted coaching group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20coaching" title=" computer-assisted coaching"> computer-assisted coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20coaching" title=" multimedia coaching"> multimedia coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20coaching" title=" traditional coaching"> traditional coaching</a> </p> <a href="https://publications.waset.org/abstracts/37052/isolated-and-combined-effects-of-multimedia-computer-assisted-coaching-and-traditional-coaching-on-motor-ability-component-and-physiological-variables-among-sports-school-basketball-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3714</span> Enhancing Coaching Development in South African Women’s Rugby: Insights from Coaches and Players on Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jocelyn%20Solomons">Jocelyn Solomons</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheree%20Bekker"> Sheree Bekker</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Groom"> Ryan Groom</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilbur%20Kraak"> Wilbur Kraak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sports coaching is marked by inherent elements of complexity. Coaches constantly encounter ambiguity, as they are unable to have complete certainty regarding the perspectives and expectations of stakeholders. Moreover, the coaching environment is characterised by its dynamic nature and intricate micro-political dynamics which further add to the complexity that coaches must navigate. This research study offers a unique perspective on the practical manifestation of coaching effectiveness in the South African (SA) context, where the sport is in its early stages of development. With a predominant presence of male coaches training female players and players originating from diverse sporting backgrounds, including a majority of those who commence their rugby careers at the university level, this exploration, along with practical recommendations, becomes essential. It allows for a nuanced understanding of coaching practices within a rugby system that concurrently focuses on development and high performance. By integrating the views of both players and coaches, insights are gained that extend traditional assessments, enabling a comprehensive understanding of coaching effectiveness and its implications in this evolving Women’s Rugby landscape. Through semi-structured interviews, the research delves into their assessments of coaching strategies, methodologies, and outcomes, aiming to understand coaching efficacy and its impact on player development. The findings contribute to a nuanced understanding of coaching effectiveness, paving the way for evidence-based recommendations to enhance coaching development and positively impact the sport's growth and success in SA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%E2%80%99s%20rugby" title="women’s rugby">women’s rugby</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20effectiveness" title=" coaching effectiveness"> coaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=rugby" title=" rugby"> rugby</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20education" title=" coaching education"> coaching education</a> </p> <a href="https://publications.waset.org/abstracts/185219/enhancing-coaching-development-in-south-african-womens-rugby-insights-from-coaches-and-players-on-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3713</span> Effectiveness of Parent Coaching Intervention for Parents of Children with Developmental Disabilities in the Home and Community </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elnaz%20Alimi">Elnaz Alimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Keriakoula%20Andriopoulos"> Keriakoula Andriopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Boyer"> Sam Boyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Weronika%20Zuczek"> Weronika Zuczek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational therapists can use coaching strategies to guide parents in providing therapy for their children with developmental disabilities. Evidence from various fields has shown increased parental self-efficacy and positive child outcomes as benefits of home and community-based parent coaching models. A literature review was conducted to investigate the effectiveness of parent coaching interventions delivered in home and community settings for children with developmental disabilities ages 0-12, on a variety of parent and child outcomes. CINAHL Plus, PsycINFO, PubMed, OTseeker were used as databases. The inclusion criteria consisted of: children with developmental disabilities ages 0-12 and their parents, parent coaching models conducted in the home and community, and parent and child outcomes. Studies were excluded if they were in a language other than English and published before 2000. Results showed that parent coaching interventions led to more positive therapy outcomes in child behaviors and symptoms related to their diagnosis or disorder. Additionally, coaching strategies had positive effects on parental satisfaction with therapy, parental self-efficacy, and family dynamics. Findings revealed decreased parental stress and improved parent-child relationships. Further research on parent coaching could involve studying the feasibility of coaching within occupational therapy specifically, incorporating cultural elements into coaching, qualitative studies on parental satisfaction with coaching, and measuring the quality of life outcomes for the whole family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching%20model" title="coaching model">coaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a> </p> <a href="https://publications.waset.org/abstracts/87802/effectiveness-of-parent-coaching-intervention-for-parents-of-children-with-developmental-disabilities-in-the-home-and-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3712</span> Senior Leadership Team Coaching in Action: Creating High-Performance Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siqi%20Fang">Siqi Fang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingxi%20Hou"> Jingxi Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive psychology and coaching psychology share a number of fundamental assumptions and common themes. Blending positive psychology, mindfulness, and coaching psychology, our work in team coaching with leaders enhances both leadership and team effectiveness. Although individual coaching has proven to be effective, this article advocates the benefits of leadership coaching in team settings, because durable changes in leadership behaviors are more likely to occur. Does leadership team coaching really work? Does it help improve senior leadership team effectiveness and productivity? This action research study answers these questions by tracking the progress of three typical senior leadership teams consisting of 31 executives participating in a six-month team coaching program. Assessments (pre- and post), workshops, and feedback based on ego development theories and mindfulness were applied to upgrade the senior leadership teams’ transformational stages and reframe their organizational leadership cultures. Results suggest that the team effectiveness of the three leadership teams increased up to 43 percent according to post-survey feedback from superior, direct report, and peers. Discussion is offered to show that senior leadership team coaching help teams to achieve a consensus on common purposes, establish a foundation of trust, improve collective skills, and promote efficient operation. All factors translate into better team performance. Implications of the results for future executive development programs are discussed and specific recommendations are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=ego%20development" title=" ego development"> ego development</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20leadership%20team%20coaching" title=" senior leadership team coaching"> senior leadership team coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20effectiveness" title=" team effectiveness"> team effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20stages" title=" transformational stages"> transformational stages</a> </p> <a href="https://publications.waset.org/abstracts/69383/senior-leadership-team-coaching-in-action-creating-high-performance-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69383.