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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Coaching (Education)</h1><div class="u-tcGrayDark">86,798 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Coaching (Education)</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Coaching_Education_">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Coaching_Education_/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Coaching_Education_/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Coaching_Education_/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Coaching_Education_">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21051899" data-work_id="21051899" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21051899/Factors_in_Managing_a_Successful_College_Athletic_Program_NCAA_D3_80_RECRUITING_10_ACADEMICS_5_10_COACHING">Factors in Managing a Successful College Athletic Program—NCAA D3 80% RECRUITING 10% ACADEMICS 5% 10% COACHING</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Is coaching the most important factor in developing a winning athletic program? Research says no. Recruiting is a significantly more important factor to a team's success.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21051899" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="017cc821d849b5f51417e41ba1ece54b" rel="nofollow" data-download="{"attachment_id":41690424,"asset_id":21051899,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41690424/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="267333" href="https://indiana.academia.edu/BenjaminBJPheasant">Benjamin (BJ) Pheasant</a><script data-card-contents-for-user="267333" type="text/json">{"id":267333,"first_name":"Benjamin (BJ)","last_name":"Pheasant","domain_name":"indiana","page_name":"BenjaminBJPheasant","display_name":"Benjamin (BJ) Pheasant","profile_url":"https://indiana.academia.edu/BenjaminBJPheasant?f_ri=3486","photo":"https://0.academia-photos.com/267333/55876/51530/s65_benjamin_bj_.pheasant.jpg"}</script></span></span></li><li class="js-paper-rank-work_21051899 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21051899"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21051899, container: ".js-paper-rank-work_21051899", }); });</script></li><li class="js-percentile-work_21051899 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 21051899; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_21051899"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21051899 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21051899"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21051899; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21051899]").text(description); $(".js-view-count-work_21051899").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21051899").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21051899"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1470" rel="nofollow" href="https://www.academia.edu/Documents/in/Football_soccer_">Football (soccer)</a>, <script data-card-contents-for-ri="1470" type="text/json">{"id":1470,"name":"Football (soccer)","url":"https://www.academia.edu/Documents/in/Football_soccer_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5503" rel="nofollow" href="https://www.academia.edu/Documents/in/Sports_Management">Sports Management</a>, <script data-card-contents-for-ri="5503" type="text/json">{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11382" rel="nofollow" href="https://www.academia.edu/Documents/in/Soccer">Soccer</a><script data-card-contents-for-ri="11382" type="text/json">{"id":11382,"name":"Soccer","url":"https://www.academia.edu/Documents/in/Soccer?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21051899]'), work: {"id":21051899,"title":"Factors in Managing a Successful College Athletic Program—NCAA D3 80% RECRUITING 10% ACADEMICS 5% 10% COACHING","created_at":"2016-01-28T07:36:06.520-08:00","url":"https://www.academia.edu/21051899/Factors_in_Managing_a_Successful_College_Athletic_Program_NCAA_D3_80_RECRUITING_10_ACADEMICS_5_10_COACHING?f_ri=3486","dom_id":"work_21051899","summary":"Is coaching the most important factor in developing a winning athletic program? Research says no. Recruiting is a significantly more important factor to a team's success.","downloadable_attachments":[{"id":41690424,"asset_id":21051899,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":267333,"first_name":"Benjamin (BJ)","last_name":"Pheasant","domain_name":"indiana","page_name":"BenjaminBJPheasant","display_name":"Benjamin (BJ) Pheasant","profile_url":"https://indiana.academia.edu/BenjaminBJPheasant?f_ri=3486","photo":"https://0.academia-photos.com/267333/55876/51530/s65_benjamin_bj_.pheasant.jpg"}],"research_interests":[{"id":1470,"name":"Football (soccer)","url":"https://www.academia.edu/Documents/in/Football_soccer_?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true},{"id":11382,"name":"Soccer","url":"https://www.academia.edu/Documents/in/Soccer?f_ri=3486","nofollow":true},{"id":52604,"name":"Recruitment","url":"https://www.academia.edu/Documents/in/Recruitment?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":129771,"name":"Intercollegiate Athletics","url":"https://www.academia.edu/Documents/in/Intercollegiate_Athletics?f_ri=3486"},{"id":292680,"name":"Intercollegiate Athletic Governance","url":"https://www.academia.edu/Documents/in/Intercollegiate_Athletic_Governance?f_ri=3486"},{"id":630917,"name":"College Student Athletes","url":"https://www.academia.edu/Documents/in/College_Student_Athletes?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11948630" data-work_id="11948630" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11948630/Is_Coaching_a_form_of_Psychotherapy"> Is Coaching a form of Psychotherapy? </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This short paper, shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice. To cite this paper: Western, S. (2006) Look Who’s Talking, Coaching at Work.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11948630" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This short paper,  shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice.  <br />To cite this paper:  Western, S. (2006) Look Who’s Talking, Coaching at Work. London: People Management, Vol. 1:2 pp. 31-34.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11948630" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35ee34a09db84aa2dbb73c4cdc47e53f" rel="nofollow" data-download="{"attachment_id":37307604,"asset_id":11948630,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37307604/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="363686" href="https://lums-uk.academia.edu/SimonWestern">Simon Western</a><script data-card-contents-for-user="363686" type="text/json">{"id":363686,"first_name":"Simon","last_name":"Western","domain_name":"lums-uk","page_name":"SimonWestern","display_name":"Simon Western","profile_url":"https://lums-uk.academia.edu/SimonWestern?f_ri=3486","photo":"https://0.academia-photos.com/363686/111231/18323868/s65_simon.western.jpg"}</script></span></span></li><li class="js-paper-rank-work_11948630 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11948630"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11948630, container: ".js-paper-rank-work_11948630", }); });</script></li><li class="js-percentile-work_11948630 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11948630; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11948630"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11948630 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11948630"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11948630; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11948630]").text(description); $(".js-view-count-work_11948630").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11948630").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11948630"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="226" rel="nofollow" href="https://www.academia.edu/Documents/in/Clinical_Psychology">Clinical Psychology</a>, <script data-card-contents-for-ri="226" type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a><script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11948630]'), work: {"id":11948630,"title":" Is Coaching a form of Psychotherapy? ","created_at":"2015-04-14T14:15:45.687-07:00","url":"https://www.academia.edu/11948630/Is_Coaching_a_form_of_Psychotherapy?f_ri=3486","dom_id":"work_11948630","summary":"This short paper, shows how executive coaching draws on psychotherapy, and offers insights into using psychodynamic and systems theory in coaching practice. \nTo cite this paper: Western, S. (2006) Look Who’s Talking, Coaching at Work. London: People Management, Vol. 1:2 pp. 31-34.","downloadable_attachments":[{"id":37307604,"asset_id":11948630,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":363686,"first_name":"Simon","last_name":"Western","domain_name":"lums-uk","page_name":"SimonWestern","display_name":"Simon Western","profile_url":"https://lums-uk.academia.edu/SimonWestern?f_ri=3486","photo":"https://0.academia-photos.com/363686/111231/18323868/s65_simon.western.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3486","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3486","nofollow":true},{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=3486","nofollow":true},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=3486","nofollow":true},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=3486"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3486"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=3486"},{"id":1452,"name":"Corporate Social Responsibility","url":"https://www.academia.edu/Documents/in/Corporate_Social_Responsibility?f_ri=3486"},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486"},{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=3486"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3486"},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486"},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=3486"},{"id":8169,"name":"Leadership and Mentoring","url":"https://www.academia.edu/Documents/in/Leadership_and_Mentoring?f_ri=3486"},{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=3486"},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486"},{"id":29440,"name":"Coaching for Leadership + Intuition","url":"https://www.academia.edu/Documents/in/Coaching_for_Leadership_Intuition?f_ri=3486"},{"id":29442,"name":"Coaching and organisational change","url":"https://www.academia.edu/Documents/in/Coaching_and_organisational_change?f_ri=3486"},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":50008,"name":"Life Coaching","url":"https://www.academia.edu/Documents/in/Life_Coaching?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29893936" data-work_id="29893936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29893936/Leadership_Coaching_and_Mentoring_A_Research_Based_Model">Leadership Coaching and Mentoring: A Research-Based Model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This conceptual paper proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. Using Boyer’s scholarship of integration as a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29893936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This conceptual paper proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession.  Using Boyer’s scholarship of integration as a model, this study offers a new construct which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support with university faculty and school district leaders and mentors working collaboratively to support novice leaders (Boyer, 1990). Leadership-focused coaching would be provided by university faculty while prospective leaders are completing coursework and later once placed in school leadership positions.  Further, school districts would provide mentoring support and experienced leaders as mentors for novice instructional leaders once hired.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29893936" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="be5237335b51cfd69b543fad6e158bf7" rel="nofollow" data-download="{"attachment_id":50358676,"asset_id":29893936,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50358676/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6139171" href="https://uwf.academia.edu/JulieGray">Julie A . Gray</a><script data-card-contents-for-user="6139171" type="text/json">{"id":6139171,"first_name":"Julie","last_name":"Gray","domain_name":"uwf","page_name":"JulieGray","display_name":"Julie A . Gray","profile_url":"https://uwf.academia.edu/JulieGray?f_ri=3486","photo":"https://0.academia-photos.com/6139171/4246923/33457890/s65_julie.gray.jpg"}</script></span></span></li><li class="js-paper-rank-work_29893936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29893936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29893936, container: ".js-paper-rank-work_29893936", }); });</script></li><li class="js-percentile-work_29893936 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29893936; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29893936"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29893936 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29893936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29893936; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29893936]").text(description); $(".js-view-count-work_29893936").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29893936").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29893936"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" rel="nofollow" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8169" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership_and_Mentoring">Leadership and Mentoring</a>, <script data-card-contents-for-ri="8169" type="text/json">{"id":8169,"name":"Leadership and Mentoring","url":"https://www.academia.edu/Documents/in/Leadership_and_Mentoring?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11761" rel="nofollow" href="https://www.academia.edu/Documents/in/Experiential_Learning_Active_Learning_">Experiential Learning (Active Learning)</a><script data-card-contents-for-ri="11761" type="text/json">{"id":11761,"name":"Experiential Learning (Active Learning)","url":"https://www.academia.edu/Documents/in/Experiential_Learning_Active_Learning_?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29893936]'), work: {"id":29893936,"title":"Leadership Coaching and Mentoring: A Research-Based Model","created_at":"2016-11-16T13:28:53.637-08:00","url":"https://www.academia.edu/29893936/Leadership_Coaching_and_Mentoring_A_Research_Based_Model?f_ri=3486","dom_id":"work_29893936","summary":"This conceptual paper proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. Using Boyer’s scholarship of integration as a model, this study offers a new construct which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support with university faculty and school district leaders and mentors working collaboratively to support novice leaders (Boyer, 1990). Leadership-focused coaching would be provided by university faculty while prospective leaders are completing coursework and later once placed in school leadership positions. Further, school districts would provide mentoring support and experienced leaders as mentors for novice instructional leaders once hired. ","downloadable_attachments":[{"id":50358676,"asset_id":29893936,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6139171,"first_name":"Julie","last_name":"Gray","domain_name":"uwf","page_name":"JulieGray","display_name":"Julie A . Gray","profile_url":"https://uwf.academia.edu/JulieGray?f_ri=3486","photo":"https://0.academia-photos.com/6139171/4246923/33457890/s65_julie.gray.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=3486","nofollow":true},{"id":8169,"name":"Leadership and Mentoring","url":"https://www.academia.edu/Documents/in/Leadership_and_Mentoring?f_ri=3486","nofollow":true},{"id":11761,"name":"Experiential Learning (Active Learning)","url":"https://www.academia.edu/Documents/in/Experiential_Learning_Active_Learning_?f_ri=3486","nofollow":true},{"id":27479,"name":"Principal Preparation","url":"https://www.academia.edu/Documents/in/Principal_Preparation?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8963308" data-work_id="8963308" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8963308/A_Case_for_Basic_Needs_in_Coaching">A Case for Basic Needs in Coaching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While writing our book Neuroleadership which explored the field of neuroleadership (combining neuroscience with leadership) we came across the work of Klaus Grawe. His work in neuropsychotherapy and the Consistency Theory he proposed we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8963308" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While writing our book Neuroleadership which explored the field of neuroleadership (combining neuroscience with leadership) we came across the work of Klaus Grawe. His work in neuropsychotherapy and the Consistency Theory he proposed we found to be particularly interesting and saw it as model that can be applied in all systems within which human beings operate. Since writing Neuroleadership and applying the models we proposed in the business world we have come to the conclusion that indeed this is a very relevant but also practical model that can be applied to leadership scenarios. Moreover, and understandably given its roots in neuropsychotherapy, this we see can be applied with great impact in coaching contexts. We hence propose a model of basic human needs as an integrated coaching framework (SCOAP Coach Theory).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8963308" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="694be6328a55f299378c8f3ec398be6e" rel="nofollow" data-download="{"attachment_id":35280507,"asset_id":8963308,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35280507/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="19968228" href="https://independent.academia.edu/AndyHabermacher">Andy Habermacher</a><script data-card-contents-for-user="19968228" type="text/json">{"id":19968228,"first_name":"Andy","last_name":"Habermacher","domain_name":"independent","page_name":"AndyHabermacher","display_name":"Andy Habermacher","profile_url":"https://independent.academia.edu/AndyHabermacher?f_ri=3486","photo":"https://0.academia-photos.com/19968228/7490763/8415201/s65_andy.habermacher.jpg"}</script></span></span></li><li class="js-paper-rank-work_8963308 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8963308"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8963308, container: ".js-paper-rank-work_8963308", }); });</script></li><li class="js-percentile-work_8963308 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8963308; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8963308"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8963308 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8963308"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8963308; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8963308]").text(description); $(".js-view-count-work_8963308").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8963308").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8963308"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22083" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_and_Personal_Development">Coaching and Personal Development</a><script data-card-contents-for-ri="22083" type="text/json">{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8963308]'), work: {"id":8963308,"title":"A Case for Basic Needs in Coaching","created_at":"2014-10-26T00:05:12.489-07:00","url":"https://www.academia.edu/8963308/A_Case_for_Basic_Needs_in_Coaching?f_ri=3486","dom_id":"work_8963308","summary":"While writing our book Neuroleadership which explored the field of neuroleadership (combining neuroscience with leadership) we came across the work of Klaus Grawe. His work in neuropsychotherapy and the Consistency Theory he proposed we found to be particularly interesting and saw it as model that can be applied in all systems within which human beings operate. Since writing Neuroleadership and applying the models we proposed in the business world we have come to the conclusion that indeed this is a very relevant but also practical model that can be applied to leadership scenarios. Moreover, and understandably given its roots in neuropsychotherapy, this we see can be applied with great impact in coaching contexts. We hence propose a model of basic human needs as an integrated coaching framework (SCOAP Coach Theory).","downloadable_attachments":[{"id":35280507,"asset_id":8963308,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":19968228,"first_name":"Andy","last_name":"Habermacher","domain_name":"independent","page_name":"AndyHabermacher","display_name":"Andy Habermacher","profile_url":"https://independent.academia.edu/AndyHabermacher?f_ri=3486","photo":"https://0.academia-photos.com/19968228/7490763/8415201/s65_andy.habermacher.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=3486","nofollow":true},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486"},{"id":50008,"name":"Life Coaching","url":"https://www.academia.edu/Documents/in/Life_Coaching?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"},{"id":152540,"name":"Business Coaching","url":"https://www.academia.edu/Documents/in/Business_Coaching?f_ri=3486"},{"id":188055,"name":"Leadership and Executive Coaching","url":"https://www.academia.edu/Documents/in/Leadership_and_Executive_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12384582" data-work_id="12384582" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12384582/Coaching_in_Higher_Education">Coaching in Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter provides an overview of how coaching can be used within the higher education sector. It considers a variety of methods and approaches to coaching and discusses the potential impact it might have on education at this level. It... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12384582" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter provides an overview of how coaching can be used within the higher education sector. It considers a variety of methods and approaches to coaching and discusses the potential impact it might have on education at this level. It explores the ideas of providing not only university staff members (executives, administrators and educators) but also university students in order to optimise individual and organisational performance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12384582" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="452e4623a557322bf085ee8b4c1a945e" rel="nofollow" data-download="{"attachment_id":40420131,"asset_id":12384582,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40420131/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31119944" href="https://oxfordbrookes.academia.edu/IoannaIordanou">Ioanna Iordanou</a><script data-card-contents-for-user="31119944" type="text/json">{"id":31119944,"first_name":"Ioanna","last_name":"Iordanou","domain_name":"oxfordbrookes","page_name":"IoannaIordanou","display_name":"Ioanna Iordanou","profile_url":"https://oxfordbrookes.academia.edu/IoannaIordanou?f_ri=3486","photo":"https://0.academia-photos.com/31119944/9134740/10187361/s65_ioanna.iordanou.jpg"}</script></span></span></li><li class="js-paper-rank-work_12384582 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12384582"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12384582, container: ".js-paper-rank-work_12384582", }); 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It considers a variety of methods and approaches to coaching and discusses the potential impact it might have on education at this level. It explores the ideas of providing not only university staff members (executives, administrators and educators) but also university students in order to optimise individual and organisational performance. ","downloadable_attachments":[{"id":40420131,"asset_id":12384582,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31119944,"first_name":"Ioanna","last_name":"Iordanou","domain_name":"oxfordbrookes","page_name":"IoannaIordanou","display_name":"Ioanna Iordanou","profile_url":"https://oxfordbrookes.academia.edu/IoannaIordanou?f_ri=3486","photo":"https://0.academia-photos.com/31119944/9134740/10187361/s65_ioanna.iordanou.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":16825,"name":"Management Education","url":"https://www.academia.edu/Documents/in/Management_Education?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486"},{"id":188055,"name":"Leadership and Executive Coaching","url":"https://www.academia.edu/Documents/in/Leadership_and_Executive_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18030496" data-work_id="18030496" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18030496/EL_SENTIDO_DE_VIDA_EL_SENTIDO_DEL_TRABAJO">EL SENTIDO DE VIDA EL SENTIDO DEL TRABAJO</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">He aquí la prueba para saber si tu misión en la tierra ha concluido: Si estas vivo, aún no ha terminado. 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What is COMPASS? It starts with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39149574" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based, student-centered consultation and coaching intervention developed specifically for students with ASD.<br /><br />What is COMPASS? It starts with parent-teacher consultation with a COMPASS trained consultant resulting in individualized goals and teaching plans using an Evidence Based Practice in Psychology (EBPP) framework. After the consultation, teachers receive evidence-based coaching with performance feedback and progress monitoring towards IEP progress. <br /><br />What are the theoretical frameworks that inform COMPASS? COMPASS is an implementation strategy influenced by the framework  of Dunst, Trivette, and Raab (2013) (Figure 3) that considers the relationships between what the COMPASS consultant does (implementation practice) to impact what the teacher does (intervention practice) to improve child educational outcomes (practice outcomes). <br /><br />What has the previous research on COMPASS found? Three previous randomized controlled trials found that COMPASS results in better IEP quality and goal attainment progress over the course of an academic year compared to control groups.<br /><br />What is this study about? All previous studies have been delivered by the original developers. This study sought to train local, school-based consultants to implement COMPASS with high fidelity and satisfaction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39149574" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cab2a1e7064c9d4781344ce29d90c80d" rel="nofollow" data-download="{"attachment_id":59273290,"asset_id":39149574,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59273290/download_file?st=MTczOTg1MjY2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10228906" href="https://ballstate.academia.edu/LindseyOgle">Lindsey Ogle</a><script data-card-contents-for-user="10228906" type="text/json">{"id":10228906,"first_name":"Lindsey","last_name":"Ogle","domain_name":"ballstate","page_name":"LindseyOgle","display_name":"Lindsey Ogle","profile_url":"https://ballstate.academia.edu/LindseyOgle?f_ri=3486","photo":"https://0.academia-photos.com/10228906/3218126/79797762/s65_lindsey.ogle.jpg"}</script></span></span></li><li class="js-paper-rank-work_39149574 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39149574"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39149574, container: ".js-paper-rank-work_39149574", }); 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$(".js-view-count[data-work-id=39149574]").text(description); $(".js-view-count-work_39149574").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39149574").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39149574"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3709" rel="nofollow" href="https://www.academia.edu/Documents/in/Evidence_Based_Practice">Evidence Based Practice</a><script data-card-contents-for-ri="3709" type="text/json">{"id":3709,"name":"Evidence Based Practice","url":"https://www.academia.edu/Documents/in/Evidence_Based_Practice?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39149574]'), work: {"id":39149574,"title":"A Randomized Controlled Study of COMPASS: Can School-based Consultants Be Trained to Implement an EBPP Informed Consultation Intervention for Students with ASD","created_at":"2019-05-16T06:40:44.895-07:00","url":"https://www.academia.edu/39149574/A_Randomized_Controlled_Study_of_COMPASS_Can_School_based_Consultants_Be_Trained_to_Implement_an_EBPP_Informed_Consultation_Intervention_for_Students_with_ASD?f_ri=3486","dom_id":"work_39149574","summary":"The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based, student-centered consultation and coaching intervention developed specifically for students with ASD.\n\nWhat is COMPASS? It starts with parent-teacher consultation with a COMPASS trained consultant resulting in individualized goals and teaching plans using an Evidence Based Practice in Psychology (EBPP) framework. After the consultation, teachers receive evidence-based coaching with performance feedback and progress monitoring towards IEP progress. \n\nWhat are the theoretical frameworks that inform COMPASS? COMPASS is an implementation strategy influenced by the framework of Dunst, Trivette, and Raab (2013) (Figure 3) that considers the relationships between what the COMPASS consultant does (implementation practice) to impact what the teacher does (intervention practice) to improve child educational outcomes (practice outcomes). \n\nWhat has the previous research on COMPASS found? Three previous randomized controlled trials found that COMPASS results in better IEP quality and goal attainment progress over the course of an academic year compared to control groups.\n\nWhat is this study about? All previous studies have been delivered by the original developers. This study sought to train local, school-based consultants to implement COMPASS with high fidelity and satisfaction. ","downloadable_attachments":[{"id":59273290,"asset_id":39149574,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10228906,"first_name":"Lindsey","last_name":"Ogle","domain_name":"ballstate","page_name":"LindseyOgle","display_name":"Lindsey Ogle","profile_url":"https://ballstate.academia.edu/LindseyOgle?f_ri=3486","photo":"https://0.academia-photos.com/10228906/3218126/79797762/s65_lindsey.ogle.jpg"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=3486","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":3709,"name":"Evidence Based Practice","url":"https://www.academia.edu/Documents/in/Evidence_Based_Practice?f_ri=3486","nofollow":true},{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=3486"},{"id":23550,"name":"Autism (Education)","url":"https://www.academia.edu/Documents/in/Autism_Education_?f_ri=3486"},{"id":75266,"name":"Parental Involvement in Education","url":"https://www.academia.edu/Documents/in/Parental_Involvement_in_Education?f_ri=3486"},{"id":113674,"name":"Evidence-Based Practice in Psychology","url":"https://www.academia.edu/Documents/in/Evidence-Based_Practice_in_Psychology?f_ri=3486"},{"id":201965,"name":"School-Based Consultation","url":"https://www.academia.edu/Documents/in/School-Based_Consultation?f_ri=3486"},{"id":377696,"name":"Individualized Educational Program","url":"https://www.academia.edu/Documents/in/Individualized_Educational_Program?f_ri=3486"},{"id":594962,"name":"Compass","url":"https://www.academia.edu/Documents/in/Compass?f_ri=3486"},{"id":1223929,"name":"Autism Spectrum Treatment","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Treatment?f_ri=3486"},{"id":1375023,"name":"Goal Attainment Scaling","url":"https://www.academia.edu/Documents/in/Goal_Attainment_Scaling?f_ri=3486"},{"id":1949877,"name":"Teacher Coaching","url":"https://www.academia.edu/Documents/in/Teacher_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3710415" data-work_id="3710415" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3710415/Chris_Prior_and_Clive_Palmer_2008_It_s_the_winning_that_counts_not_just_taking_part_opinions_and_aspirations_of_some_entry_level_sport_s_coaches_Journal_of_Qualitative_Research_in_Sports_Studies_2_1_59_70">Chris Prior and Clive Palmer (2008) It’s the winning that counts, not just taking part - opinions and aspirations of some entry-level sport’s coaches. Journal of Qualitative Research in Sports Studies, 2, 1, 59-70.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper discusses some interview-based research that focuses on the opinions and aspirations of three coaches currently working in the North West of England The names of the three respondents have been changed to protect their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3710415" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper discusses some interview-based research that focuses on the opinions and aspirations of three coaches currently working in the North West of England The names of the three respondents have been changed to protect their identities Tom is a freelance canoeing coach who is currently employed on a council project providing outdoor education experiences for young people Jane is a university student who coaches hockey at amateur level and has also represented her country in that sport Harry is a post graduate student and a Level 1 Rugby League coach working in the local community These coaches were chosen specifically because of their diversity of experience It was hoped this would give the researcher a broader range of perspec-tives about what counts as success in coaching The contrasting aims of coaching for performance and coaching for participation provide a structure to analyse the re-spondent’s comments In conclusion a view is offered that in coaching for participa-tion, the coach is controlled by the group’s needs and at entry level coaching a coach’s need for social approval and acceptance may be high However, in coaching for performance the coach’s responsibility may be to structure and plan for challenging experiences which their athletes might not like in the short term, but can perhaps see the benefits of in the long term.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3710415" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b5937060f0d5180506d64a82e24fca4b" rel="nofollow" data-download="{"attachment_id":55649535,"asset_id":3710415,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55649535/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_3710415 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3710415"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3710415, container: ".js-paper-rank-work_3710415", }); 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O ur purpose in this commentary is to describe how school... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44566475" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Literacy without love is just words on a page, but educators can create real, actionable, and sustainable classroom practices rooted in love, in a time when we need it the most. O ur purpose in this commentary is to describe how school communities work together to build relationships and develop inquiry teams through loveful practices. Through this examination, possibilities for shaping literacy culture through love-ful pedagogies within and across schools are elevated. This commentary is a dialogue between the two of us to explain how loveful pedagogy is deeply connected to learners' motivation in school and, especially, learners' love of literacy. Our ideational partner, Cornelius Minor, is included in the dialogue, particularly when we describe our work with adolescents in school spaces. In the first section, Kass explains the emotive work that underscores becoming literate, beginning with developmental learning stages. She delineates how the relational trust that adolescents both crave and need begins during early childhood and is often compromised as they experience more schooling. Marcus identifies that the work of building relational trust starts with self-assessment of both youth and their educators, capitalizing on an adapted form of Chapman's (2010) love languages. Marcus interrogates the idea of imperfect love, calling on educators to present a more vulnerable version of themselves to their learners. Kass then connects the inner work to the outer, posing a framework for intraschool collegial discourse that she and her partner, Cornelius, model in schools, while also providing a critical "shapes of love" relational continuum for educators to more critically examine interactions that take place between teachers and students within a school. Kass: Developmental Consideration Becoming literate is emotional work. From the time human beings are born, they engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, humans are constantly being challenged and provoked with new information. Imagine a baby. The sound of the door opening, she had learned, means that her grown-up has arrived home! Whoops, it's the grocery delivery person. Disappointment ensues. Anger and sadness build, the baby's fists clench, tears well up, and crying commences. There's no need to worry, though, because another grown-up, different from the one expected than the delivery person, comforts the baby, reassuring her with "Shhhh" sounds and telling her that the caregiver she expected will be home before too long. Then, the baby begins to relax, because even though she doesn't understand the caregiver's words, this person is soothing, smiling, and the baby can feel a vibe, something that she will later know to be called love. The International Literacy Association (n.d.) defines literacies as the distinct written and oral language practices evident across varying social circumstances, domains, and classes. As such, literacies are plural, with multiple manifestations, that cover various aspects of human life and social organization (e.g., school literacy, workplace literacy, science literacy).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44566475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd97520996ead4fd9f80cb71509994db" rel="nofollow" data-download="{"attachment_id":65021232,"asset_id":44566475,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65021232/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79008573" href="https://independent.academia.edu/KassandraMinor">Kassandra Minor</a><script data-card-contents-for-user="79008573" type="text/json">{"id":79008573,"first_name":"Kassandra","last_name":"Minor","domain_name":"independent","page_name":"KassandraMinor","display_name":"Kassandra Minor","profile_url":"https://independent.academia.edu/KassandraMinor?f_ri=3486","photo":"https://0.academia-photos.com/79008573/31954267/29102930/s65_kassandra.minor.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44566475">+1</span><div class="hidden js-additional-users-44566475"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://washington.academia.edu/MarcusHarden">Marcus Harden</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44566475'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44566475').html(); 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O ur purpose in this commentary is to describe how school communities work together to build relationships and develop inquiry teams through loveful practices. Through this examination, possibilities for shaping literacy culture through love-ful pedagogies within and across schools are elevated. This commentary is a dialogue between the two of us to explain how loveful pedagogy is deeply connected to learners' motivation in school and, especially, learners' love of literacy. Our ideational partner, Cornelius Minor, is included in the dialogue, particularly when we describe our work with adolescents in school spaces. In the first section, Kass explains the emotive work that underscores becoming literate, beginning with developmental learning stages. She delineates how the relational trust that adolescents both crave and need begins during early childhood and is often compromised as they experience more schooling. Marcus identifies that the work of building relational trust starts with self-assessment of both youth and their educators, capitalizing on an adapted form of Chapman's (2010) love languages. Marcus interrogates the idea of imperfect love, calling on educators to present a more vulnerable version of themselves to their learners. Kass then connects the inner work to the outer, posing a framework for intraschool collegial discourse that she and her partner, Cornelius, model in schools, while also providing a critical \"shapes of love\" relational continuum for educators to more critically examine interactions that take place between teachers and students within a school. Kass: Developmental Consideration Becoming literate is emotional work. From the time human beings are born, they engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, humans are constantly being challenged and provoked with new information. Imagine a baby. The sound of the door opening, she had learned, means that her grown-up has arrived home! Whoops, it's the grocery delivery person. Disappointment ensues. Anger and sadness build, the baby's fists clench, tears well up, and crying commences. There's no need to worry, though, because another grown-up, different from the one expected than the delivery person, comforts the baby, reassuring her with \"Shhhh\" sounds and telling her that the caregiver she expected will be home before too long. Then, the baby begins to relax, because even though she doesn't understand the caregiver's words, this person is soothing, smiling, and the baby can feel a vibe, something that she will later know to be called love. The International Literacy Association (n.d.) defines literacies as the distinct written and oral language practices evident across varying social circumstances, domains, and classes. As such, literacies are plural, with multiple manifestations, that cover various aspects of human life and social organization (e.g., school literacy, workplace literacy, science literacy).","downloadable_attachments":[{"id":65021232,"asset_id":44566475,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79008573,"first_name":"Kassandra","last_name":"Minor","domain_name":"independent","page_name":"KassandraMinor","display_name":"Kassandra Minor","profile_url":"https://independent.academia.edu/KassandraMinor?f_ri=3486","photo":"https://0.academia-photos.com/79008573/31954267/29102930/s65_kassandra.minor.jpg"},{"id":81658512,"first_name":"Marcus","last_name":"Harden","domain_name":"washington","page_name":"MarcusHarden","display_name":"Marcus Harden","profile_url":"https://washington.academia.edu/MarcusHarden?f_ri=3486","photo":"https://0.academia-photos.com/81658512/20055643/19825610/s65_marcus.harden.jpg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=3486","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":14321,"name":"Critical Literacy Studies","url":"https://www.academia.edu/Documents/in/Critical_Literacy_Studies?f_ri=3486","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=3486"},{"id":18644,"name":"Culturally relevant pedagogy","url":"https://www.academia.edu/Documents/in/Culturally_relevant_pedagogy?f_ri=3486"},{"id":37607,"name":"Culturally Responsive Teaching and Learning","url":"https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning?f_ri=3486"},{"id":55335,"name":"Bell Hooks","url":"https://www.academia.edu/Documents/in/Bell_Hooks?f_ri=3486"},{"id":62753,"name":"Racial Justice","url":"https://www.academia.edu/Documents/in/Racial_Justice?f_ri=3486"},{"id":1287482,"name":"Equity and Inclusion In Independent Schools","url":"https://www.academia.edu/Documents/in/Equity_and_Inclusion_In_Independent_Schools?f_ri=3486"},{"id":1473292,"name":"Whole Child Education","url":"https://www.academia.edu/Documents/in/Whole_Child_Education?f_ri=3486"},{"id":1674222,"name":"Teaching the Whole Child","url":"https://www.academia.edu/Documents/in/Teaching_the_Whole_Child?f_ri=3486"},{"id":3598241,"name":"Diversity, Inclusion, and Equity (D.I.E.)","url":"https://www.academia.edu/Documents/in/Diversity_Inclusion_and_Equity_D.I.E._?