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3711</span> Subjective Well-Being through Coaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pendar%20Fazel">Pendar Fazel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Well-being is a good or satisfactory condition of existence; a state characterized by health, happiness, and prosperity. Well-being of people is correlated with, the cognitive, social, emotional, and physical aspect of their personality. Subjective well-being, people’s emotional and cognitive evaluations of their lives, includes what lay people call happiness, peace, fulﬁllment, and life satisfaction. Unfortunately in this period of time people are under the pressure of financial, social problems, and other stress factors which made them vulnerable, and their well-being is threatened. Personal Coaching as a holistic orientation and novel approach is ideal for the present century which help people, to find balance, enjoyment and meaning in their lives as well as improving performance, skills and effectiveness. The aim of the present article besides introducing the personal coaching is determining how personal coaching can positively effects on subjective well-being, under this aim we tend to describe how coaching impact on the cognitive and emotional reconstruction. Present qualitative research is descriptive analytic study, which data gathered by manual library research and search within authentic article through internet; analyzed personal coaching which integrated different views into an operational one helps people promote self-awareness as well as evaluate, emotional and cognitive aspect of their personality and provide appropriate subjective well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subjective%20well-being" title="subjective well-being">subjective well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20growth" title=" personal growth"> personal growth</a> </p> <a href="https://publications.waset.org/abstracts/34052/subjective-well-being-through-coaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">527</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3710</span> The Influence of Emotional Intelligence Skills on Innovative Start-Ups Coaching: A Neuro-Management Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alina%20Parincu">Alina Parincu</a>, <a href="https://publications.waset.org/abstracts/search?q=Giuseppe%20Empoli"> Giuseppe Empoli</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandru%20Capatina"> Alexandru Capatina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to identify the most influential predictors of emotional intelligence skills, in the case of 20 business innovation coaches, on the co-creation of knowledge through coaching services delivered to innovative start-ups from Europe, funded through Horizon 2020 – SME Instrument. We considered the emotional intelligence skills (self-awareness, self-regulation, motivation, empathy and social skills) as antecedent conditions of the outcome: the quality of coaching services, perceived by the entrepreneurs who received funding within SME instrument, using fuzzy-sets qualitative comparative analysis (fsQCA) approach. The findings reveal that emotional intelligence skills, trained with neuro-management techniques, were associated with increased goal-focused business coaching skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuro-management" title="neuro-management">neuro-management</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20start-ups" title=" innovative start-ups"> innovative start-ups</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20coaching" title=" business coaching"> business coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=fsQCA" title=" fsQCA"> fsQCA</a> </p> <a href="https://publications.waset.org/abstracts/105771/the-influence-of-emotional-intelligence-skills-on-innovative-start-ups-coaching-a-neuro-management-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105771.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3709</span> A Model for a Continuous Professional Development Program for Early Childhood Teachers in Villages: Insights from the Coaching Pilot in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Patricia">Ellen Patricia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marilou%20Hyson"> Marilou Hyson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coaching has been showing great potential to strengthen the impact of brief group trainings and help early childhood teachers solve specific problems at work with the goal of raising the quality of early childhood services. However, there have been some doubts about the benefits that village teachers can receive from coaching. It is perceived that village teachers may struggle with the thinking skills needed to make coaching beneficial. Furthermore, there are reservations about whether principals and supervisors in villages are open to coaching’s facilitative approach, as opposed to the directive approach they have been using. As such, the use of coaching to develop the professionalism of early childhood teachers in the villages needs to be examined. The Coaching Pilot for early childhood teachers in Indonesia villages provides insights for the above issues. The Coaching Pilot is part of the ECED Frontline Pilot, which is a collaboration project between the Government of Indonesia and the World Bank with the support from the Australian Government (DFAT). The Pilot started with coordinated efforts with the local government in two districts to select principals and supervisors who have been equipped with basic knowledge about early childhood education to take part in 2-days coaching training. Afterwards, the participants were asked to collect 25 hours of coaching early childhood teachers who have participated in the Enhanced Basic Training for village teachers. The participants who completed this requirement were then invited to come for an assessment of their coaching skills. Following that, a qualitative evaluation was conducted using in-depth interviews and Focus Group Discussion techniques. The evaluation focuses on the impact of the coaching pilot in helping the village teachers to develop in their professionalism, as well as on the sustainability of the intervention. Results from the evaluation indicated that although their low education may limit their thinking skills, village teachers benefited from the coaching that they received. Moreover, the evaluation results also suggested that with enough training and support, principals and supervisors in the villages were able to provide an adequate coaching service for the teachers. On top of that, beyond this small start, interest is growing, both within the pilot districts and even beyond, due to word of mouth of the benefits that the Coaching Pilot has created. The districts where coaching was piloted have planned to continue the coaching program, since a number of early childhood teachers have requested to be coached, and a number of principals and supervisors have also requested to be trained as a coach. Furthermore, the Association for Early Childhood Educators in Indonesia has started to adopt coaching into their program. Although further research is needed, the Coaching Pilot suggests that coaching can positively impact early childhood teachers in villages, and village principals and supervisors can become a promising source of future coaches. As such, coaching has a significant potential to become a sustainable model for a continuous professional development program for early childhood teachers in villages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20pilot" title=" coaching pilot"> coaching pilot</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20teachers" title=" early childhood teachers"> early childhood teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=principals%20and%20supervisors" title=" principals and supervisors"> principals and supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=village%20teachers" title=" village teachers"> village teachers</a> </p> <a href="https://publications.waset.org/abstracts/92119/a-model-for-a-continuous-professional-development-program-for-early-childhood-teachers-in-villages-insights-from-the-coaching-pilot-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3708</span> The Role of Coaching in Fostering Entrepreneurial Intention among Graduate Students in Tunisia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdellatif%20Amouri">Abdellatif Amouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sami%20Boudabbous"> Sami Boudabbous</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study provides insights on the importance of entrepreneurial coaching as a source of developing entrepreneurial intentions among entrepreneurs and a determinant factor of business creation process and growth. Coaching, which implies exchange of adequate information and a mutual understanding between entrepreneurs and their partners, requires a better mutual knowledge of the representations and the perceptions of ideas which are widely present in their dealings and transactions. Therefore, to analyze entrepreneurs’ perceptions of business creation, we addressed a survey questionnaire to a group of Tunisian entrepreneurs and experts in business creation to indicate their level of approval concerning the prominence of coaching. The factor analysis indicates that more than 60% of the respondents believe that each statement reflects an aspect of coaching, with no bias to its position in the entrepreneurial process. Therefore, the image drawn from our respondents’ perceptions is that an entrepreneur is rather "constructed" and "shaped" by multiple apprenticeships both before and during the entrepreneurial act, through an accompaniment process and within interactions with trainers, consultants or professionals in starting a business. Similarly, the results indicate that the poor support structures and lack of accompaniment procedures stand as an obstacle impeding the development of entrepreneurial intention among business creators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Behavior" title="Entrepreneurial Behavior">Entrepreneurial Behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Coaching" title=" Entrepreneurial Coaching"> Entrepreneurial Coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Entrepreneurial%20Intention" title=" Entrepreneurial Intention"> Entrepreneurial Intention</a>, <a href="https://publications.waset.org/abstracts/search?q=Perceptions" title=" Perceptions"> Perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=Venture%20Creation" title=" Venture Creation "> Venture Creation </a> </p> <a href="https://publications.waset.org/abstracts/25390/the-role-of-coaching-in-fostering-entrepreneurial-intention-among-graduate-students-in-tunisia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3707</span> The Six 'P' Model: Principles of Inclusive Practice for Inclusion Coaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Gallagher">Tiffany Gallagher</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Bennett"> Sheila Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on data from a larger study, this research is based in a small school district in Ontario, Canada, that has made a transition from self-contained classes for students with exceptionalities to inclusive classroom placements for all students with their age-appropriate peers. The school board aided this transition by hiring Inclusion Coaches with a background in special education to work alongside teachers as partners and inform their inclusive practice. Based on qualitative data from four focus groups conducted with Inclusion Coaches, as well as four blog-style reflections collected at various points over two years, six principles of inclusive practice were identified for coaches. The six principles form a model during transition: pre-requisite, process, precipice, promotion, proof, and promise. These principles are encapsulated in a visual model of a spiraling staircase displaying the conditions that exist prior to coaching, during coaching interactions and considerations for the sustainability of coaching. These six principles are re-iterative and should be re-visited each time a coaching interaction is initiated. Exploring inclusion coaching as a model emulates coaching in other contexts and allows us to examine an established process through a new lens. This research becomes increasingly important as more school boards transition toward inclusive classrooms, The Six ‘P’ Model: Principles of Inclusive Practice for Inclusion Coaches allows for a unique look into a scaffolding model of building educator capacity in an inclusive setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity%20building" title="capacity building">capacity building</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a> </p> <a href="https://publications.waset.org/abstracts/75158/the-six-p-model-principles-of-inclusive-practice-for-inclusion-coaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3706</span> Similarities and Differences between Psychotherapy, Coaching Psychology and Coaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ole%20Michael%20Spaten">Ole Michael Spaten</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents similarities and differences between psychotherapy, coaching psychology and coaching, and hence discusses boundaries between these diverse fields of practice. The point of departure will be prevailing arguments and descriptions in the scientific community, and it shows both commonalities and major differences in relation to the application in daily practice. The results (the similarities and differences) are presented and discussed in the light of scientific research and different theoretical perspectives, including both classic and recent scholars. Some of the main differences presented are; the clinical/non-clinical perspective and the educational differences, including the different criteria and demands which professionals working in these three different professions, should undergo to obtain their certification. Further, one of the main similarities is presented: the importance of the relationship between the therapist/coach and the client/coachee. The goal and task oriented focus are also presented as a similarity between the three intervention forms – at least to some extent. Finally, some central concepts from the fields are presented in a table for a proposal of distinctions and interfaces. It is concluded that a comprehensive education in combination with an understanding of the differences and similarities between the three intervention forms is of significant importance for the professional working in either of the fields. Future studies should, however, include additional research on the similarities and differences and how to continue the educational progress in all three disciplines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=boundaries" title="boundaries">boundaries</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20psychology" title=" coaching psychology"> coaching psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=interface" title=" interface"> interface</a>, <a href="https://publications.waset.org/abstracts/search?q=psychotherapy" title=" psychotherapy"> psychotherapy</a> </p> <a href="https://publications.waset.org/abstracts/101177/similarities-and-differences-between-psychotherapy-coaching-psychology-and-coaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3705</span> The Role of Team Efficacy and Coaching on the Relationships between Distributive and Procedural Justice and Job Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoonhee%20Cho">Yoonhee Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Gye-Hoon%20Hong"> Gye-Hoon