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49391303" data-work_id="49391303" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49391303/Better_informed_with_the_end_in_mind_post_16_choices_at_a_dual_curriculum_school">Better informed with the end in mind: post-16 choices at a dual-curriculum school</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized"><a href="https://studentsunionucl.org/articles/ucl-3-minute-thesis-final-2021-0" rel="nofollow">https://studentsunionucl.org/articles/ucl-3-minute-thesis-final-2021-0</a> The first time that children in England have a meaningful choice about whether and what to study at school is at age 16. What an opportunity to dream big, seek advice... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49391303" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden"><a href="https://studentsunionucl.org/articles/ucl-3-minute-thesis-final-2021-0" rel="nofollow">https://studentsunionucl.org/articles/ucl-3-minute-thesis-final-2021-0</a><br /><br />The first time that children in England have a meaningful choice about whether and what to study at school is at age 16. What an opportunity to dream big, seek advice and think systematically! However, although the Gatsby benchmarks for good career guidance recommend that schools address the needs of all students, UCAS have found that 20% of undergraduates were blocked from their preferred degree because of their A Levels - with aspiring doctors, dentists and mathematicians particularly affected. Schools need to get things right before A Levels commence. <br /><br />I’m conducting research at a fee-paying London school which, as well as offering subject choice, offers an overarching curriculum choice: between the IB Diploma and A Levels. I’ve provided twenty distinctive students with three coaching sessions - to allow time and space for consideration of what they want, what options they have and what steps they might take in perhaps the biggest academic decision of their lives so far - and I have learned that post-16 curriculum choice is a unique process guided by the individual’s values and concerns. I hope to support this and other schools in enabling each individual to be better-informed and consider all options, whilst keeping career goals in mind.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49391303" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7304927ffab5dc79e0f398795a7d2879" rel="nofollow" data-download="{"attachment_id":67757842,"asset_id":49391303,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67757842/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="18621164" href="https://independent.academia.edu/emmammitchell">Emma M Mitchell</a><script data-card-contents-for-user="18621164" type="text/json">{"id":18621164,"first_name":"Emma","last_name":"Mitchell","domain_name":"independent","page_name":"emmammitchell","display_name":"Emma M Mitchell","profile_url":"https://independent.academia.edu/emmammitchell?f_ri=3486","photo":"https://0.academia-photos.com/18621164/19442189/38745831/s65_emma.mitchell.jpg"}</script></span></span></li><li class="js-paper-rank-work_49391303 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49391303"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49391303, container: ".js-paper-rank-work_49391303", }); 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What an opportunity to dream big, seek advice and think systematically! However, although the Gatsby benchmarks for good career guidance recommend that schools address the needs of all students, UCAS have found that 20% of undergraduates were blocked from their preferred degree because of their A Levels - with aspiring doctors, dentists and mathematicians particularly affected. Schools need to get things right before A Levels commence. \n\nI’m conducting research at a fee-paying London school which, as well as offering subject choice, offers an overarching curriculum choice: between the IB Diploma and A Levels. I’ve provided twenty distinctive students with three coaching sessions - to allow time and space for consideration of what they want, what options they have and what steps they might take in perhaps the biggest academic decision of their lives so far - and I have learned that post-16 curriculum choice is a unique process guided by the individual’s values and concerns. I hope to support this and other schools in enabling each individual to be better-informed and consider all options, whilst keeping career goals in mind.","downloadable_attachments":[{"id":67757842,"asset_id":49391303,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":18621164,"first_name":"Emma","last_name":"Mitchell","domain_name":"independent","page_name":"emmammitchell","display_name":"Emma M Mitchell","profile_url":"https://independent.academia.edu/emmammitchell?f_ri=3486","photo":"https://0.academia-photos.com/18621164/19442189/38745831/s65_emma.mitchell.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":18779,"name":"International Baccalaureate","url":"https://www.academia.edu/Documents/in/International_Baccalaureate?f_ri=3486","nofollow":true},{"id":22198,"name":"Secondary 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u-tcGrayDarkest">A search on LinkedIn for “Business Coach” yields over 175,000 results.<br /><br />A similar search for “Startup Mentor” yields close to 125,000 results.<br /><br />What do these people teach?<br /><br />What should these people teach?</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37444634" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7584fe9bd6ac4cd094cd1af45143d4f0" rel="nofollow" data-download="{"attachment_id":57411620,"asset_id":37444634,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57411620/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5790281" href="https://mit.academia.edu/SramanaMitra">Sramana Mitra</a><script data-card-contents-for-user="5790281" type="text/json">{"id":5790281,"first_name":"Sramana","last_name":"Mitra","domain_name":"mit","page_name":"SramanaMitra","display_name":"Sramana Mitra","profile_url":"https://mit.academia.edu/SramanaMitra?f_ri=3486","photo":"https://0.academia-photos.com/5790281/2492813/2895182/s65_sramana.mitra.jpg"}</script></span></span></li><li class="js-paper-rank-work_37444634 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37444634"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37444634, container: ".js-paper-rank-work_37444634", }); });</script></li><li class="js-percentile-work_37444634 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37444634; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37444634"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37444634 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37444634"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37444634; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37444634]").text(description); $(".js-view-count-work_37444634").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37444634").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37444634"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3106" rel="nofollow" href="https://www.academia.edu/Documents/in/Mentoring">Mentoring</a>, <script data-card-contents-for-ri="3106" type="text/json">{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4632" rel="nofollow" href="https://www.academia.edu/Documents/in/Mentoring_and_Developmental_Relationships">Mentoring and Developmental Relationships</a>, <script data-card-contents-for-ri="4632" type="text/json">{"id":4632,"name":"Mentoring and Developmental Relationships","url":"https://www.academia.edu/Documents/in/Mentoring_and_Developmental_Relationships?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8168" rel="nofollow" href="https://www.academia.edu/Documents/in/Mentoring_and_Leadership">Mentoring and Leadership</a><script data-card-contents-for-ri="8168" type="text/json">{"id":8168,"name":"Mentoring and Leadership","url":"https://www.academia.edu/Documents/in/Mentoring_and_Leadership?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37444634]'), work: {"id":37444634,"title":"10 Tips for Technology Business Coaches and Startup Mentors","created_at":"2018-09-19T13:23:25.545-07:00","url":"https://www.academia.edu/37444634/10_Tips_for_Technology_Business_Coaches_and_Startup_Mentors?f_ri=3486","dom_id":"work_37444634","summary":"A search on LinkedIn for “Business Coach” yields over 175,000 results.\n\nA similar search for “Startup Mentor” yields close to 125,000 results.\n\nWhat do these people teach?\n\nWhat should these people teach?\n","downloadable_attachments":[{"id":57411620,"asset_id":37444634,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5790281,"first_name":"Sramana","last_name":"Mitra","domain_name":"mit","page_name":"SramanaMitra","display_name":"Sramana Mitra","profile_url":"https://mit.academia.edu/SramanaMitra?f_ri=3486","photo":"https://0.academia-photos.com/5790281/2492813/2895182/s65_sramana.mitra.jpg"}],"research_interests":[{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":4632,"name":"Mentoring and Developmental Relationships","url":"https://www.academia.edu/Documents/in/Mentoring_and_Developmental_Relationships?f_ri=3486","nofollow":true},{"id":8168,"name":"Mentoring and Leadership","url":"https://www.academia.edu/Documents/in/Mentoring_and_Leadership?f_ri=3486","nofollow":true},{"id":8169,"name":"Leadership and Mentoring","url":"https://www.academia.edu/Documents/in/Leadership_and_Mentoring?f_ri=3486"},{"id":8170,"name":"E-Mentoring","url":"https://www.academia.edu/Documents/in/E-Mentoring?f_ri=3486"},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26414125" data-work_id="26414125" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26414125/THE_RELATIONSHIP_BETWEEN_EMOTIONAL_INTELLIGENCE_AND_TRANSFORMATIONAL_LEADERSHIP_STYLE_IN_THE_FEMALE_SPORTS_COACHES_FROM_HAMEDAN_PROVINCE">THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND TRANSFORMATIONAL LEADERSHIP STYLE IN THE FEMALE SPORTS COACHES FROM HAMEDAN PROVINCE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study was to investigate the relationship between Emotional Intelligence and Transformational Leadership Style in the female sports coaches from Hamedan Province. This study, according to its purpose, is an applied... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26414125" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study was to investigate the relationship between Emotional Intelligence and Transformational Leadership Style in the female sports coaches from Hamedan Province. This study, according to its purpose, is an applied research and a correlational study. The population of this study included all female sports coaches of Hamedan province in 2013, their number is 250. To determine the sample size, the Morgan table was used. The sample was calculated according to Table 148. To gather intelligence, emotional intelligence questionnaire Saber Yashring (1986) was used which has 33 questions in Likert scale of five options and includes aspects of self-awareness, self-regulation, self-motivation, empathy and social skills and Bass and Avolio Multifactor Leadership Questionnaire (2000) which measures the transformational leadership style, exchange and avoidance and consists of 45 questions that deals with the assessment indicators of transformational leadership, transactional and avoid. The validity of the questionnaire was confirmed by experts and Cronbach’s alpha reliability of 0.80 and 0.85 were approved. The data was analysed using Pearson and the SPSS software. Results show that there are significant relationship between Emotional Intelligence and Transformational Leadership Style in the Female Sports Coaches from Hamedan Province</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26414125" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="89c40eb10062e411db1e42641a5b61a9" rel="nofollow" data-download="{"attachment_id":46790258,"asset_id":26414125,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46790258/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3486","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_26414125 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26414125"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26414125, container: ".js-paper-rank-work_26414125", }); 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This study, according to its purpose, is an applied research and a correlational study. The population of this study included all female sports coaches of Hamedan province in 2013, their number is 250. To determine the sample size, the Morgan table was used. The sample was calculated according to Table 148. To gather intelligence, emotional intelligence questionnaire Saber Yashring (1986) was used which has 33 questions in Likert scale of five options and includes aspects of self-awareness, self-regulation, self-motivation, empathy and social skills and Bass and Avolio Multifactor Leadership Questionnaire (2000) which measures the transformational leadership style, exchange and avoidance and consists of 45 questions that deals with the assessment indicators of transformational leadership, transactional and avoid. The validity of the questionnaire was confirmed by experts and Cronbach’s alpha reliability of 0.80 and 0.85 were approved. The data was analysed using Pearson and the SPSS software. Results show that there are significant relationship between Emotional Intelligence and Transformational Leadership Style in the Female Sports Coaches from Hamedan Province","downloadable_attachments":[{"id":46790258,"asset_id":26414125,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=3486","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=3486","nofollow":true},{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching 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Training","url":"https://www.academia.edu/Documents/in/Sports_Coaching_and_Training?f_ri=3486"},{"id":180153,"name":"Sport Science","url":"https://www.academia.edu/Documents/in/Sport_Science?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11405949" data-work_id="11405949" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11405949/Tao_The_Way_of_the_Coach">Tao - The Way of the Coach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">An intterpolation <br />A modern interpretation of the Tao Te Ching and a contemporary approach to coaching<br />81 short poem chapters looslely based on the original writings of Lao Tsu</div></div><ul class="InlineList 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סיפורו" של ר' נחמן מברסלב "מעשה בעני שחפר בטיט" -תובנות... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36165072" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ביום שלישי י"א ניסן 27/3/18 יתקיים כנס במכון מופ"ת<br />הרצאתי תתקיים אי"ה בשעה 13:30-13:50 ב"מושבים מקבילים" מושב 5<br />יצירתיות, טקסט ופנימיות האדם". שם ההרצאה- עקרונות האימון על פי סיפורו" <br />של ר' נחמן מברסלב "מעשה בעני שחפר בטיט" -תובנות והתבוננות לנפש האדם<br /> הכנס ללא תשלום אך יש להירשם מראש בקישור הבא<br /><a href="http://www.mofet.macam.ac.il/amitim/iun/Pages/studydays/27-3-2018.aspx" rel="nofollow">http://www.mofet.macam.ac.il/amitim/iun/Pages/studydays/27-3-2018.aspx</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3654032" href="https://biu.academia.edu/AdayaHadar">Adaya Hadar</a><script data-card-contents-for-user="3654032" type="text/json">{"id":3654032,"first_name":"Adaya","last_name":"Hadar","domain_name":"biu","page_name":"AdayaHadar","display_name":"Adaya Hadar","profile_url":"https://biu.academia.edu/AdayaHadar?f_ri=3486","photo":"https://0.academia-photos.com/3654032/19279817/19211347/s65_adaya.hadar.jpg"}</script></span></span></li><li class="js-paper-rank-work_36165072 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36165072"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36165072, container: 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36165072]").text(description); $(".js-view-count-work_36165072").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36165072").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36165072"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26467" rel="nofollow" href="https://www.academia.edu/Documents/in/Hasidism">Hasidism</a><script 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הבא\nhttp://www.mofet.macam.ac.il/amitim/iun/Pages/studydays/27-3-2018.aspx","downloadable_attachments":[{"id":56062369,"asset_id":36165072,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3654032,"first_name":"Adaya","last_name":"Hadar","domain_name":"biu","page_name":"AdayaHadar","display_name":"Adaya Hadar","profile_url":"https://biu.academia.edu/AdayaHadar?f_ri=3486","photo":"https://0.academia-photos.com/3654032/19279817/19211347/s65_adaya.hadar.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":26467,"name":"Hasidism","url":"https://www.academia.edu/Documents/in/Hasidism?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30046015" data-work_id="30046015" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30046015/Working_with_Values_in_Coaching">Working with Values in Coaching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter deals with the concept of values as an essential point of reference for coaching, mentoring and professional developmental dialogues. Values give individuals a fundamental orientation for their work and their life in general.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30046015" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter deals with the concept of values as an essential point of reference for coaching, mentoring and professional developmental dialogues. Values give individuals a fundamental orientation for their work and their life in general. In that sense, values may be seen as a central issue in coaching. To argue for the importance of this focus on values, a brief analysis of our current society and of today’s rapid societal changes will be presented. Value reflections can be seen as a fundamental basis for human meaning making and a general orientation in life, which is especially important in the hypercomplexity of modern life and the challenges it presents for individuals. Values are the entry point to our lived knowledge and practical wisdom. According to Flyvbjerg (2001), instrumental rationality needs to be balanced by value rationality, a balance that ‘is crucial to the sustained happiness of the citizens in any society’ (p. 4). Values are the implicit foundation for action and social-psychological resilience.<br />This value rationality shall be developed by presenting coaching as an art of lingering (or the process of slowing down to think and reflect). To provide a foundation for this understanding, the chapter will introduce the reader to values-based scholarship. The importance of values and their creative inclusion in the coaching process will be presented in the light of three different approaches to coaching. These will include Existential Coaching; Protreptic Coaching (a philosophically-inspired approach), and Third-Generation Coaching (a narrative-collaborative approach). This chapter has three primary aims. First, to present and discuss the state of knowledge about values as a central aspect of the coaching process. Second, to show that values can be included in coaching regardless of preferred models or techniques. Third, to suggest some possible future research in regard to the issue of working with values in coaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30046015" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4dcb69c86652ef3581d82d99c6521bbe" rel="nofollow" data-download="{"attachment_id":50497888,"asset_id":30046015,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50497888/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26442520" href="https://ku-dk.academia.edu/RStelter">Reinhard Stelter</a><script data-card-contents-for-user="26442520" type="text/json">{"id":26442520,"first_name":"Reinhard","last_name":"Stelter","domain_name":"ku-dk","page_name":"RStelter","display_name":"Reinhard Stelter","profile_url":"https://ku-dk.academia.edu/RStelter?f_ri=3486","photo":"https://0.academia-photos.com/26442520/7334632/8248153/s65_reinhard.stelter.jpg"}</script></span></span></li><li class="js-paper-rank-work_30046015 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30046015"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30046015, container: ".js-paper-rank-work_30046015", }); 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$(".js-view-count[data-work-id=30046015]").text(description); $(".js-view-count-work_30046015").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30046015").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30046015"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22083" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_and_Personal_Development">Coaching and Personal Development</a>, <script data-card-contents-for-ri="22083" type="text/json">{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30750" rel="nofollow" href="https://www.academia.edu/Documents/in/Executive_Coaching">Executive Coaching</a><script data-card-contents-for-ri="30750" type="text/json">{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30046015]'), work: {"id":30046015,"title":"Working with Values in Coaching","created_at":"2016-11-23T02:45:44.386-08:00","url":"https://www.academia.edu/30046015/Working_with_Values_in_Coaching?f_ri=3486","dom_id":"work_30046015","summary":"This chapter deals with the concept of values as an essential point of reference for coaching, mentoring and professional developmental dialogues. Values give individuals a fundamental orientation for their work and their life in general. In that sense, values may be seen as a central issue in coaching. To argue for the importance of this focus on values, a brief analysis of our current society and of today’s rapid societal changes will be presented. Value reflections can be seen as a fundamental basis for human meaning making and a general orientation in life, which is especially important in the hypercomplexity of modern life and the challenges it presents for individuals. Values are the entry point to our lived knowledge and practical wisdom. According to Flyvbjerg (2001), instrumental rationality needs to be balanced by value rationality, a balance that ‘is crucial to the sustained happiness of the citizens in any society’ (p. 4). Values are the implicit foundation for action and social-psychological resilience.\nThis value rationality shall be developed by presenting coaching as an art of lingering (or the process of slowing down to think and reflect). To provide a foundation for this understanding, the chapter will introduce the reader to values-based scholarship. The importance of values and their creative inclusion in the coaching process will be presented in the light of three different approaches to coaching. These will include Existential Coaching; Protreptic Coaching (a philosophically-inspired approach), and Third-Generation Coaching (a narrative-collaborative approach). This chapter has three primary aims. First, to present and discuss the state of knowledge about values as a central aspect of the coaching process. Second, to show that values can be included in coaching regardless of preferred models or techniques. Third, to suggest some possible future research in regard to the issue of working with values in coaching.\n","downloadable_attachments":[{"id":50497888,"asset_id":30046015,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26442520,"first_name":"Reinhard","last_name":"Stelter","domain_name":"ku-dk","page_name":"RStelter","display_name":"Reinhard Stelter","profile_url":"https://ku-dk.academia.edu/RStelter?f_ri=3486","photo":"https://0.academia-photos.com/26442520/7334632/8248153/s65_reinhard.stelter.jpg"}],"research_interests":[{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45350266 coauthored" data-work_id="45350266" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45350266/Fostering_critical_thinking_in_higher_education_through_a_coaching_approach_THEORY_AND_PRACTICAL_APPLICATIONS">Fostering critical thinking in higher education through a coaching approach THEORY AND PRACTICAL APPLICATIONS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book aims to present several practical exercises, techniques, case studies and examples which can be used in all educational classes. Using elements of coaching as a fundamental base to foster critical thinking at the higher... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45350266" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book aims to present several practical exercises, techniques, case studies and examples<br />which can be used in all educational classes. Using elements of coaching as<br />a fundamental base to foster critical thinking at the higher education institution is fundamentally<br />based upon “questioning”. The ability to develop a meaningful and reflective<br />discussion between teacher and students consists of open-ended questions which are<br />a key prerequisite to developing critical thinking skills. The new proposed form of education<br />is tightly connected with the new requirements of the 21st century labour market<br />and it emphasizes cross-cutting competences of university graduates.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45350266" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da01146d8b206bfae2d3b334db0566ee" rel="nofollow" data-download="{"attachment_id":65886128,"asset_id":45350266,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65886128/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59778941" rel="nofollow" href="https://independent.academia.edu/GabrielaKormancov%C3%A1">Gabriela Kormancová</a><script data-card-contents-for-user="59778941" type="text/json">{"id":59778941,"first_name":"Gabriela","last_name":"Kormancová","domain_name":"independent","page_name":"GabrielaKormancová","display_name":"Gabriela Kormancová","profile_url":"https://independent.academia.edu/GabrielaKormancov%C3%A1?f_ri=3486","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-45350266">+1</span><div class="hidden js-additional-users-45350266"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://umb-sk.academia.edu/LenaTheodoulides">Lena Theodoulides</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-45350266'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-45350266').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_45350266 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45350266"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45350266, container: ".js-paper-rank-work_45350266", }); });</script></li><li class="js-percentile-work_45350266 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45350266; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45350266"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45350266 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45350266"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45350266; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45350266]").text(description); $(".js-view-count-work_45350266").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45350266").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45350266"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="118021" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Thinking_Skills">Critical Thinking Skills</a><script data-card-contents-for-ri="118021" type="text/json">{"id":118021,"name":"Critical Thinking Skills","url":"https://www.academia.edu/Documents/in/Critical_Thinking_Skills?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45350266]'), work: {"id":45350266,"title":"Fostering critical thinking in higher education through a coaching approach THEORY AND PRACTICAL APPLICATIONS","created_at":"2021-03-04T02:14:46.294-08:00","url":"https://www.academia.edu/45350266/Fostering_critical_thinking_in_higher_education_through_a_coaching_approach_THEORY_AND_PRACTICAL_APPLICATIONS?f_ri=3486","dom_id":"work_45350266","summary":"This book aims to present several practical exercises, techniques, case studies and examples\nwhich can be used in all educational classes. Using elements of coaching as\na fundamental base to foster critical thinking at the higher education institution is fundamentally\nbased upon “questioning”. The ability to develop a meaningful and reflective\ndiscussion between teacher and students consists of open-ended questions which are\na key prerequisite to developing critical thinking skills. The new proposed form of education\nis tightly connected with the new requirements of the 21st century labour market\nand it emphasizes cross-cutting competences of university graduates.","downloadable_attachments":[{"id":65886128,"asset_id":45350266,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59778941,"first_name":"Gabriela","last_name":"Kormancová","domain_name":"independent","page_name":"GabrielaKormancová","display_name":"Gabriela Kormancová","profile_url":"https://independent.academia.edu/GabrielaKormancov%C3%A1?f_ri=3486","photo":"/images/s65_no_pic.png"},{"id":171486289,"first_name":"Lena","last_name":"Theodoulides","domain_name":"umb-sk","page_name":"LenaTheodoulides","display_name":"Lena Theodoulides","profile_url":"https://umb-sk.academia.edu/LenaTheodoulides?f_ri=3486","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":118021,"name":"Critical Thinking Skills","url":"https://www.academia.edu/Documents/in/Critical_Thinking_Skills?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38396609" data-work_id="38396609" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38396609/Coaching_tutoring_mentoring_nowe_formy_edukacji_i_wspierania_rozwoju_doros%C5%82ych_Coaching_tutoring_mentoring_new_forms_of_education_and_support_for_adults_development_">Coaching, tutoring, mentoring – nowe formy edukacji i wspierania rozwoju dorosłych [Coaching, tutoring, mentoring – new forms of education and support for adults' development]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Artykuł ma za zadanie przybliżyć zagadnienia związane z coachingiem, tutoringiem i mentoringiem w edukacji dorosłych. Chociaż pojęcia te zdążyły się już rozpowszechnić się na polskim rynku usług rozwojowych, ich rozumienie nie jest... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38396609" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Artykuł ma za zadanie przybliżyć zagadnienia związane z coachingiem, tutoringiem i mentoringiem w edukacji dorosłych. Chociaż pojęcia te zdążyły się już rozpowszechnić się na polskim rynku usług rozwojowych, ich rozumienie nie jest jednolite, ani jednoznaczne, jak to bywa z różnymi „modnymi” w obszarze szkoleń terminami. Z tego powodu wyjaśnienie definicyjnych aspektów jest jednym z celów niniejszego tekstu. Istotną jego wartością są też opisane praktyczne zastosowania i potencjalne korzyści ze stosowania coachingu, mentoringu i tutoringu jako metod wspomagających rozwój osób dorosłych, zarówno w wymiarze indywidualnym, jak i organizacyjnym. Do najważniejszych zalet tych metod należy ich potencjał do zwiększania zaangażowania i motywacji do pracy, rozwoju, zmiany, a także do zwiększania poziomu praktycznych kompetencji i poprawy relacji z otoczeniem. Mimo tych oczywistych pożytków, coaching jest także ostro krytykowany z uwagi na często pojawiające się przejawy braku profesjonalizmu ze strony niektórych jego praktyków. Zwięzły przegląd prawdopodobnych przyczyn tego zjawiska stanowi jednocześnie zakończenie artykułu.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38396609" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7207369dae0a1a87000b1a3541967eeb" rel="nofollow" data-download="{"attachment_id":58453656,"asset_id":38396609,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58453656/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4737089" href="https://uwm-pl.academia.edu/MonikaGrochalska">Monika Ryndzionek</a><script data-card-contents-for-user="4737089" type="text/json">{"id":4737089,"first_name":"Monika","last_name":"Ryndzionek","domain_name":"uwm-pl","page_name":"MonikaGrochalska","display_name":"Monika Ryndzionek","profile_url":"https://uwm-pl.academia.edu/MonikaGrochalska?f_ri=3486","photo":"https://0.academia-photos.com/4737089/2005809/96072563/s65_monika.ryndzionek.jpg"}</script></span></span></li><li class="js-paper-rank-work_38396609 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38396609"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38396609, container: ".js-paper-rank-work_38396609", }); });</script></li><li class="js-percentile-work_38396609 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38396609; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38396609"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38396609 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38396609"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38396609; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38396609]").text(description); $(".js-view-count-work_38396609").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38396609").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38396609"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" rel="nofollow" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a><script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38396609]'), work: {"id":38396609,"title":"Coaching, tutoring, mentoring – nowe formy edukacji i wspierania rozwoju dorosłych [Coaching, tutoring, mentoring – new forms of education and support for adults' development]","created_at":"2019-02-20T07:00:36.674-08:00","url":"https://www.academia.edu/38396609/Coaching_tutoring_mentoring_nowe_formy_edukacji_i_wspierania_rozwoju_doros%C5%82ych_Coaching_tutoring_mentoring_new_forms_of_education_and_support_for_adults_development_?f_ri=3486","dom_id":"work_38396609","summary":"Artykuł ma za zadanie przybliżyć zagadnienia związane z coachingiem, tutoringiem i mentoringiem w edukacji dorosłych. Chociaż pojęcia te zdążyły się już rozpowszechnić się na polskim rynku usług rozwojowych, ich rozumienie nie jest jednolite, ani jednoznaczne, jak to bywa z różnymi „modnymi” w obszarze szkoleń terminami. Z tego powodu wyjaśnienie definicyjnych aspektów jest jednym z celów niniejszego tekstu. Istotną jego wartością są też opisane praktyczne zastosowania i potencjalne korzyści ze stosowania coachingu, mentoringu i tutoringu jako metod wspomagających rozwój osób dorosłych, zarówno w wymiarze indywidualnym, jak i organizacyjnym. Do najważniejszych zalet tych metod należy ich potencjał do zwiększania zaangażowania i motywacji do pracy, rozwoju, zmiany, a także do zwiększania poziomu praktycznych kompetencji i poprawy relacji z otoczeniem. Mimo tych oczywistych pożytków, coaching jest także ostro krytykowany z uwagi na często pojawiające się przejawy braku profesjonalizmu ze strony niektórych jego praktyków. Zwięzły przegląd prawdopodobnych przyczyn tego zjawiska stanowi jednocześnie zakończenie artykułu.","downloadable_attachments":[{"id":58453656,"asset_id":38396609,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4737089,"first_name":"Monika","last_name":"Ryndzionek","domain_name":"uwm-pl","page_name":"MonikaGrochalska","display_name":"Monika Ryndzionek","profile_url":"https://uwm-pl.academia.edu/MonikaGrochalska?f_ri=3486","photo":"https://0.academia-photos.com/4737089/2005809/96072563/s65_monika.ryndzionek.jpg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43954460" data-work_id="43954460" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43954460/Examination_of_Novice_Coaches_Previous_Experience_as_Athletes_Examples_of_Autonomy_Support_and_Controlling_Behaviors_as_Influences_on_Future_Coaching_Practice">Examination of Novice Coaches' Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43954460" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes' needs and motivation. This study investigated 15 novice coaches' personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches' engagement in autonomy-supportive behaviors.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43954460" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6141f53e640f0043a240e6077c300dbd" rel="nofollow" data-download="{"attachment_id":64280836,"asset_id":43954460,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64280836/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="284055" href="https://kennesaw.academia.edu/BrianCulp">Brian Culp</a><script data-card-contents-for-user="284055" type="text/json">{"id":284055,"first_name":"Brian","last_name":"Culp","domain_name":"kennesaw","page_name":"BrianCulp","display_name":"Brian Culp","profile_url":"https://kennesaw.academia.edu/BrianCulp?f_ri=3486","photo":"https://0.academia-photos.com/284055/99235/134111048/s65_brian.culp.jpg"}</script></span></span></li><li class="js-paper-rank-work_43954460 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43954460"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43954460, container: ".js-paper-rank-work_43954460", }); });</script></li><li class="js-percentile-work_43954460 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43954460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43954460"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43954460 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43954460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43954460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43954460]").text(description); $(".js-view-count-work_43954460").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43954460").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43954460"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="218" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Sport">Sociology of Sport</a>, <script data-card-contents-for-ri="218" type="text/json">{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a><script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43954460]'), work: {"id":43954460,"title":"Examination of Novice Coaches' Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice","created_at":"2020-08-26T06:27:31.339-07:00","url":"https://www.academia.edu/43954460/Examination_of_Novice_Coaches_Previous_Experience_as_Athletes_Examples_of_Autonomy_Support_and_Controlling_Behaviors_as_Influences_on_Future_Coaching_Practice?f_ri=3486","dom_id":"work_43954460","summary":"As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes' needs and motivation. This study investigated 15 novice coaches' personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches' engagement in autonomy-supportive behaviors.","downloadable_attachments":[{"id":64280836,"asset_id":43954460,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":284055,"first_name":"Brian","last_name":"Culp","domain_name":"kennesaw","page_name":"BrianCulp","display_name":"Brian Culp","profile_url":"https://kennesaw.academia.edu/BrianCulp?f_ri=3486","photo":"https://0.academia-photos.com/284055/99235/134111048/s65_brian.culp.jpg"}],"research_interests":[{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=3486","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=3486","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=3486"},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=3486"},{"id":12154,"name":"Sports Performance","url":"https://www.academia.edu/Documents/in/Sports_Performance?f_ri=3486"},{"id":12557,"name":"Kinesiology","url":"https://www.academia.edu/Documents/in/Kinesiology?f_ri=3486"},{"id":22216,"name":"Athletics","url":"https://www.academia.edu/Documents/in/Athletics?f_ri=3486"},{"id":24480,"name":"Sports Development","url":"https://www.academia.edu/Documents/in/Sports_Development?f_ri=3486"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":180153,"name":"Sport Science","url":"https://www.academia.edu/Documents/in/Sport_Science?f_ri=3486"},{"id":203819,"name":"Autonomy Support","url":"https://www.academia.edu/Documents/in/Autonomy_Support?f_ri=3486"},{"id":319070,"name":"Coaching Philosophy","url":"https://www.academia.edu/Documents/in/Coaching_Philosophy?f_ri=3486"},{"id":850016,"name":"Expertise In Coaching","url":"https://www.academia.edu/Documents/in/Expertise_In_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37312451" data-work_id="37312451" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37312451/An_Appetite_for_Success_Developing_Proper_Nutritional_Services_for_College_Athletes">An Appetite for Success: Developing Proper Nutritional Services for College Athletes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Successful implementation of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes – there may be no better individual who encompasses such a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37312451" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Successful implementation of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes – there may be no better individual who encompasses such a breadth of understanding of the athletes’ culture as the coach due to the coach often functioning as an educator, counselor, and administrator of team-related programs. Unfortunately, there are few resources that exist to promote nutritional well-being among college athletes. Therefore, the purpose of this article is to briefly review literature which presents evidence of the need for improved nutritional services for college athletes and further describe some nutritional risks that affect individuals across a variety of athletic teams. Finally, recommendations for coordinating a successful nutritional program are made for coaches to consider.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37312451" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e2f4415699e12b8b61e7ddae13184eb9" rel="nofollow" data-download="{"attachment_id":58629723,"asset_id":37312451,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58629723/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43538752" href="https://tarleton.academia.edu/ColinPennington">Colin G . Pennington</a><script data-card-contents-for-user="43538752" type="text/json">{"id":43538752,"first_name":"Colin","last_name":"Pennington","domain_name":"tarleton","page_name":"ColinPennington","display_name":"Colin G . Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=3486","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}</script></span></span></li><li class="js-paper-rank-work_37312451 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37312451"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37312451, container: ".js-paper-rank-work_37312451", }); });</script></li><li class="js-percentile-work_37312451 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37312451; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37312451"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37312451 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37312451"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37312451; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37312451]").text(description); $(".js-view-count-work_37312451").