Hong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the roles of distributive and procedural justice on job engagement. Additionally, the study focuses on whether situational factors such as team efficacy and team leaders’ coaching moderate the relationship between distributive and procedural justice and job engagement. Ordinary linear regression was used to analyze data from seven South Korean Companies (total N=346). Results confirmed the hypothesized model indicating that both distributive and procedural justices were positively related to job engagement of employees. Team efficacy and team leaders’ coaching moderated the relationship between distributive justice and job engagement whereas it brought non-significant result found for procedural justice. The facts that two types of justice and the interactive effects of two situational variables were different implied that different managerial strategies should be used when job engagement was to be enhanced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20justice" title=" distributive justice"> distributive justice</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20engagement" title=" job engagement"> job engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20efficacy" title=" team efficacy"> team efficacy</a> </p> <a href="https://publications.waset.org/abstracts/23699/the-role-of-team-efficacy-and-coaching-on-the-relationships-between-distributive-and-procedural-justice-and-job-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3704</span> The Way Digitized Lectures and Film Presence Coaching Impact Academic Identity: An Expert Facilitated Participatory Action Research Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Burrell">Amanda Burrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Tonia%20Gary"> Tonia Gary</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wright"> David Wright</a>, <a href="https://publications.waset.org/abstracts/search?q=Kumara%20Ward"> Kumara Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of academic identity as it relates to the lecture, in particular, the digitized lecture delivered to a camera, in the absence of a student audience. Many academics have the performance aspect of the role thrust upon them with little or no training. For the purpose of this study, we look at the performance of the academic identity and examine tailored film presence coaching for its contributions toward academic identity, specifically in relation to feelings of self-confidence and diminishment of discomfort or stage fright. The case is articulated through the lens of scholar-practitioners, using expert facilitated participatory action research. It demonstrates in our sample of experienced academics, all reported some feelings of uncertainty about presenting lectures to camera prior to coaching. We share how power poses and reframing fear, produced improvements in the ease and competency of all participants. We share exactly how this insight could be adapted for self-coaching by any academic when called to present to a camera and consider the relationship between this and academic identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20identity" title="academic identity">academic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=digitized%20lecture" title=" digitized lecture"> digitized lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20learning" title=" embodied learning"> embodied learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20coaching" title=" performance coaching"> performance coaching</a> </p> <a href="https://publications.waset.org/abstracts/69040/the-way-digitized-lectures-and-film-presence-coaching-impact-academic-identity-an-expert-facilitated-participatory-action-research-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3703</span> Unveiling Coaching Style of PE Teachers: A Convergent Parallel Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arazan%20Jane%20V.">Arazan Jane V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Badiang"> Badiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ronesito%20Jr.%20R."> Ronesito Jr. R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Clavesillas%20Cristine%20Joy%20H."> Clavesillas Cristine Joy H.</a>, <a href="https://publications.waset.org/abstracts/search?q=Belleza%20Saramie%20S."> Belleza Saramie S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the coaching style among the PE Teachers in terms of Autonomy, Supportive style, and Controlling Style. On the other hand, gives opportunities to an athlete to be independent, task-oriented, and acknowledge their feelings and perspective of each individual. A controlling coaching style is also portrayed by the rises and falls over an athlete's training development; when this variance is identified, it might harm training. The selection of the respondents of the study will use a random sample of High School PE teachers of the Division of Davao del Norte with a total of 78 High School PE teachers, which can be broken down into 70 High School PE Teachers for Quantitative data for the survey questionnaire and 8 PE Teachers for Qualitative data (IDI). In the quantitative phase, a set of survey questionnaires will be used to gather data from the participants—the extent of the Implementation Questionnaire. The tool will be a researcher-made questionnaire based on the Coaching Styles of selected High School PE teachers of Davao Del Norte. In the qualitative phase, an interview guide questionnaire will be used. Focus group discussions will be conducted to determine themes and patterns or participants' experiences and insights. The researchers conclude that the degree of coaching style among PE Teachers from the Division of Davao del Norte is high, as seen by the findings of this study, and that coaching style among these teachers is highly noticeable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=supportive%20autonomy%20style" title="supportive autonomy style">supportive autonomy style</a>, <a href="https://publications.waset.org/abstracts/search?q=controlling%20style" title=" controlling style"> controlling style</a>, <a href="https://publications.waset.org/abstracts/search?q=live%20experiences" title=" live experiences"> live experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=exemplified" title=" exemplified"> exemplified</a> </p> <a href="https://publications.waset.org/abstracts/152550/unveiling-coaching-style-of-pe-teachers-a-convergent-parallel-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3702</span> Trend Analysis of the Effectiveness of Diabetes Health Coaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ching-Ling%20Lin">Ching-Ling Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Li-Chi%20Huang"> Li-Chi Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yao-Tsung%20Chang"> Yao-Tsung Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruey-Yu%20Chen"> Ruey-Yu Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shwu-Huey%20Yang"> Shwu-Huey Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction & Purpose: Diabetes and its related complications always been a major part of medical cost in Taiwan. To patient with diabetes, self-management blood sugar, improving a healthy lifestyle are the most important thing to avoid getting worse. The aim of this study was to explore the trend of the changing in blood glucose within intervention and followed-up periods of patients who participated in the health coaching program between 2017 and 2020. Design & Methods: The data was combined from two diabetes health coaching program. The intervention group had health coaching and usual care for 6 months, whereas the control had usual care only. The main outcome variables were HbA1c level at baseline, 3, 6, 9, and 12 months. Results: In total, the data were available for 99 patients in the coaching intervention group and for 88 patients in the control group, the dropout rate during the follow-up period is about 18%. Of 187 participants, 54% were female, mean age was 61.5 years (SD=10.19), only 32.1% had