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37312451").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37312451"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1907" rel="nofollow" href="https://www.academia.edu/Documents/in/Nutrition">Nutrition</a>, <script data-card-contents-for-ri="1907" type="text/json">{"id":1907,"name":"Nutrition","url":"https://www.academia.edu/Documents/in/Nutrition?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="126290" rel="nofollow" href="https://www.academia.edu/Documents/in/Sports_Coaching_and_Training">Sports Coaching and Training</a>, <script data-card-contents-for-ri="126290" type="text/json">{"id":126290,"name":"Sports Coaching and Training","url":"https://www.academia.edu/Documents/in/Sports_Coaching_and_Training?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="129771" rel="nofollow" href="https://www.academia.edu/Documents/in/Intercollegiate_Athletics">Intercollegiate Athletics</a><script data-card-contents-for-ri="129771" type="text/json">{"id":129771,"name":"Intercollegiate Athletics","url":"https://www.academia.edu/Documents/in/Intercollegiate_Athletics?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37312451]'), work: {"id":37312451,"title":"An Appetite for Success: Developing Proper Nutritional Services for College Athletes","created_at":"2018-08-29T12:18:36.148-07:00","url":"https://www.academia.edu/37312451/An_Appetite_for_Success_Developing_Proper_Nutritional_Services_for_College_Athletes?f_ri=3486","dom_id":"work_37312451","summary":"Successful implementation of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes – there may be no better individual who encompasses such a breadth of understanding of the athletes’ culture as the coach due to the coach often functioning as an educator, counselor, and administrator of team-related programs. Unfortunately, there are few resources that exist to promote nutritional well-being among college athletes. Therefore, the purpose of this article is to briefly review literature which presents evidence of the need for improved nutritional services for college athletes and further describe some nutritional risks that affect individuals across a variety of athletic teams. Finally, recommendations for coordinating a successful nutritional program are made for coaches to consider.","downloadable_attachments":[{"id":58629723,"asset_id":37312451,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43538752,"first_name":"Colin","last_name":"Pennington","domain_name":"tarleton","page_name":"ColinPennington","display_name":"Colin G . Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=3486","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}],"research_interests":[{"id":1907,"name":"Nutrition","url":"https://www.academia.edu/Documents/in/Nutrition?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":126290,"name":"Sports Coaching and Training","url":"https://www.academia.edu/Documents/in/Sports_Coaching_and_Training?f_ri=3486","nofollow":true},{"id":129771,"name":"Intercollegiate Athletics","url":"https://www.academia.edu/Documents/in/Intercollegiate_Athletics?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34640556" data-work_id="34640556" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34640556/College_sports_losing_seasons_and_image_repair_through_open_letters_to_fans">College sports, losing seasons, and image repair through open letters to fans</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">College sports coaches and administrators can use open letters to repair images and weather crises, especially during losing seasons. Our rhetorical analysis uses Benoit’s typology of image repair to reveal three primary strategies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34640556" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">College sports coaches and administrators can use open letters to repair images and weather crises, especially during losing seasons. Our rhetorical analysis uses Benoit’s typology of image repair to reveal three primary strategies attempted during losing seasons: evading responsibility, reducing offensiveness, and corrective action. We take note of how open letters distributed via electronic media channels widen the audience of such letters, but also, complicate issues of timing and of targeted audience analysis. We offer five implications for scholars and practitioners, including the importance of audience analysis, the value of corrective action, the ineffectiveness of attacking accusers, and the unique value of transcendence in sport communication image repair rhetoric.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34640556" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="239cffc37aad961f6986b116fb9edad7" rel="nofollow" data-download="{"attachment_id":54704263,"asset_id":34640556,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54704263/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58549445" href="https://dartmouth.academia.edu/JoshCompton">Josh Compton</a><script data-card-contents-for-user="58549445" type="text/json">{"id":58549445,"first_name":"Josh","last_name":"Compton","domain_name":"dartmouth","page_name":"JoshCompton","display_name":"Josh Compton","profile_url":"https://dartmouth.academia.edu/JoshCompton?f_ri=3486","photo":"https://0.academia-photos.com/58549445/17792243/55170218/s65_josh.compton.jpg"}</script></span></span></li><li class="js-paper-rank-work_34640556 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34640556"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34640556, container: ".js-paper-rank-work_34640556", }); });</script></li><li class="js-percentile-work_34640556 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34640556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34640556"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34640556 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34640556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34640556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34640556]").text(description); $(".js-view-count-work_34640556").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34640556").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34640556"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">33</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="249" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport_Psychology">Sport Psychology</a>, <script data-card-contents-for-ri="249" type="text/json">{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3824" rel="nofollow" href="https://www.academia.edu/Documents/in/Rhetorical_Analysis">Rhetorical Analysis</a><script data-card-contents-for-ri="3824" type="text/json">{"id":3824,"name":"Rhetorical Analysis","url":"https://www.academia.edu/Documents/in/Rhetorical_Analysis?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34640556]'), work: {"id":34640556,"title":"College sports, losing seasons, and image repair through open letters to fans","created_at":"2017-09-21T20:27:56.947-07:00","url":"https://www.academia.edu/34640556/College_sports_losing_seasons_and_image_repair_through_open_letters_to_fans?f_ri=3486","dom_id":"work_34640556","summary":"College sports coaches and administrators can use open letters to repair images and weather crises, especially during losing seasons. Our rhetorical analysis uses Benoit’s typology of image repair to reveal three primary strategies attempted during losing seasons: evading responsibility, reducing offensiveness, and corrective action. We take note of how open letters distributed via electronic media channels widen the audience of such letters, but also, complicate issues of timing and of targeted audience analysis. We offer five implications for scholars and practitioners, including the importance of audience analysis, the value of corrective action, the ineffectiveness of attacking accusers, and the unique value of transcendence in sport communication image repair rhetoric.","downloadable_attachments":[{"id":54704263,"asset_id":34640556,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58549445,"first_name":"Josh","last_name":"Compton","domain_name":"dartmouth","page_name":"JoshCompton","display_name":"Josh Compton","profile_url":"https://dartmouth.academia.edu/JoshCompton?f_ri=3486","photo":"https://0.academia-photos.com/58549445/17792243/55170218/s65_josh.compton.jpg"}],"research_interests":[{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=3486","nofollow":true},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":3824,"name":"Rhetorical Analysis","url":"https://www.academia.edu/Documents/in/Rhetorical_Analysis?f_ri=3486","nofollow":true},{"id":7449,"name":"Sport Marketing","url":"https://www.academia.edu/Documents/in/Sport_Marketing?f_ri=3486"},{"id":12154,"name":"Sports Performance","url":"https://www.academia.edu/Documents/in/Sports_Performance?f_ri=3486"},{"id":14812,"name":"Fan Cultures","url":"https://www.academia.edu/Documents/in/Fan_Cultures?f_ri=3486"},{"id":15595,"name":"Fandom","url":"https://www.academia.edu/Documents/in/Fandom?f_ri=3486"},{"id":26016,"name":"Transcendence","url":"https://www.academia.edu/Documents/in/Transcendence?f_ri=3486"},{"id":30175,"name":"Sport Communication","url":"https://www.academia.edu/Documents/in/Sport_Communication?f_ri=3486"},{"id":31734,"name":"Team Sports","url":"https://www.academia.edu/Documents/in/Team_Sports?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport?f_ri=3486"},{"id":50456,"name":"Sports","url":"https://www.academia.edu/Documents/in/Sports?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":79610,"name":"Fandoms","url":"https://www.academia.edu/Documents/in/Fandoms?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"},{"id":83861,"name":"Letters","url":"https://www.academia.edu/Documents/in/Letters?f_ri=3486"},{"id":94548,"name":"Sports marketing","url":"https://www.academia.edu/Documents/in/Sports_marketing?f_ri=3486"},{"id":98000,"name":"Football Fandom","url":"https://www.academia.edu/Documents/in/Football_Fandom?f_ri=3486"},{"id":126290,"name":"Sports Coaching and Training","url":"https://www.academia.edu/Documents/in/Sports_Coaching_and_Training?f_ri=3486"},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486"},{"id":221856,"name":"Corrective Action","url":"https://www.academia.edu/Documents/in/Corrective_Action?f_ri=3486"},{"id":295679,"name":"Marketing of Sports Teams","url":"https://www.academia.edu/Documents/in/Marketing_of_Sports_Teams?f_ri=3486"},{"id":432573,"name":"Image Repair Strategies","url":"https://www.academia.edu/Documents/in/Image_Repair_Strategies?f_ri=3486"},{"id":499141,"name":"Decision-Making in Team Sports","url":"https://www.academia.edu/Documents/in/Decision-Making_in_Team_Sports?f_ri=3486"},{"id":509287,"name":"Sport Marketing and Public Relations","url":"https://www.academia.edu/Documents/in/Sport_Marketing_and_Public_Relations?f_ri=3486"},{"id":535488,"name":"Communication and Sports","url":"https://www.academia.edu/Documents/in/Communication_and_Sports?f_ri=3486"},{"id":634717,"name":"Sport Marketing and Communication","url":"https://www.academia.edu/Documents/in/Sport_Marketing_and_Communication?f_ri=3486"},{"id":686233,"name":"Fandom Studies","url":"https://www.academia.edu/Documents/in/Fandom_Studies?f_ri=3486"},{"id":757496,"name":"The Marketing of Sports Events","url":"https://www.academia.edu/Documents/in/The_Marketing_of_Sports_Events?f_ri=3486"},{"id":787540,"name":"Open Letters","url":"https://www.academia.edu/Documents/in/Open_Letters?f_ri=3486"},{"id":1139988,"name":"Image Repair","url":"https://www.academia.edu/Documents/in/Image_Repair?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11653522" data-work_id="11653522" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11653522/Best_practice_in_sport_for_development_and_peace_A_process_oriented_model">Best practice in sport for development and peace: A process oriented model.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While sport for development projects exist throughout The Global South as well as in disadvantaged areas in more developed countries, no clear guide to best practice that is widely accepted currently exists. We explore key dimensions that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11653522" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While sport for development projects exist throughout The Global South as well as in disadvantaged areas in more developed countries, no clear guide to best practice that is widely accepted currently exists. We explore key dimensions that are crucial for success in sport for development initiatives and provide examples of good practice from a case study of the organization Coaches Across Continents.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11653522" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="32281c43bef5fedef1aae3742e47da52" rel="nofollow" data-download="{"attachment_id":37112191,"asset_id":11653522,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37112191/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1059175" href="https://lhup.academia.edu/JohnNauright">John Nauright</a><script data-card-contents-for-user="1059175" type="text/json">{"id":1059175,"first_name":"John","last_name":"Nauright","domain_name":"lhup","page_name":"JohnNauright","display_name":"John Nauright","profile_url":"https://lhup.academia.edu/JohnNauright?f_ri=3486","photo":"https://0.academia-photos.com/1059175/365761/32897215/s65_john.nauright.jpg"}</script></span></span></li><li class="js-paper-rank-work_11653522 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11653522"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11653522, container: ".js-paper-rank-work_11653522", }); });</script></li><li class="js-percentile-work_11653522 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11653522; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11653522"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11653522 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11653522"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11653522; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11653522]").text(description); $(".js-view-count-work_11653522").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11653522").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11653522"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="977" rel="nofollow" href="https://www.academia.edu/Documents/in/Development_Studies">Development Studies</a>, <script data-card-contents-for-ri="977" type="text/json">{"id":977,"name":"Development Studies","url":"https://www.academia.edu/Documents/in/Development_Studies?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5503" rel="nofollow" href="https://www.academia.edu/Documents/in/Sports_Management">Sports Management</a>, <script data-card-contents-for-ri="5503" type="text/json">{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19862" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport_for_Development">Sport for Development</a><script data-card-contents-for-ri="19862" type="text/json">{"id":19862,"name":"Sport for Development","url":"https://www.academia.edu/Documents/in/Sport_for_Development?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11653522]'), work: {"id":11653522,"title":"Best practice in sport for development and peace: A process oriented model.","created_at":"2015-03-25T07:11:00.466-07:00","url":"https://www.academia.edu/11653522/Best_practice_in_sport_for_development_and_peace_A_process_oriented_model?f_ri=3486","dom_id":"work_11653522","summary":"While sport for development projects exist throughout The Global South as well as in disadvantaged areas in more developed countries, no clear guide to best practice that is widely accepted currently exists. We explore key dimensions that are crucial for success in sport for development initiatives and provide examples of good practice from a case study of the organization Coaches Across Continents.","downloadable_attachments":[{"id":37112191,"asset_id":11653522,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1059175,"first_name":"John","last_name":"Nauright","domain_name":"lhup","page_name":"JohnNauright","display_name":"John Nauright","profile_url":"https://lhup.academia.edu/JohnNauright?f_ri=3486","photo":"https://0.academia-photos.com/1059175/365761/32897215/s65_john.nauright.jpg"}],"research_interests":[{"id":977,"name":"Development Studies","url":"https://www.academia.edu/Documents/in/Development_Studies?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true},{"id":19862,"name":"Sport for Development","url":"https://www.academia.edu/Documents/in/Sport_for_Development?f_ri=3486","nofollow":true},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport?f_ri=3486"},{"id":50456,"name":"Sports","url":"https://www.academia.edu/Documents/in/Sports?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36621676" data-work_id="36621676" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36621676/My%C5%9Blenie_systemowe_w_coachingu">Myślenie systemowe w coachingu</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Istotą podjęcia tematu podejścia systemowego w coachingu była, z jednej strony, chęć pokazania konkretnych zastosowań oraz zaproszenie do zmia- ny perspektywy w pracy coachingowej, z drugiej zaś wskazanie, że coaching, choć jako dziedzina... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36621676" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Istotą podjęcia tematu podejścia systemowego w coachingu była, z jednej strony, chęć pokazania konkretnych zastosowań oraz zaproszenie do zmia- ny perspektywy w pracy coachingowej, z drugiej zaś wskazanie, że coaching, choć jako dziedzina jeszcze bardzo młody, czerpie z dotychczasowego dorobku nauki, rozwijając ją i budując nową jakość.<br />Coaching, który tworzy system sam w sobie poprzez spójną strukturę (metody, techniki, narzędzia coachingowe) stale się rozwija, rozszerzając swój system o kolejne metody, adaptując kolejne techniki, tworząc nowe narzędzia. Jednym z wielu obszarów nauki wpływającym na rozwój coachingu jest wła- śnie podejście systemowe. O jego podstawach w coachingu pisze w swoim artykule Barbara Zych. W sposób klarowny i prosty przedstawia zasady sys- temowego myślenia. Autorka koncentruje się na kluczowych dla coachingu elementach – budowie i mechanice systemów. Podejmuje także próbę formu- łowania zasad, jakimi powinien kierować się coach, pracujący w podejściu sys- temowym. Temat złożoności, omawiany przez Barbarę Zych, rozszerza Anna Syrek-Kosowska. Artykuł Anny Syrek-Kosowskiej jest dowodem na to z jak odległych dziedzin czerpie coaching, bowiem o teorii złożoności można dowie- dzieć się więcej, studiując informatykę, fizykę czy biologię. Teoria złożoności, do której odnosi się w swoim artykule Anna Syrek-Kosowska może być in- spiracją nie tylko dla Klientów coachingu, ale przede wszystkim dla coachów. Autorka wskazuje, że „coaching, aby mógł się nadal dynamicznie rozwijać, stając się coraz bardziej efektywnym procesem rozwojowym dla pracowni-<br />PRIiLlAiIMpPcCIRzZEuUZk-KCYZIO<br /> 10 Katarzyna RPailmipicrezzu-kCyzio<br />ków, jak i organizacji, musi stawić czoła nowej rzeczywistości, ewoluując od tradycyjnych, jednowymiarowych i uproszczonych modeli coachingowych, ku łączeniu wielu perspektyw rozumienia złożonej rzeczywistości, człowieka i biznesu. Podróż ku nowym wyzwaniom może być niezwykle inspirująca, jeśli i my coachowie będziemy się nieustanie rozwijać.”<br />W artykule profesora Włodzimierza Włodarskiego, jak pisze sam autor, „poruszono kwestie znaczenia przeciwstawnych sobie postaw i umiejętno- ści menedżera, które są mu potrzebne w skutecznym postępowaniu z ludźmi w biznesie. Te cechy opisywane są w kontekście coachingu. Omówiona jest koncepcja wewnętrznej gry sformułowana przez T. Gallweya”. Artykuł nie tyl- ko przedstawia założenia Inner Game, ale także wskazuje, jak osiągnąć piąty poziom przywództwa poprzez coaching. Zaczerpnięty z artykułu profesora cytat, rozpoczynający niniejszy wstęp, wskazuje, jak myśli i pisze profesor: łącząc wielość elementów w spójny obraz, jednocześnie z wielką pokorą i po- czuciem humoru.<br />Podobno „system można opisać tylko pod warunkiem, że będziemy go trak- tować jako element systemu szerszego”1. I właśnie o kontekście organizacji w coachingu przywództwa jest artykuł Katarzyny Ramirez-Cyzio. Istotą treści jest fakt, że kontekst może mieć znaczenie zarówno przy doborze metod co- achingowych, jak i osiąganiu rezultatów coachingu.<br />Kolejne dwa artykuły (Team coaching jako metoda przejścia od myślenia silosowe- go do myślenia systemowego w organizacji – Dagmara Miąsek, Krzysztof Bobiński, Leadership coaching w podejściu systemowym – Katarzyna Ramirez-Cyzio) poświę- cone są konkretnym zastosowaniom podejścia systemowego w coachingu. Pierwszy z nich dotyczy pracy z zespołem, drugi coachingu przywództwa. Ar- tykuły są wynikiem doświadczeń coachów i klientów Pracowni Satysfakcji.<br />Kiedy Ludwig Bertalanffy w Ogólnej teorii systemów pisał, że „pojawienie się teorii systemów stanowiło rewolucję w nauce, ponieważ doprowadziło do za- sadniczej zmiany teoretycznego układu odniesienia i sposobu postrzegania przez badaczy obiektów i procesów będących przedmiotem badań”2 zapewne nie myślał o tym, na jak wiele dziedzin nauki wpłynie ta teoria. Agnieszka Kasprzycka w swoim artykule przedstawia, w jaki sposób ustawienia wg. Ber- ta Hellingera mogą wpłynąć na istniejący system organizacji i dlaczego to jest metoda pracy coachingowej dla odważnych. Wystarczy zacytować autora me- tody, aby przekonać się, że choć różnie postrzegana, zawiera ona w sobie dużą dawkę zdrowego, pragmatycznego rozsądku. A oto tylko dwa z wielu cytatów:<br />1 Szmit M.,Informatyka w zarządzaniu, Difin, Warszawa 2003, s. 14.<br />2 Bertalanffy L., Ogólna teoria systemów, PWN, Warszawa 1984, s. 6.<br />  <br /> PILIPCZUK PILIPCZUK<br />Myślenie systemowe jako nurt nauki o złożoności 11<br />„Organizacja powinna mieć taka strukturę, by ludzie nie przeszkadzali sobie nawzajem w wykonywaniu zadań”3 oraz „Chodzi nie o to, ile pieniędzy za- robisz, ale o to, co z nimi zrobisz po zakończeniu pracy”4. Warto przeczytać artykuł, aby poznać zasady pracy w tym podejściu w organizacjach.<br />Bardzo ważnym elementem systemu coachingu jest sam coach. O tym w jaki sposób zachować zasady BHP w pracy coacha, jak prowadzić proces od kontraktu po zamknięcie procesu, pisze Rafał Nykiel. Doświadczony trener coachingu i coach w sposób praktyczny i uporządkowany przedstawia, jak dbać o siebie, o proces i o klienta. Jak mówi autor: „sam termin bezpieczeń- stwo i higiena pracy mimo, że niewykorzystywany dotychczas w takim kon- tekście, pasuje doskonale do zawodu coacha, o ile definicyjnie dopasujemy te pojęcia do współczesnego rozumienia coachingu. Samo bezpieczeństwo nie jest tu rozumiane jako ochrona zdrowia i życia, natomiast jako zestaw re- guł dających podstawy do skutecznej współpracy i rozwoju. A także, możliwie skuteczną ochronę przed popełnieniem błędów o różnorodnych konsekwen- cjach, zarówno w obszarze relacji, efektywności sesji, jak i prawnych oraz po- datkowych. Natomiast pojęcie higieny odnosi się do jakości i «czystości» relacji w coachingu oraz stanu psychofizycznego samego coacha”. To ważny i po- trzebny tekst, zwracający uwagę na aspekt wpływu coacha na system, w który wchodzi w relacji z klientem.<br />Ostatni artykuł, to zbiór refleksji o systemowym podejściu. Piotr Pilipczuk pisze w nurcie filozoficznym, skłania do zamyślenia, spojrzenia na systemo- wość z innej niż stricte naukowej perspektywy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36621676" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d0ec89c8dc199caa6470547ff3ad6c1c" rel="nofollow" data-download="{"attachment_id":56552508,"asset_id":36621676,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56552508/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6943034" href="https://independent.academia.edu/KatarzynaRamirezCyzio">Katarzyna Radii</a><script data-card-contents-for-user="6943034" type="text/json">{"id":6943034,"first_name":"Katarzyna","last_name":"Radii","domain_name":"independent","page_name":"KatarzynaRamirezCyzio","display_name":"Katarzyna Radii","profile_url":"https://independent.academia.edu/KatarzynaRamirezCyzio?f_ri=3486","photo":"https://0.academia-photos.com/6943034/7861764/100861047/s65_katarzyna.pilipczuk.jpg"}</script></span></span></li><li class="js-paper-rank-work_36621676 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36621676"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36621676, container: ".js-paper-rank-work_36621676", }); 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$(".js-view-count[data-work-id=36621676]").text(description); $(".js-view-count-work_36621676").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36621676").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36621676"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29440" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_for_Leadership_Intuition">Coaching for Leadership + Intuition</a>, <script data-card-contents-for-ri="29440" type="text/json">{"id":29440,"name":"Coaching for Leadership + Intuition","url":"https://www.academia.edu/Documents/in/Coaching_for_Leadership_Intuition?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30750" rel="nofollow" href="https://www.academia.edu/Documents/in/Executive_Coaching">Executive Coaching</a>, <script data-card-contents-for-ri="30750" type="text/json">{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42968" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching">Coaching</a><script data-card-contents-for-ri="42968" type="text/json">{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36621676]'), work: {"id":36621676,"title":"Myślenie systemowe w coachingu","created_at":"2018-05-13T03:04:33.083-07:00","url":"https://www.academia.edu/36621676/My%C5%9Blenie_systemowe_w_coachingu?f_ri=3486","dom_id":"work_36621676","summary":"Istotą podjęcia tematu podejścia systemowego w coachingu była, z jednej strony, chęć pokazania konkretnych zastosowań oraz zaproszenie do zmia- ny perspektywy w pracy coachingowej, z drugiej zaś wskazanie, że coaching, choć jako dziedzina jeszcze bardzo młody, czerpie z dotychczasowego dorobku nauki, rozwijając ją i budując nową jakość.\nCoaching, który tworzy system sam w sobie poprzez spójną strukturę (metody, techniki, narzędzia coachingowe) stale się rozwija, rozszerzając swój system o kolejne metody, adaptując kolejne techniki, tworząc nowe narzędzia. Jednym z wielu obszarów nauki wpływającym na rozwój coachingu jest wła- śnie podejście systemowe. O jego podstawach w coachingu pisze w swoim artykule Barbara Zych. W sposób klarowny i prosty przedstawia zasady sys- temowego myślenia. Autorka koncentruje się na kluczowych dla coachingu elementach – budowie i mechanice systemów. Podejmuje także próbę formu- łowania zasad, jakimi powinien kierować się coach, pracujący w podejściu sys- temowym. Temat złożoności, omawiany przez Barbarę Zych, rozszerza Anna Syrek-Kosowska. Artykuł Anny Syrek-Kosowskiej jest dowodem na to z jak odległych dziedzin czerpie coaching, bowiem o teorii złożoności można dowie- dzieć się więcej, studiując informatykę, fizykę czy biologię. Teoria złożoności, do której odnosi się w swoim artykule Anna Syrek-Kosowska może być in- spiracją nie tylko dla Klientów coachingu, ale przede wszystkim dla coachów. Autorka wskazuje, że „coaching, aby mógł się nadal dynamicznie rozwijać, stając się coraz bardziej efektywnym procesem rozwojowym dla pracowni-\nPRIiLlAiIMpPcCIRzZEuUZk-KCYZIO\n 10 Katarzyna RPailmipicrezzu-kCyzio\nków, jak i organizacji, musi stawić czoła nowej rzeczywistości, ewoluując od tradycyjnych, jednowymiarowych i uproszczonych modeli coachingowych, ku łączeniu wielu perspektyw rozumienia złożonej rzeczywistości, człowieka i biznesu. Podróż ku nowym wyzwaniom może być niezwykle inspirująca, jeśli i my coachowie będziemy się nieustanie rozwijać.”\nW artykule profesora Włodzimierza Włodarskiego, jak pisze sam autor, „poruszono kwestie znaczenia przeciwstawnych sobie postaw i umiejętno- ści menedżera, które są mu potrzebne w skutecznym postępowaniu z ludźmi w biznesie. Te cechy opisywane są w kontekście coachingu. Omówiona jest koncepcja wewnętrznej gry sformułowana przez T. Gallweya”. Artykuł nie tyl- ko przedstawia założenia Inner Game, ale także wskazuje, jak osiągnąć piąty poziom przywództwa poprzez coaching. Zaczerpnięty z artykułu profesora cytat, rozpoczynający niniejszy wstęp, wskazuje, jak myśli i pisze profesor: łącząc wielość elementów w spójny obraz, jednocześnie z wielką pokorą i po- czuciem humoru.\nPodobno „system można opisać tylko pod warunkiem, że będziemy go trak- tować jako element systemu szerszego”1. I właśnie o kontekście organizacji w coachingu przywództwa jest artykuł Katarzyny Ramirez-Cyzio. Istotą treści jest fakt, że kontekst może mieć znaczenie zarówno przy doborze metod co- achingowych, jak i osiąganiu rezultatów coachingu.\nKolejne dwa artykuły (Team coaching jako metoda przejścia od myślenia silosowe- go do myślenia systemowego w organizacji – Dagmara Miąsek, Krzysztof Bobiński, Leadership coaching w podejściu systemowym – Katarzyna Ramirez-Cyzio) poświę- cone są konkretnym zastosowaniom podejścia systemowego w coachingu. Pierwszy z nich dotyczy pracy z zespołem, drugi coachingu przywództwa. Ar- tykuły są wynikiem doświadczeń coachów i klientów Pracowni Satysfakcji.\nKiedy Ludwig Bertalanffy w Ogólnej teorii systemów pisał, że „pojawienie się teorii systemów stanowiło rewolucję w nauce, ponieważ doprowadziło do za- sadniczej zmiany teoretycznego układu odniesienia i sposobu postrzegania przez badaczy obiektów i procesów będących przedmiotem badań”2 zapewne nie myślał o tym, na jak wiele dziedzin nauki wpłynie ta teoria. Agnieszka Kasprzycka w swoim artykule przedstawia, w jaki sposób ustawienia wg. Ber- ta Hellingera mogą wpłynąć na istniejący system organizacji i dlaczego to jest metoda pracy coachingowej dla odważnych. Wystarczy zacytować autora me- tody, aby przekonać się, że choć różnie postrzegana, zawiera ona w sobie dużą dawkę zdrowego, pragmatycznego rozsądku. A oto tylko dwa z wielu cytatów:\n1 Szmit M.,Informatyka w zarządzaniu, Difin, Warszawa 2003, s. 14.\n2 Bertalanffy L., Ogólna teoria systemów, PWN, Warszawa 1984, s. 6.\n \n PILIPCZUK PILIPCZUK\nMyślenie systemowe jako nurt nauki o złożoności 11\n„Organizacja powinna mieć taka strukturę, by ludzie nie przeszkadzali sobie nawzajem w wykonywaniu zadań”3 oraz „Chodzi nie o to, ile pieniędzy za- robisz, ale o to, co z nimi zrobisz po zakończeniu pracy”4. Warto przeczytać artykuł, aby poznać zasady pracy w tym podejściu w organizacjach.\nBardzo ważnym elementem systemu coachingu jest sam coach. O tym w jaki sposób zachować zasady BHP w pracy coacha, jak prowadzić proces od kontraktu po zamknięcie procesu, pisze Rafał Nykiel. Doświadczony trener coachingu i coach w sposób praktyczny i uporządkowany przedstawia, jak dbać o siebie, o proces i o klienta. Jak mówi autor: „sam termin bezpieczeń- stwo i higiena pracy mimo, że niewykorzystywany dotychczas w takim kon- tekście, pasuje doskonale do zawodu coacha, o ile definicyjnie dopasujemy te pojęcia do współczesnego rozumienia coachingu. Samo bezpieczeństwo nie jest tu rozumiane jako ochrona zdrowia i życia, natomiast jako zestaw re- guł dających podstawy do skutecznej współpracy i rozwoju. A także, możliwie skuteczną ochronę przed popełnieniem błędów o różnorodnych konsekwen- cjach, zarówno w obszarze relacji, efektywności sesji, jak i prawnych oraz po- datkowych. Natomiast pojęcie higieny odnosi się do jakości i «czystości» relacji w coachingu oraz stanu psychofizycznego samego coacha”. To ważny i po- trzebny tekst, zwracający uwagę na aspekt wpływu coacha na system, w który wchodzi w relacji z klientem.\nOstatni artykuł, to zbiór refleksji o systemowym podejściu. Piotr Pilipczuk pisze w nurcie filozoficznym, skłania do zamyślenia, spojrzenia na systemo- wość z innej niż stricte naukowej perspektywy.\n","downloadable_attachments":[{"id":56552508,"asset_id":36621676,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6943034,"first_name":"Katarzyna","last_name":"Radii","domain_name":"independent","page_name":"KatarzynaRamirezCyzio","display_name":"Katarzyna Radii","profile_url":"https://independent.academia.edu/KatarzynaRamirezCyzio?f_ri=3486","photo":"https://0.academia-photos.com/6943034/7861764/100861047/s65_katarzyna.pilipczuk.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":29440,"name":"Coaching for Leadership + Intuition","url":"https://www.academia.edu/Documents/in/Coaching_for_Leadership_Intuition?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34624958" data-work_id="34624958" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34624958/Uso_de_un_Balanced_Scorecard_en_Coaching_Ejecutivo_pdf">Uso de un Balanced Scorecard en Coaching Ejecutivo.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Todos buscamos ser "exitosos", pero incluso en algun momento de pensamos sobre lo que esto significa realmente, lo cual nos dice que es algo más profundo que la definición del diccionario. Esto realmente importa en cualquier relación... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34624958" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Todos buscamos ser "exitosos", pero incluso en algun momento de pensamos sobre lo que esto significa realmente, lo cual nos dice que es algo más profundo que la definición del diccionario. Esto realmente importa en cualquier relación de coaching por dos razones importantes. En primer lugar, no podemos asumir que las personas tienen claridad sobre lo que el éxito es para ellos. En segundo lugar, hasta que se alcance cierto grado de claridad, las conversaciones de coaching corren el riesgo de perder los objetivos que maximizarían el retorno de la inversión en la relación de coaching. Este artículo discute un enfoque que contribuye a ayudar al coachee a lograr tal claridad.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34624958" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3fbc9ba39bce1d65e2b1cac1b909e8b0" rel="nofollow" data-download="{"attachment_id":54488782,"asset_id":34624958,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54488782/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33061773" href="https://academiacl.academia.edu/KarinaDiazSanJuan">Karina Diaz San Juan</a><script data-card-contents-for-user="33061773" type="text/json">{"id":33061773,"first_name":"Karina","last_name":"Diaz San Juan","domain_name":"academiacl","page_name":"KarinaDiazSanJuan","display_name":"Karina Diaz San Juan","profile_url":"https://academiacl.academia.edu/KarinaDiazSanJuan?f_ri=3486","photo":"https://0.academia-photos.com/33061773/9865109/10996428/s65_karina.juan.jpg_oh_ccbcad6536e7aaea62e7c9da204a3c8c_oe_564b291f___gda___1448661450_fb73918d70e290ad471af65f1ae71e01"}</script></span></span></li><li class="js-paper-rank-work_34624958 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34624958"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34624958, container: ".js-paper-rank-work_34624958", }); 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This text will help health and physical education teachers and coaches... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42883152" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A wide variety of technology is available to physical educators, health teachers, and coaches—but technology is only helpful if people know how to use it effectively. This text will help health and physical education teachers and coaches improve their abilities by learning to effectively use technology in the areas of instruction, assessment, management, communication, professional development, and advocacy. Practical uses for technology provided in this book can enhance your ability to teach and coach, improve student and athlete performance and assessment, and motivate active and healthy lifestyles. <br /><br />Technology for Physical Educators, Health Educators, and Coaches is a clearly written, engaging, and practical text that will help teachers and coaches more effectively use technology. Readers will be guided in improving: <br />· Teaching and coaching effectiveness <br />· Motivating with technology <br />· Management efficiency <br />· Communication with stakeholders <br />· Concept and skill instruction <br />· Assistive technology skills with special populations <br />· Online instructional effectiveness <br />· Assessment abilities <br />· Digital video recording and editing skills <br />· Advocacy skills <br />· Professional development opportunities, and much more...<br /><br />This is a highly valuable resource for all physical educators, health instructors, and coaches who want to take full advantage of the available technology to help them improve in their professions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42883152" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="79a03bb4c2e4f0e473bfa75928d51503" rel="nofollow" data-download="{"attachment_id":63126204,"asset_id":42883152,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63126204/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47795548" href="https://slipperyrock.academia.edu/SethJenny">Seth E Jenny</a><script data-card-contents-for-user="47795548" type="text/json">{"id":47795548,"first_name":"Seth","last_name":"Jenny","domain_name":"slipperyrock","page_name":"SethJenny","display_name":"Seth E Jenny","profile_url":"https://slipperyrock.academia.edu/SethJenny?f_ri=3486","photo":"https://0.academia-photos.com/47795548/13632767/14780219/s65_seth_e..jenny.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42883152">+1</span><div class="hidden js-additional-users-42883152"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JenniferKrause7">Jennifer Krause</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42883152'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42883152').html(); 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Readers will be guided in improving: \n· Teaching and coaching effectiveness \n· Motivating with technology \n· Management efficiency \n· Communication with stakeholders \n· Concept and skill instruction \n· Assistive technology skills with special populations \n· Online instructional effectiveness \n· Assessment abilities \n· Digital video recording and editing skills \n· Advocacy skills \n· Professional development opportunities, and much more...\n\nThis is a highly valuable resource for all physical educators, health instructors, and coaches who want to take full advantage of the available technology to help them improve in their professions.","downloadable_attachments":[{"id":63126204,"asset_id":42883152,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47795548,"first_name":"Seth","last_name":"Jenny","domain_name":"slipperyrock","page_name":"SethJenny","display_name":"Seth E 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Science","url":"https://www.academia.edu/Documents/in/Sports_Science-1?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69801286" data-work_id="69801286" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69801286/An_insight_into_Short_sprint_coaches_knowledge_and_use_of_periodisation_models_and_training_methods">An insight into Short-sprint coaches' knowledge and use of periodisation models and training methods</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background and Study Aim Periodised training strategies, due to their demonstrated success in improving athletic performance, have become increasingly utilised by coaches, athletes, and strength and conditioning practitioners as a key... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69801286" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background and Study Aim <br />Periodised training strategies, due to their demonstrated success in improving athletic performance, have become increasingly utilised by coaches, athletes, and strength and conditioning practitioners as a key training methodology. As a consequence, a coach's knowledge of periodisation and training methods have become increasingly important for improvement of sport-sprint performance. Despite their importance of performance at the elite level, it was suspected that little is known about the Sri Lankan context. As a result, the purpose of this formative exploratory study was to examine knowledge about, and application of, periodisation and training methods by Sri Lankan elite-level coaches working with short-sprint athletes. <br />Material and Methods <br />With institutional ethics approval, ten (n=10) expert short-sprint coaches volunteered to participate in the study, with data collected via semi-structured interviews. Data were analysed inductively, to identify 'patterns', 'themes' and 'categories' using the NVivo 12 qualitative software. <br />Results <br />Four primary themes emerged from the interview data. These included "Periodisation models", "Monitoring training", "Strength development", and "Speed development". Findings revealed that coaches reported minimal or inadequate knowledge of periodized training and consequently, there did appear to be a gap between coach knowledge of periodized training, but additionally in regard to general training methodology; including aspect such as prescribing strength and speed training loads and, monitoring of training loads. The coaches believed that their knowledge was inadequate to support athletes with Olympic level potential. <br />Conclusions <br />The findings identified a potential knowledge gap in coach education and development for elite sprint coaches in Sri Lanka.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69801286" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="13be75017d45de66e8c0bb009896c9f3" rel="nofollow" data-download="{"attachment_id":81676532,"asset_id":69801286,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81676532/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="107981295" href="https://canterbury-nz.academia.edu/SJeganenthiran">Jeganenthiran Sellathurai</a><script data-card-contents-for-user="107981295" type="text/json">{"id":107981295,"first_name":"Jeganenthiran","last_name":"Sellathurai","domain_name":"canterbury-nz","page_name":"SJeganenthiran","display_name":"Jeganenthiran Sellathurai","profile_url":"https://canterbury-nz.academia.edu/SJeganenthiran?f_ri=3486","photo":"https://0.academia-photos.com/107981295/27806036/26090206/s65_s.jeganenthiran.jpg"}</script></span></span></li><li class="js-paper-rank-work_69801286 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69801286"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69801286, container: ".js-paper-rank-work_69801286", }); 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$(".js-view-count[data-work-id=69801286]").text(description); $(".js-view-count-work_69801286").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69801286").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69801286"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="91287" rel="nofollow" href="https://www.academia.edu/Documents/in/Strength_and_Conditioning-1">Strength and Conditioning</a>, <script data-card-contents-for-ri="91287" type="text/json">{"id":91287,"name":"Strength and Conditioning","url":"https://www.academia.edu/Documents/in/Strength_and_Conditioning-1?