a bachelor’s degree or higher, and the mean duration of diabetes treatment at Cathay General Hospital was 9.9 years. Within 12 months, the intervention group had a significant decrease of 0.65% (SD=1.05) in HbA1c level, and a non-significant decrease of 0.13%(SD=0.96) was observed in the control group. The figure showed the effect was the most significant in the first three months of the intervention and can be maintained for up to six months after the intervention was over. The HbA1c values of the two groups at each follow-up point are significantly different. In addition, there were non-significant correlation between HbA1c and gender, age, and educational level. Conclusion: Health coaching might be an effective way to enhance self-management for patients with diabetes and improving their blood sugar control in Taiwan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diabetes" title="diabetes">diabetes</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20coaching" title=" health coaching"> health coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=HbA1c" title=" HbA1c"> HbA1c</a>, <a href="https://publications.waset.org/abstracts/search?q=self-management" title=" self-management"> self-management</a> </p> <a href="https://publications.waset.org/abstracts/145114/trend-analysis-of-the-effectiveness-of-diabetes-health-coaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3701</span> Coaching for Lecturers at German Universities: An Inventory Based on a Qualitative Interview Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Freya%20Willicks">Freya Willicks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The society of the 21st century is characterized by dynamic and complexity, developments that also shape universities and university life. The Bologna reform, for example, has led to restructuring at many European universities. Today's university teachers, therefore, have to meet many expectations: Their tasks include not only teaching but also the general improvement of the quality of teaching, good research, the management of various projects or the development of their own personal skills. This requires a high degree of flexibility and openness to change. The resulting pressure can often lead to exhaustion. Coaching can be a way for university teachers to cope with these pressures because it gives them the opportunity to discuss stressful situations with a coach and self-reflect on them. As a result, more and more universities in Europe offer to coach to their teachers. An analysis of the services provided at universities in Germany, however, quickly reveals an immense disagreement with regard to the understanding of ‘coaching’. A variety of terms is used, such as coaching, counselling or supervision. In addition, each university defines its offer individually, from process-oriented consulting to expert consulting, from group training to individual coaching. The biographic backgrounds of those who coach are also very divergent, both external and internal coaches can be suitable. These findings lead to the following questions: Which structural characteristics for coaching at universities have been proven successful? What competencies should a good coach for university lecturers have? In order to answer these questions, a qualitative study was carried out. In a first step, qualitative semi-structured interviews (N = 14) were conducted, on the one hand with coaches for university teachers and on the other hand with university teachers who have been coached. In a second step, the interviews were transcribed and analyzed using Mayring's qualitative content analysis. The study shows how great the potential of coaching can be for university teachers, who otherwise have little opportunity to talk about their teaching in a private setting. According to the study, the coach should neither be a colleague nor a superior of the coachee but should take an independent perspective, as this is the only way for the coachee to openly reflect on himself/herself. In addition, the coach should be familiar with the university system, i.e., be an academic himself/herself. Otherwise, he/she cannot fully understand the complexity of the teaching situation and the role expectations. However, internal coaches do not necessarily have much coaching experience or explicit coaching competencies. They often come from the university's own didactics department, are experts in didactics, but do not necessarily have a certified coaching education. Therefore, it is important to develop structures and guidelines for internal coaches to support their coaching. In further analysis, such guidelines will be developed on the basis of these interviews. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20coaching" title=" university coaching"> university coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20didactics" title=" university didactics"> university didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20interviews" title=" qualitative interviews"> qualitative interviews</a> </p> <a href="https://publications.waset.org/abstracts/108006/coaching-for-lecturers-at-german-universities-an-inventory-based-on-a-qualitative-interview-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3700</span> An In Situ Exploration of Practising Rugby Coaches’ Cognitions, Higher Psychological Functions and Actions Using Think Aloud Protocol</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simon%20Quick">Simon Quick</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Lyle"> John Lyle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psychology-based research has been a characteristic of empirical enquiry in sport coaching for over fifty years and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches’ cognitions has tended to adopt retrospective approaches, such as post-session interviews or stimulated recall, thus capturing coaches’ cognitions after the incident, training session or competition. Such methods are prone to a variety of issues, including memory decay and the reordering of accounts. The aim of this research was to overcome the limitations that exist with retrospective approaches and, rather, to capture coaching cognitions in situ using Think Aloud Protocol. Data that were captured was broken down into meaning units and analysed using a Thematic Analysis. Situated in the practice of 6 experienced rugby coaches, findings revealed that Think Aloud Protocol generated rich data, although problematic in a site of enquiry confounded by multiple social interactions and requiring coaches to provide frequent instruction and feedback. The resultant interaction between cognition and action is conceptualised by the tentative offering of a model that situates these elements in conjunction with cognitive triggers and thresholds. The implications of these findings can help academics and coaches to understand the dynamic relationship between types of coaching cognitions and the complexity of the coaching environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sports%20coaching" title="sports coaching">sports coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Psychology" title=" Psychology"> Psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedagogy" title=" Pedagogy"> Pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a> </p> <a href="https://publications.waset.org/abstracts/169736/an-in-situ-exploration-of-practising-rugby-coaches-cognitions-higher-psychological-functions-and-actions-using-think-aloud-protocol" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169736.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3699</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3698</span> Motivational Interviewing as a Framework for Coaching Physicians through ACGME Milestones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Olson">Michael Olson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Accreditation Council for Graduate Medical Education (ACGME) in the U.S. has established core competencies and milestones for family physicians in residency training programs. These competencies are intended to guide preceptors as they work with physician trainees toward independent practice. This conceptual paper describes a framework for coaching trainees toward these milestones using motivational interviewing as an evidence-based approach. The main objective of applying the motivational interviewing framework to the residency training setting is to facilitate clinical behavior change that meets higher level competencies/rubric. This is a work in progress and there is no manuscript/paper prepared to date. A conceptual paper/framework will be completed by the conference deadline. This is based on a separate but related development of work we have completed and published elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20%20interviewing" title=" motivational interviewing"> motivational interviewing</a>, <a href="https://publications.waset.org/abstracts/search?q=physicians" title=" physicians"> physicians</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a> </p> <a href="https://publications.waset.org/abstracts/142114/motivational-interviewing-as-a-framework-for-coaching-physicians-through-acgme-milestones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142114.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3697</span> Effective Coaching for Teachers of English Language Learners: A Gap Analysis Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Armando%20T.%20Z%C3%BA%C3%B1iga">Armando T. Zúñiga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the number of English Language Learners (ELLs) in public schools continues to grow, so does the achievement gap between ELLs and other student populations. In an effort to support classroom teachers with effective instructional strategies for this student population, many districts have created instructional coaching positions specifically to support classroom teachers of ELLs—ELL Teachers on Special Assignment (ELL TOSAs). This study employed a gap analysis framework to the ELL TOSA professional support program in one California school district to examine knowledge, motivation, and organizational influences (KMO) on the ELL TOSAs’ goal of supporting classroom teachers of ELLs. Three themes emerged as a result of data analysis. First, there was evidence to illustrate the interaction between knowledge and the organization. Data from ELL TOSAs indicated an understanding of the role that collaboration plays in coaching and how to operationalize it in their support of teachers. Further, all of the ELL TOSAs indicated they have received professional development on effective strategies for instructional coaching. Additionally, a large percentage of the ELL TOSAs indicated a knowledge of modeling as an effective coaching practice. Accordingly, all of the ELL TOSAs indicated that they had knowledge of feedback as an effective coaching strategy. However, there was not sufficient evidence to support that they learned the latter two strategies through professional development. A second theme surfaced as there was evidence to illustrate an interaction between motivation and the organization. Some ELL TOSAs indicated that their sense of self-efficacy was affected by conflicting roles and expectations for the job. Most of the ELL TOSAs indicated that their sense of self-efficacy was affected by an increased workload brought about by fiscal decision making. Finally, there was evidence illustrating the interaction between the organization and motivation. The majority of the of ELL TOSAs indicated that there is confusion about how their roles are perceived, leaving the ELL TOSAs to feel that their actions did not contribute to instructional change. In conclusion, five research-based recommendations to support ELL TOSA goal attainment and considerations for future research on instructional coaches for classroom teachers of ELLs are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20development" title="English language development">English language development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20acquisition" title=" English language acquisition"> English language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20leadership" title=" language and leadership"> language and leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20coaching" title=" language coaching"> language coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/157310/effective-coaching-for-teachers-of-english-language-learners-a-gap-analysis-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157310.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3696</span> The Role of the Coach in Elite Equestrian Sport</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Lewis">Victoria Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Dumbell"> L. Dumbell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The British Equestrian Federation (BEF) aims to develop a holistic coach education and certification program, moving away from traditional autocratic instruction in line with the UK Coaching Framework. This framework is based on generic coaching science research where the coach is cited as a pivotal aspect in developing sporting success. Theoretic knowledge suggests that the role of the sports coach is to develop the physical, tactical, technical and psychological attributes of the athlete and is responsible for the planning, organization and delivery of the training plan and competition schedule. However, to the best of the author’s knowledge, there is no empirical evidence to suggest that is the role required in equestrian sport as the rider takes responsibility for many of these tasks. This research aimed to address the void in current knowledge by gaining an understanding of coaching in equestrian sport in order to improve coaching education system through awareness of the role of the coach. Objectives were to examine the relationship between coach and rider at elite level in equestrian sport providing empirical evidence to suggest that the rider is, in part, ‘self –coached’. To identify the elite equestrian coaches’ role in coaching these ‘self-coached riders. A qualitative method using semi-structured interviews was used. A sample of elite coaches (N=3) and elite riders (N=3) were interviewed. Analysis of the transcripts revealed a total of 534 meaning units that were further grouped into sub-themes and general themes from the coaches’ perspective and the riders’ perspective. This led to the development of a final thematic structure revealing major dimensions that characterized coaching in elite equestrian sport. It was found that the riders at the elite level coach themselves the majority of the time, therefore, can be considered as ‘self-coached’ athletes. However, they do use elite coaches in a mentoring and consultancy role, where they seek guidance from the coach on specific problems, to sound ideas off or to seek reassurance that what they are doing is correct. Findings from this research suggest that the rider-coach relationship at the elite level is a professional one, based on trust and respect, but not a close relationship as seen in other sports. The results show the imperative need for the BEF to educate coaches in coaching the self-coached rider at the elite level, particularly in terms of mentoring skills. As well as incorporating rider education aimed at developing the independent, self-coached riders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=elite%20sport" title=" elite sport"> elite sport</a>, <a href="https://publications.waset.org/abstracts/search?q=equestrian" title=" equestrian"> equestrian</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20coached" title=" self coached"> self coached</a> </p> <a href="https://publications.waset.org/abstracts/80351/the-role-of-the-coach-in-elite-equestrian-sport" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3695</span> Effect of Coaching Related Incompetency to Stand Trial on Symptom Validity Test: Robustness, Sensitivity, and Specificity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natthawut%20Arin">Natthawut