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="325616" rel="nofollow" href="https://www.academia.edu/Documents/in/Track_and_Field_Athletics">Track and Field Athletics</a>, <script data-card-contents-for-ri="325616" type="text/json">{"id":325616,"name":"Track and Field Athletics","url":"https://www.academia.edu/Documents/in/Track_and_Field_Athletics?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="975167" rel="nofollow" href="https://www.academia.edu/Documents/in/Elite_Athlete_Performance">Elite Athlete Performance</a><script data-card-contents-for-ri="975167" type="text/json">{"id":975167,"name":"Elite Athlete Performance","url":"https://www.academia.edu/Documents/in/Elite_Athlete_Performance?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69801286]'), work: {"id":69801286,"title":"An insight into Short-sprint coaches' knowledge and use of periodisation models and training methods","created_at":"2022-01-28T08:48:22.726-08:00","url":"https://www.academia.edu/69801286/An_insight_into_Short_sprint_coaches_knowledge_and_use_of_periodisation_models_and_training_methods?f_ri=3486","dom_id":"work_69801286","summary":"Background and Study Aim \r\nPeriodised training strategies, due to their demonstrated success in improving athletic performance, have become increasingly utilised by coaches, athletes, and strength and conditioning practitioners as a key training methodology. As a consequence, a coach's knowledge of periodisation and training methods have become increasingly important for improvement of sport-sprint performance. Despite their importance of performance at the elite level, it was suspected that little is known about the Sri Lankan context. As a result, the purpose of this formative exploratory study was to examine knowledge about, and application of, periodisation and training methods by Sri Lankan elite-level coaches working with short-sprint athletes. \r\nMaterial and Methods \r\nWith institutional ethics approval, ten (n=10) expert short-sprint coaches volunteered to participate in the study, with data collected via semi-structured interviews. Data were analysed inductively, to identify 'patterns', 'themes' and 'categories' using the NVivo 12 qualitative software.\r\nResults \r\nFour primary themes emerged from the interview data. These included \"Periodisation models\", \"Monitoring training\", \"Strength development\", and \"Speed development\". Findings revealed that coaches reported minimal or inadequate knowledge of periodized training and consequently, there did appear to be a gap between coach knowledge of periodized training, but additionally in regard to general training methodology; including aspect such as prescribing strength and speed training loads and, monitoring of training loads. The coaches believed that their knowledge was inadequate to support athletes with Olympic level potential. \r\nConclusions \r\nThe findings identified a potential knowledge gap in coach education and development for elite sprint coaches in Sri Lanka.","downloadable_attachments":[{"id":81676532,"asset_id":69801286,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":107981295,"first_name":"Jeganenthiran","last_name":"Sellathurai","domain_name":"canterbury-nz","page_name":"SJeganenthiran","display_name":"Jeganenthiran Sellathurai","profile_url":"https://canterbury-nz.academia.edu/SJeganenthiran?f_ri=3486","photo":"https://0.academia-photos.com/107981295/27806036/26090206/s65_s.jeganenthiran.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":91287,"name":"Strength and Conditioning","url":"https://www.academia.edu/Documents/in/Strength_and_Conditioning-1?f_ri=3486","nofollow":true},{"id":325616,"name":"Track and Field Athletics","url":"https://www.academia.edu/Documents/in/Track_and_Field_Athletics?f_ri=3486","nofollow":true},{"id":975167,"name":"Elite Athlete Performance","url":"https://www.academia.edu/Documents/in/Elite_Athlete_Performance?f_ri=3486","nofollow":true},{"id":1837070,"name":"Periodization Training","url":"https://www.academia.edu/Documents/in/Periodization_Training?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47718181" data-work_id="47718181" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47718181/Przyw%C3%B3dztwo_w_%C5%9Bwietle_etyki_stosowanej_zastosowanie_coachingu_w_procesie_kszta%C5%82cenia_lider%C3%B3w_przyw%C3%B3dc%C3%B3w_">Przywództwo w świetle etyki stosowanej — zastosowanie coachingu w procesie kształcenia liderów (przywódców)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In the paper, we discuss the educational potential of coaching as a complementary tool for leadership training. Coaching is treated as a supporting method in the process of learning that must be backed up with some philosophical aspects... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47718181" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In the paper, we discuss the educational potential of coaching as a complementary tool for leadership training. Coaching is treated as a supporting method in the process of learning that must be backed up with some philosophical aspects in virtues that allow building up social leadership competence. Thus, leader virtues, such as loyalty, personal example or duty are discussed as quality issues of the modern leader.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47718181" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8801be7558097a9a188766f1c96b34f5" rel="nofollow" data-download="{"attachment_id":66668394,"asset_id":47718181,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66668394/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="186854138" href="https://uw.academia.edu/RobertBoroch">Robert Boroch</a><script data-card-contents-for-user="186854138" type="text/json">{"id":186854138,"first_name":"Robert","last_name":"Boroch","domain_name":"uw","page_name":"RobertBoroch","display_name":"Robert Boroch","profile_url":"https://uw.academia.edu/RobertBoroch?f_ri=3486","photo":"https://0.academia-photos.com/186854138/51735372/165867991/s65_robert.boroch.jpeg"}</script></span></span></li><li class="js-paper-rank-work_47718181 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47718181"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47718181, container: ".js-paper-rank-work_47718181", }); 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$(".js-view-count[data-work-id=47718181]").text(description); $(".js-view-count-work_47718181").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47718181").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47718181"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42968" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching">Coaching</a><script data-card-contents-for-ri="42968" type="text/json">{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47718181]'), work: {"id":47718181,"title":"Przywództwo w świetle etyki stosowanej — zastosowanie coachingu w procesie kształcenia liderów (przywódców)","created_at":"2021-04-24T14:07:13.615-07:00","url":"https://www.academia.edu/47718181/Przyw%C3%B3dztwo_w_%C5%9Bwietle_etyki_stosowanej_zastosowanie_coachingu_w_procesie_kszta%C5%82cenia_lider%C3%B3w_przyw%C3%B3dc%C3%B3w_?f_ri=3486","dom_id":"work_47718181","summary":"In the paper, we discuss the educational potential of coaching as a complementary tool for leadership training. Coaching is treated as a supporting method in the process of learning that must be backed up with some philosophical aspects in virtues that allow building up social leadership competence. Thus, leader virtues, such as loyalty, personal example or duty are discussed as quality issues of the modern leader.","downloadable_attachments":[{"id":66668394,"asset_id":47718181,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":186854138,"first_name":"Robert","last_name":"Boroch","domain_name":"uw","page_name":"RobertBoroch","display_name":"Robert Boroch","profile_url":"https://uw.academia.edu/RobertBoroch?f_ri=3486","photo":"https://0.academia-photos.com/186854138/51735372/165867991/s65_robert.boroch.jpeg"}],"research_interests":[{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10058952" data-work_id="10058952" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10058952/Clive_Palmer_and_David_Grecic_2014_You_can_t_buy_love_at_TESCO_observation_field_notes_of_a_coach_education_event_Journal_of_Qualitative_Research_in_Sports_Studies_8_1_89_118">Clive Palmer and David Grecic (2014) You can’t buy love at TESCO: observation field notes of a coach education event. Journal of Qualitative Research in Sports Studies, 8, 1, 89-118.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents the observation field notes taken at a coach education event for young elite golf players and their parents and coaches. The structured notes may serve as a worked example of what field observations can look like in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10058952" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents the observation field notes taken at a coach education event for young elite golf players and their parents and coaches. The structured notes may serve as a worked example of what field observations can look like in practice – although they are tied closely to the context of this event. In some ethnographic research there is a trend to present the raw data, if it is appropriate, to afford the reader a ring-side seat on actual goings on which is the intention here. From such a view there may be a claim for authenticity and truthfulness in research, and that interpretation for emergent themes can be traced back to a given reality. A conclusion from the research is that there may be a misalignment of expectations and roles between parents and coaches with some pressures over respecting what each party might bring to the coaching scenario of the young golf player. Nestling under the obvious façade of golf/sports Competition, there seemed to be an underlying competition over who provides what - between love, support and counselling from the parents, and expertise, skill development and competition readiness from the coach.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10058952" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bbe35b106c8d3f286a8dcd980506f56b" rel="nofollow" data-download="{"attachment_id":36884990,"asset_id":10058952,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36884990/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_10058952 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10058952"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10058952, container: ".js-paper-rank-work_10058952", }); 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$(".js-view-count[data-work-id=10058952]").text(description); $(".js-view-count-work_10058952").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10058952").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10058952"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="218" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Sport">Sociology of Sport</a>, <script data-card-contents-for-ri="218" type="text/json">{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="249" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport_Psychology">Sport Psychology</a>, <script data-card-contents-for-ri="249" type="text/json">{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1230" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Research_Methods_and_Methodology">Social Research Methods and Methodology</a>, <script data-card-contents-for-ri="1230" type="text/json">{"id":1230,"name":"Social Research Methods and Methodology","url":"https://www.academia.edu/Documents/in/Social_Research_Methods_and_Methodology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a><script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10058952]'), work: {"id":10058952,"title":"Clive Palmer and David Grecic (2014) You can’t buy love at TESCO: observation field notes of a coach education event. Journal of Qualitative Research in Sports Studies, 8, 1, 89-118.","created_at":"2015-01-07T12:17:51.042-08:00","url":"https://www.academia.edu/10058952/Clive_Palmer_and_David_Grecic_2014_You_can_t_buy_love_at_TESCO_observation_field_notes_of_a_coach_education_event_Journal_of_Qualitative_Research_in_Sports_Studies_8_1_89_118?f_ri=3486","dom_id":"work_10058952","summary":"This paper presents the observation field notes taken at a coach education event for young elite golf players and their parents and coaches. The structured notes may serve as a worked example of what field observations can look like in practice – although they are tied closely to the context of this event. In some ethnographic research there is a trend to present the raw data, if it is appropriate, to afford the reader a ring-side seat on actual goings on which is the intention here. From such a view there may be a claim for authenticity and truthfulness in research, and that interpretation for emergent themes can be traced back to a given reality. A conclusion from the research is that there may be a misalignment of expectations and roles between parents and coaches with some pressures over respecting what each party might bring to the coaching scenario of the young golf player. Nestling under the obvious façade of golf/sports Competition, there seemed to be an underlying competition over who provides what - between love, support and counselling from the parents, and expertise, skill development and competition readiness from the coach.","downloadable_attachments":[{"id":36884990,"asset_id":10058952,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}],"research_interests":[{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=3486","nofollow":true},{"id":249,"name":"Sport Psychology","url":"https://www.academia.edu/Documents/in/Sport_Psychology?f_ri=3486","nofollow":true},{"id":1230,"name":"Social Research Methods and Methodology","url":"https://www.academia.edu/Documents/in/Social_Research_Methods_and_Methodology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=3486"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486"},{"id":156173,"name":"Golf","url":"https://www.academia.edu/Documents/in/Golf?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2478708" data-work_id="2478708" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2478708/Early_academic_self_concepts_and_the_racial_achievement_gap">Early academic self concepts and the racial achievement gap </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2478708" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2478708" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b419201a9bcd30f12124b501eb8b381" rel="nofollow" data-download="{"attachment_id":30498233,"asset_id":2478708,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30498233/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="377433" href="https://oxford.academia.edu/BrianDEarp">Brian D . 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I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a \"transcultural\" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap \"from the bottom up\"—one classroom at a time.","downloadable_attachments":[{"id":30498233,"asset_id":2478708,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":377433,"first_name":"Brian","last_name":"Earp","domain_name":"oxford","page_name":"BrianDEarp","display_name":"Brian D . 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(2020) Peer Learning And Coaching Experiences with CLiP Collaborative Learning in Practice (resource update). Lancashire and South Cumbria Midwifery Expansion, Education and Transformation: CLIP Stakeholder Group. 3rd December 2020.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Byrom, A., Palmer, C., Finlayson, K. and Kenward, J. (2020) Peer Learning And Coaching Experiences with CLiP Collaborative Learning in Practice (resource update). Lancashire and South Cumbria Midwifery Expansion, Education and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44708036" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Byrom, A., Palmer, C., Finlayson, K. and Kenward, J. (2020) Peer Learning And Coaching Experiences with CLiP Collaborative Learning in Practice (resource update). 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(2020) Peer Learning And Coaching Experiences with CLiP Collaborative Learning in Practice (resource update). Lancashire and South Cumbria Midwifery Expansion, Education and Transformation: CLIP Stakeholder Group. 3rd December 2020.","created_at":"2020-12-15T02:16:24.397-08:00","url":"https://www.academia.edu/44708036/Byrom_A_Palmer_C_Finlayson_K_and_Kenward_J_2020_Peer_Learning_And_Coaching_Experiences_with_CLiP_Collaborative_Learning_in_Practice_resource_update_Lancashire_and_South_Cumbria_Midwifery_Expansion_Education_and_Transformation_CLIP_Stakeholder_Group_3rd_December_2020?f_ri=3486","dom_id":"work_44708036","summary":"Byrom, A., Palmer, C., Finlayson, K. and Kenward, J. (2020) Peer Learning And Coaching Experiences with CLiP Collaborative Learning in Practice (resource update). Lancashire and South Cumbria Midwifery Expansion, Education and Transformation: CLIP Stakeholder Group. 3rd December 2020.\n\n\n","downloadable_attachments":[{"id":65187657,"asset_id":44708036,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":12500,"name":"Midwifery","url":"https://www.academia.edu/Documents/in/Midwifery?f_ri=3486","nofollow":true},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486","nofollow":true},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486","nofollow":true},{"id":163604,"name":"Nursing and midwifery","url":"https://www.academia.edu/Documents/in/Nursing_and_midwifery?f_ri=3486"},{"id":1149931,"name":"Midwifery Academy","url":"https://www.academia.edu/Documents/in/Midwifery_Academy?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60946904" data-work_id="60946904" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60946904/Stuart_Wilkinson_and_David_Grecic_2021_A_case_study_exploration_into_the_professional_duties_of_a_Super_League_Academy_Manager_Creating_an_individualised_learning_plan_using_the_Talent_Development_Self_Navigation_Framework_Journal_of_Qualitative_Research_in_Sports_Studies_15_1_105_136">Stuart Wilkinson and David Grecic (2021) A case study exploration into the professional duties of a Super League Academy Manager: Creating an individualised learning plan using the Talent Development Self Navigation Framework. Journal of Qualitative Research in Sports Studies, 15, 1, 105-136.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated the professional duties of a professional rugby league Academy Manager (AM) with the explicit aim of identifying bespoke development needs through the operation of the Talent Development Self Navigation Framework... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60946904" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated the professional duties of a professional rugby league Academy Manager (AM) with the explicit aim of identifying bespoke development needs through the operation of the Talent Development Self Navigation Framework (TDSNF). This study adopts an original embodied pedagogy approach grounded in a critical realist view of the participant’s Talent Development domain. The paper presents a full description of the framework’s application as a case study example of the TDSNF in practice. Findings acknowledge how the facilitated TDSNF helped the AM reflect more fully on his ‘real world’ and ‘foundational wants and needs’ to co-create both an individual learning plan for himself and a TD development plan for his Academy team. Feedback on the framework’s content, structure, process and outputs was extremely positive. Significant implications in adopting this approach more widely for coach education and learning are then presented.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60946904" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="142b0c50d2d82bea388cf3e0c6d50061" rel="nofollow" data-download="{"attachment_id":75051224,"asset_id":60946904,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75051224/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4131983" href="https://uclan.academia.edu/ClivePalmer">Clive Palmer (National Teaching Fellow)</a><script data-card-contents-for-user="4131983" type="text/json">{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}</script></span></span></li><li class="js-paper-rank-work_60946904 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60946904"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60946904, container: ".js-paper-rank-work_60946904", }); 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Journal of Qualitative Research in Sports Studies, 15, 1, 105-136.","created_at":"2021-11-03T12:51:23.057-07:00","url":"https://www.academia.edu/60946904/Stuart_Wilkinson_and_David_Grecic_2021_A_case_study_exploration_into_the_professional_duties_of_a_Super_League_Academy_Manager_Creating_an_individualised_learning_plan_using_the_Talent_Development_Self_Navigation_Framework_Journal_of_Qualitative_Research_in_Sports_Studies_15_1_105_136?f_ri=3486","dom_id":"work_60946904","summary":"This study investigated the professional duties of a professional rugby league Academy Manager (AM) with the explicit aim of identifying bespoke development needs through the operation of the Talent Development Self Navigation Framework (TDSNF). This study adopts an original embodied pedagogy approach grounded in a critical realist view of the participant’s Talent Development domain. The paper presents a full description of the framework’s application as a case study example of the TDSNF in practice. Findings acknowledge how the facilitated TDSNF helped the AM reflect more fully on his ‘real world’ and ‘foundational wants and needs’ to co-create both an individual learning plan for himself and a TD development plan for his Academy team. Feedback on the framework’s content, structure, process and outputs was extremely positive. Significant implications in adopting this approach more widely for coach education and learning are then presented. ","downloadable_attachments":[{"id":75051224,"asset_id":60946904,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4131983,"first_name":"Clive","last_name":"Palmer (National Teaching Fellow)","domain_name":"uclan","page_name":"ClivePalmer","display_name":"Clive Palmer (National Teaching Fellow)","profile_url":"https://uclan.academia.edu/ClivePalmer?f_ri=3486","photo":"https://0.academia-photos.com/4131983/1609764/34406840/s65_clive.palmer_national_teaching_fellow_.jpg"}],"research_interests":[{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=3486","nofollow":true},{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=3486","nofollow":true},{"id":2102,"name":"Career Management","url":"https://www.academia.edu/Documents/in/Career_Management?f_ri=3486","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486"},{"id":6040,"name":"Career Guidance","url":"https://www.academia.edu/Documents/in/Career_Guidance?f_ri=3486"},{"id":7449,"name":"Sport Marketing","url":"https://www.academia.edu/Documents/in/Sport_Marketing?f_ri=3486"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=3486"},{"id":11378,"name":"Rugby","url":"https://www.academia.edu/Documents/in/Rugby?f_ri=3486"},{"id":11384,"name":"Rugby League","url":"https://www.academia.edu/Documents/in/Rugby_League?f_ri=3486"},{"id":15188,"name":"Sport And Exercise Psychology","url":"https://www.academia.edu/Documents/in/Sport_And_Exercise_Psychology?f_ri=3486"},{"id":16475,"name":"Competition","url":"https://www.academia.edu/Documents/in/Competition?f_ri=3486"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":49363,"name":"Player Experience","url":"https://www.academia.edu/Documents/in/Player_Experience?