Arin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In forensic contexts, competency to stand trial assessments are the most common referrals. The defendants may attempt to endorse psychopathology symptoms and feign incompetent. Coaching, which can be teaching them test-taking strategies to avoid detection of psychopathological symptoms feigning. Recently, the Symptom Validity Testings (SVTs) were created to detect feigning. Moreover, the works of the literature showed that the effects of coaching on SVTs may be more robust to the effects of coaching. Thai Symptom Validity Test (SVT-Th) was designed as SVTs which demonstrated adequate psychometric properties and ability to classify between feigners and honest responders. Thus, the current study to examine the utility as the robustness of SVT-Th in the detection of feigned psychopathology. Participants consisted of 120 were recruited from undergraduate courses in psychology, randomly assigned to one of three groups. The SVT-Th was administered to those three scenario-experimental groups: (a) Uncoached group were asked to respond honestly (n=40), (b) Symptom-coached without warning group were asked to feign psychiatric symptoms to gain incompetency to stand trial (n=40), while (c) Test-coached with warning group were asked to feign psychiatric symptoms to avoid test detection but being incompetency to stand trial (n=40). Group differences were analyzed using one-way ANOVAs. The result revealed an uncoached group (M = 4.23, SD.= 5.20) had significantly lower SVT-Th mean scores than those both coached groups (M =185.00, SD.= 72.88 and M = 132.10, SD.= 54.06, respectively). Classification rates were calculated to determine the classification accuracy. Result indicated that SVT-Th had overall classification accuracy rates of 96.67% with acceptable of 95% sensitivity and 100% specificity rates. Overall, the results of the present study indicate that the SVT-Th yielded high adequate indices of accuracy and these findings suggest that the SVT-Th is robustness against coaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=incompetency%20to%20stand%20trial" title="incompetency to stand trial">incompetency to stand trial</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=robustness" title=" robustness"> robustness</a>, <a href="https://publications.waset.org/abstracts/search?q=classification%20accuracy" title=" classification accuracy"> classification accuracy</a> </p> <a href="https://publications.waset.org/abstracts/100267/effect-of-coaching-related-incompetency-to-stand-trial-on-symptom-validity-test-robustness-sensitivity-and-specificity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100267.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3694</span> Elite Female Football Coaches’ Experiences and Reflections in a Male-dominated Environment: The Case of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Soraya%20Addai-Sundiata">Fiona Soraya Addai-Sundiata</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Frimpong"> Ralph Frimpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale of this study is to examine the career experiences of elite female football coaches in Ghana. More importantly, it focus on their motives, the challenges of football coaching and their experiences along their career paths. The study draws from literature on female coaches in football to understand their experiences and reflections in their chosen careers. The findings of the study relied on in-depth semi-structured interviews with five elite female football coaches aged between 28 and 50 years. Participants’ responses reveal that both intrinsic and extrinsic motives drive them into football coaching, including learning experiences from abroad, a strong desire to break the gendered hegemony of coaching in Ghana, serving as role models, enjoyment, satisfaction and passion for their chosen careers. Results indicate that they encountered sociocultural, organisational, personal and interpersonal challenges. Also, they experience gender stereotyping, limited career mobility, sexism and marginalisation, which prevent them from becoming elite coaches. The study provides useful data for stakeholders, including Ghana Football Association (GFA), to use effective strategies (e.g., special incentives for women coaches) to attract and retain women in the football coaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20female%20football%20coaches" title="elite female football coaches">elite female football coaches</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20experiences" title=" career experiences"> career experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=trajectories" title=" trajectories"> trajectories</a> </p> <a href="https://publications.waset.org/abstracts/181774/elite-female-football-coaches-experiences-and-reflections-in-a-male-dominated-environment-the-case-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3693</span> Elite Female Football Coaches’ Experiences and Reflections in a Male-Dominated Environment: The Case of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fiona%20Soraya%20Addai-Sundiata">Fiona Soraya Addai-Sundiata</a>, <a href="https://publications.waset.org/abstracts/search?q=Ernest%20Yeboah%20Acheampong"> Ernest Yeboah Acheampong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ralph%20Frimpong"> Ralph Frimpong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale of this study is to examine the career experiences of elite female football coaches in Ghana. More importantly, it focus on their motives, the challenges of football coaching and their experiences along their career paths. The study draws from literature on female coaches in football to understand their experiences and reflections in their chosen careers. The findings of the study relied on in-depth semi-structured interviews with five elite female football coaches aged between 28 and 50 years. Participants’ responses reveal that both intrinsic and extrinsic motives drive them into football coaching including learning experiences from abroad, a strong desire to break the gendered hegemony of coaching in Ghana, serving as role models, enjoyment, satisfaction and passion for their chosen careers. Results indicate that they encountered sociocultural, organisational, personal and interpersonal challenges. Also, they experience gender stereotyping, limited career mobility, sexism and marginalisation, which prevent them from becoming elite coaches. The study provides useful data for stakeholders including Ghana Football Association (GFA) to use effective strategies (e.g., special incentives for women coaches) to attract and retain women in the football coaching space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elite%20female%20football%20coaches" title="elite female football coaches">elite female football coaches</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20experiences" title=" career experiences"> career experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=motives" title=" motives"> motives</a>, <a href="https://publications.waset.org/abstracts/search?q=trajectories" title=" trajectories"> trajectories</a> </p> <a href="https://publications.waset.org/abstracts/181917/elite-female-football-coaches-experiences-and-reflections-in-a-male-dominated-environment-the-case-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3692</span> Exploring Eating Disorders in Sport: Coaching Knowledge and the Effects of the Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Quinlan">Rebecca Quinlan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The pandemic has caused a surge in eating disorders (ED). The prevalence of ED is higher in athletes than in the general population. It would therefore be expected that there will be a rise in ED among athletic populations. Coaches regularly work with athletes and should be in a position to identify signs of ED in their athletes. However, there is limited awareness of ED among coaches. Given the effects of the pandemic, it is crucial that coaches have the skills and knowledge to identify ED. This research will explore the effects of the pandemic on athletes, current knowledge of ED among coaches, and possible solutions for building back better from the pandemic. Methods: Freedom of Information requests were conducted, and a systematic review of the literature was undertaken regarding ED in sports and following the pandemic. Results: The systematic review of the literature showed that there had been a rise in ED in athletes due to the pandemic. Freedom of Information results revealed that ED is not covered in level 1 coaching courses. This lack of education has resulted in many coaches stating they feel unable to identify ED. Discussion: The increased prevalence of ED in athletes, coupled with the negative effects of the pandemic, highlight the need for action. Recommendations are provided, which include Level 1 coaching courses to include compulsory ED education, including signs and symptoms, what to do if an athlete has an ED, and resources/contacts. It is anticipated that the findings will be used to improve coaching knowledge of ED and support offered to athletes, with the overarching aim of building back better and faster from the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eating%20disorders" title="eating disorders">eating disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a>, <a href="https://publications.waset.org/abstracts/search?q=athletes" title=" athletes"> athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/161286/exploring-eating-disorders-in-sport-coaching-knowledge-and-the-effects-of-the-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161286.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3691</span> Management Trainee Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ambreen%20Amir%20Ali">Ambreen Amir Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In todays’ dynamic environment, it has become very crucial to have comprehensive management trainee program to hire future leaders of organization. It is being proved that fresh graduates mostly join organizations because of its institution but later on they leave organization because of their immediate manager or supervisor. The concept of coaching and mentoring in talent management systems are very important, because mentors are those who can advise, facilitate, help and support new entrants to advance in their career. When it comes to going for talent hunt, one point needs to be highlighted that MTs are the raw talent for your organization, now it’s the responsibility of employers to nourish them, polish and developed them so that they can enthusiastically take care of senior leadership roles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20trainee" title="management trainee">management trainee</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20roles" title=" leadership roles"> leadership roles</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a> </p> <a href="https://publications.waset.org/abstracts/17494/management-trainee-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">636</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3690</span> Non-Executive Employees’ Psychological Capital and Goal Attainment Development Through Positive Psychology Micro-Coaching Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Abrishamchi">Iman Abrishamchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to investigate the effect of Positive psychology micro coaching (PPMC) on nonexecutive employees' psychological capital and the relation between goal-related self-efficacy and goal attainment. This study was in the form of a control trial design for 150 people in the factory over a period of 5 weeks; the intervention method was a strength-based approach. Participants were divided into two experimental groups (EX) and the waiting list group (WL). The measurement methods were a mix of quantitative and qualitative and included the psychological capital measurement questionnaire, a 2X2 ANOVA to analyze the within-subject factors and between-subject factors, t-tests for evaluating the time effect, and data analysis by the SPSS 25.0 statistical program. The results of the study showed that PPMC could increase psychological capital in employees, and goal-related self-efficacy can predict goal attainment, so this contributes to successful organizational outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20capital" title="psychological capital">psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20attainment" title=" goal attainment"> goal attainment</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-coaching%20intervention" title=" micro-coaching intervention"> micro-coaching intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20related%20self-efficacy" title=" goal related self-efficacy"> goal related self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/165641/non-executive-employees-psychological-capital-and-goal-attainment-development-through-positive-psychology-micro-coaching-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3689</span> Instructional Leadership, Information and Communications Technology Competencies and Performance of Basic Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jay%20Martin%20L.%20Dionaldo">Jay Martin L. Dionaldo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to develop a causal model on the performance of the basic education teachers in the Division of Malaybalay City for the school year 2018-2019. This study used the responses of 300 randomly selected basic education teachers of Malaybalay City, Bukidnon. They responded to the three sets of questionnaires patterned from the National Education Association (2018) on instructional leadership of teachers, the questionnaire of Caluza et al., (2017) for information and communications technology competencies and the questionnaire on the teachers’ performance using the Individual Performance Commitment and Review Form (IPCRF) adopted by the Department of Education (DepEd). Descriptive statistics such as mean for the description, correlation for a relationship, regression for the extent influence, and path analysis for the model that best fits teachers’ performance were used. Result showed that basic education teachers have a very satisfactory level of performance. Also, the teachers highly practice instructional leadership practices in terms of coaching and mentoring, facilitating collaborative relationships, and community awareness and engagement. On the other hand, they are proficient users of ICT in terms of technology operations and concepts and basic users in terms of their pedagogical indicators. Furthermore, instructional leadership, coaching and mentoring, facilitating collaborative relationships and community awareness and engagement and information and communications technology competencies; technology operations and concept and pedagogy were significantly correlated toward teachers’ performance. Coaching and mentoring, community awareness and engagement, and technology operations and concept were the best predictors of teachers’ performance. The model that best fit teachers’ performance is anchored on coaching and mentoring of the teachers, embedded with facilitating collaborative relationships, community awareness, and engagement, technology operations, and concepts, and pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20leadership" title=" instructional leadership"> instructional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20and%20mentoring" title=" coaching and mentoring"> coaching and mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20relationship" title=" collaborative relationship"> collaborative relationship</a> </p> <a href="https://publications.waset.org/abstracts/115215/instructional-leadership-information-and-communications-technology-competencies-and-performance-of-basic-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=coaching%20culture&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=coaching%20culture&page=3">3</a></li> <li class="page-item"><a class="page-link" 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