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=3486"},{"id":100170,"name":"Human Potential","url":"https://www.academia.edu/Documents/in/Human_Potential?f_ri=3486"},{"id":651578,"name":"Social Cognitive Career Theory","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Career_Theory?f_ri=3486"},{"id":1004239,"name":"Players Playing Players","url":"https://www.academia.edu/Documents/in/Players_Playing_Players?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38019715" data-work_id="38019715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/38019715/Best_English_Grammar_Notes_by_Top_IAS_Coaching_Center_Tense">Best English Grammar Notes by Top IAS Coaching Center Tense</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Oureducation is incorporated to impart quality education to students preparing for GATE examinations with the sky-high ideas and commitment to excellence. It offers Best GATE coaching in Chandigarh.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38019715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="da514f957d848b111624d887061f8ce1" rel="nofollow" data-download="{"attachment_id":58040834,"asset_id":38019715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58040834/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="81265432" href="https://independent.academia.edu/aakshraj">Ravindra Kumar</a><script data-card-contents-for-user="81265432" type="text/json">{"id":81265432,"first_name":"Ravindra","last_name":"Kumar","domain_name":"independent","page_name":"aakshraj","display_name":"Ravindra Kumar","profile_url":"https://independent.academia.edu/aakshraj?f_ri=3486","photo":"https://0.academia-photos.com/81265432/19653901/21734390/s65_akash.kraj.jpg"}</script></span></span></li><li class="js-paper-rank-work_38019715 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38019715"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38019715, container: ".js-paper-rank-work_38019715", }); 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It offers Best GATE coaching in Chandigarh.","downloadable_attachments":[{"id":58040834,"asset_id":38019715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":81265432,"first_name":"Ravindra","last_name":"Kumar","domain_name":"independent","page_name":"aakshraj","display_name":"Ravindra Kumar","profile_url":"https://independent.academia.edu/aakshraj?f_ri=3486","photo":"https://0.academia-photos.com/81265432/19653901/21734390/s65_akash.kraj.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11942772" data-work_id="11942772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11942772/REFLEX%C3%83O_SOBRE_A_FORMA%C3%87%C3%83O_PROFISSIONAL_NA_GIN%C3%81STICA_ART%C3%8DSTICA">REFLEXÃO SOBRE A FORMAÇÃO PROFISSIONAL NA GINÁSTICA ARTÍSTICA</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">O presente estudo levanta uma discussão sobre a formação do profissional de Ginástica Artística. Foram entrevistados 36 profissionais que atuam na modalidade em diferentes instituições, que opinaram sobre a implantação de um “Programa de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11942772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">O presente estudo levanta uma discussão sobre a formação do profissional de Ginástica Artística. Foram entrevistados 36 profissionais que atuam na modalidade em diferentes instituições, que opinaram sobre a implantação de um “Programa de Formação para Profissionais de Ginástica Artística no Brasil”. Pela análise de conteúdo<br />dos comentários a maioria mostrou-se favorável à implantação de um programa, e justificou-se amparada na perspectiva de progresso na carreira e na abordagem de objetivos mais específicos do que aqueles existentes nos cursos de graduação. A formação específica parece ser uma necessidade emergente, pois a necessidade de conhecimento para atuar na Ginástica Artística, em qualquer nível, é cada vez mais evidente.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11942772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a890c126729f48d921daeae43573a020" rel="nofollow" data-download="{"attachment_id":37304010,"asset_id":11942772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37304010/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7501730" href="https://usp-br.academia.edu/PauloCarrara">Paulo Carrara</a><script data-card-contents-for-user="7501730" type="text/json">{"id":7501730,"first_name":"Paulo","last_name":"Carrara","domain_name":"usp-br","page_name":"PauloCarrara","display_name":"Paulo Carrara","profile_url":"https://usp-br.academia.edu/PauloCarrara?f_ri=3486","photo":"https://0.academia-photos.com/7501730/2984345/3502683/s65_paulo.sabino.jpg"}</script></span></span></li><li class="js-paper-rank-work_11942772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11942772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11942772, container: ".js-paper-rank-work_11942772", }); 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$(".js-view-count[data-work-id=11942772]").text(description); $(".js-view-count-work_11942772").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11942772").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11942772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="181772" rel="nofollow" href="https://www.academia.edu/Documents/in/Gymnastics">Gymnastics</a><script data-card-contents-for-ri="181772" type="text/json">{"id":181772,"name":"Gymnastics","url":"https://www.academia.edu/Documents/in/Gymnastics?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11942772]'), work: {"id":11942772,"title":"REFLEXÃO SOBRE A FORMAÇÃO PROFISSIONAL NA GINÁSTICA ARTÍSTICA","created_at":"2015-04-14T07:42:56.023-07:00","url":"https://www.academia.edu/11942772/REFLEX%C3%83O_SOBRE_A_FORMA%C3%87%C3%83O_PROFISSIONAL_NA_GIN%C3%81STICA_ART%C3%8DSTICA?f_ri=3486","dom_id":"work_11942772","summary":"O presente estudo levanta uma discussão sobre a formação do profissional de Ginástica Artística. Foram entrevistados 36 profissionais que atuam na modalidade em diferentes instituições, que opinaram sobre a implantação de um “Programa de Formação para Profissionais de Ginástica Artística no Brasil”. Pela análise de conteúdo\ndos comentários a maioria mostrou-se favorável à implantação de um programa, e justificou-se amparada na perspectiva de progresso na carreira e na abordagem de objetivos mais específicos do que aqueles existentes nos cursos de graduação. A formação específica parece ser uma necessidade emergente, pois a necessidade de conhecimento para atuar na Ginástica Artística, em qualquer nível, é cada vez mais evidente.","downloadable_attachments":[{"id":37304010,"asset_id":11942772,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7501730,"first_name":"Paulo","last_name":"Carrara","domain_name":"usp-br","page_name":"PauloCarrara","display_name":"Paulo Carrara","profile_url":"https://usp-br.academia.edu/PauloCarrara?f_ri=3486","photo":"https://0.academia-photos.com/7501730/2984345/3502683/s65_paulo.sabino.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":181772,"name":"Gymnastics","url":"https://www.academia.edu/Documents/in/Gymnastics?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12060295" data-work_id="12060295" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/12060295/Indian_Abacus_Business_Opportunity">Indian Abacus Business Opportunity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Indian Abacus Pvt. Ltd., has launched its newly invented state-of-the-art Indian Abacus devices and the program with international standard course materials to make the children of the age group – 5 to 13 years, benefit much more than... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12060295" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Indian Abacus Pvt. Ltd., has launched its newly invented state-of-the-art Indian Abacus devices and the program with international standard course materials to make the children of the age group – 5 to 13 years, benefit much more than ever before.  Indian Abacus products and the program are the result of 14 years of background research using which the promoters of the company gained invaluable knowledge and experience. All of these have gone into the development of the devices (Indian Abacus) and the program. We will be happy to serve you with these product-offerings and the program of international standard.  <br /><br />The Indian Abacus is an educational counting tool for learning to do fast and accurate mental arithmetic, more particularly it helps in enhancing their brain skills such as CONCENTRATION, VISUALIZATION (PHOTOGRAPHIC MEMORY) by activating the right brain, the seat of intelligence.  The present invention introduces a tool which can display color image representing any value by moving the sliders up and down.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12060295" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1a721587a345bce2738fb91e22b8cb2" rel="nofollow" data-download="{"attachment_id":37385237,"asset_id":12060295,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37385237/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26325320" href="https://indianabacus.academia.edu/NBasheerAhamed">N. Basheer Ahamed - Indian Abacus</a><script data-card-contents-for-user="26325320" type="text/json">{"id":26325320,"first_name":"N. Basheer","last_name":"Ahamed - Indian Abacus","domain_name":"indianabacus","page_name":"NBasheerAhamed","display_name":"N. Basheer Ahamed - Indian Abacus","profile_url":"https://indianabacus.academia.edu/NBasheerAhamed?f_ri=3486","photo":"https://0.academia-photos.com/26325320/7274476/48549236/s65_n._basheer.ahamed_-_indian_abacus.jpg"}</script></span></span></li><li class="js-paper-rank-work_12060295 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12060295"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12060295, container: ".js-paper-rank-work_12060295", }); });</script></li><li class="js-percentile-work_12060295 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12060295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12060295"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12060295 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12060295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12060295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12060295]").text(description); $(".js-view-count-work_12060295").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12060295").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12060295"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="26" rel="nofollow" href="https://www.academia.edu/Documents/in/Business">Business</a>, <script data-card-contents-for-ri="26" type="text/json">{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45" rel="nofollow" href="https://www.academia.edu/Documents/in/Business_Administration">Business Administration</a>, <script data-card-contents-for-ri="45" type="text/json">{"id":45,"name":"Business Administration","url":"https://www.academia.edu/Documents/in/Business_Administration?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2074" rel="nofollow" href="https://www.academia.edu/Documents/in/International_Business">International Business</a>, <script data-card-contents-for-ri="2074" type="text/json">{"id":2074,"name":"International Business","url":"https://www.academia.edu/Documents/in/International_Business?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a><script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12060295]'), work: {"id":12060295,"title":"Indian Abacus Business Opportunity","created_at":"2015-04-21T22:23:34.601-07:00","url":"https://www.academia.edu/12060295/Indian_Abacus_Business_Opportunity?f_ri=3486","dom_id":"work_12060295","summary":"Indian Abacus Pvt. Ltd., has launched its newly invented state-of-the-art Indian Abacus devices and the program with international standard course materials to make the children of the age group – 5 to 13 years, benefit much more than ever before. Indian Abacus products and the program are the result of 14 years of background research using which the promoters of the company gained invaluable knowledge and experience. All of these have gone into the development of the devices (Indian Abacus) and the program. We will be happy to serve you with these product-offerings and the program of international standard. \n\nThe Indian Abacus is an educational counting tool for learning to do fast and accurate mental arithmetic, more particularly it helps in enhancing their brain skills such as CONCENTRATION, VISUALIZATION (PHOTOGRAPHIC MEMORY) by activating the right brain, the seat of intelligence. The present invention introduces a tool which can display color image representing any value by moving the sliders up and down.\n","downloadable_attachments":[{"id":37385237,"asset_id":12060295,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26325320,"first_name":"N. Basheer","last_name":"Ahamed - Indian Abacus","domain_name":"indianabacus","page_name":"NBasheerAhamed","display_name":"N. Basheer Ahamed - Indian Abacus","profile_url":"https://indianabacus.academia.edu/NBasheerAhamed?f_ri=3486","photo":"https://0.academia-photos.com/26325320/7274476/48549236/s65_n._basheer.ahamed_-_indian_abacus.jpg"}],"research_interests":[{"id":26,"name":"Business","url":"https://www.academia.edu/Documents/in/Business?f_ri=3486","nofollow":true},{"id":45,"name":"Business Administration","url":"https://www.academia.edu/Documents/in/Business_Administration?f_ri=3486","nofollow":true},{"id":2074,"name":"International Business","url":"https://www.academia.edu/Documents/in/International_Business?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":55840,"name":"Business Management","url":"https://www.academia.edu/Documents/in/Business_Management?f_ri=3486"},{"id":74037,"name":"Abacus","url":"https://www.academia.edu/Documents/in/Abacus?f_ri=3486"},{"id":556763,"name":"Importance of Abacus","url":"https://www.academia.edu/Documents/in/Importance_of_Abacus?f_ri=3486"},{"id":624218,"name":"Effects on Abacus learning on Children","url":"https://www.academia.edu/Documents/in/Effects_on_Abacus_learning_on_Children?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73781601" data-work_id="73781601" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73781601/Coach_Woodens_Pyramid_of_Success">Coach Wooden's Pyramid of Success</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">John R. Wooden (1910–2010) was the University of California Los Angeles (UCLA) basketball coach responsible for the team winning ten national championships in a twelve year period. Through his own experience, he learned a way to cover... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73781601" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">John R. Wooden (1910–2010) was the University of California Los Angeles (UCLA) basketball coach responsible for the team winning ten national championships in a twelve year period. Through his own experience, he learned a way to cover oneself in glory, to selflessly give everything to a team and thus to have obtain success — both in sports and life. In Wooden’s lifetime, his great accomplishments were only matched by an extraordinary philosophy, expressed in a number of motivational sayings and a comprehensive plan for high achievement, called the “pyramid of success.” Coach Wooden’s philosophy hinted at the secrets to his and his players’ success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73781601" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e8f5d923169d6e03d530ece21ce7882" rel="nofollow" data-download="{"attachment_id":82168992,"asset_id":73781601,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82168992/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58399" href="https://woolf.academia.edu/ShaneRalston">Shane J Ralston</a><script data-card-contents-for-user="58399" type="text/json">{"id":58399,"first_name":"Shane","last_name":"Ralston","domain_name":"woolf","page_name":"ShaneRalston","display_name":"Shane J Ralston","profile_url":"https://woolf.academia.edu/ShaneRalston?f_ri=3486","photo":"https://0.academia-photos.com/58399/17004/147524942/s65_shane.ralston.jpg"}</script></span></span></li><li class="js-paper-rank-work_73781601 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73781601"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73781601, container: ".js-paper-rank-work_73781601", }); });</script></li><li class="js-percentile-work_73781601 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73781601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73781601"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73781601 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73781601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73781601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73781601]").text(description); $(".js-view-count-work_73781601").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73781601").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73781601"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18375" rel="nofollow" href="https://www.academia.edu/Documents/in/Virtues_and_Vices">Virtues and Vices</a>, <script data-card-contents-for-ri="18375" type="text/json">{"id":18375,"name":"Virtues and Vices","url":"https://www.academia.edu/Documents/in/Virtues_and_Vices?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25806" rel="nofollow" href="https://www.academia.edu/Documents/in/Physical_Education">Physical Education</a><script data-card-contents-for-ri="25806" type="text/json">{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73781601]'), work: {"id":73781601,"title":"Coach Wooden's Pyramid of Success","created_at":"2022-03-14T19:23:43.223-07:00","url":"https://www.academia.edu/73781601/Coach_Woodens_Pyramid_of_Success?f_ri=3486","dom_id":"work_73781601","summary":"John R. Wooden (1910–2010) was the University of California Los Angeles (UCLA) basketball coach responsible for the team winning ten national championships in a twelve year period. Through his own experience, he learned a way to cover oneself in glory, to selflessly give everything to a team and thus to have obtain success — both in sports and life. In Wooden’s lifetime, his great accomplishments were only matched by an extraordinary philosophy, expressed in a number of motivational sayings and a comprehensive plan for high achievement, called the “pyramid of success.” Coach Wooden’s philosophy hinted at the secrets to his and his players’ success.","downloadable_attachments":[{"id":82168992,"asset_id":73781601,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58399,"first_name":"Shane","last_name":"Ralston","domain_name":"woolf","page_name":"ShaneRalston","display_name":"Shane J Ralston","profile_url":"https://woolf.academia.edu/ShaneRalston?f_ri=3486","photo":"https://0.academia-photos.com/58399/17004/147524942/s65_shane.ralston.jpg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":18375,"name":"Virtues and Vices","url":"https://www.academia.edu/Documents/in/Virtues_and_Vices?f_ri=3486","nofollow":true},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486","nofollow":true},{"id":50456,"name":"Sports","url":"https://www.academia.edu/Documents/in/Sports?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44438050" data-work_id="44438050" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44438050/Impact_of_Life_Coaching_on_Students_Well_being_and_Engagement_Levels_in_Qatar">Impact of Life Coaching on Students' Well-being and Engagement Levels in Qatar</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines the impact of an evidence-based coaching intervention in a Qatari government preparatory (middle) school. The study sample consisted of 40 male students aged between 13 and 16 years (mean age 14.2). The sample was... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44438050" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines the impact of an evidence-based coaching intervention in a Qatari government preparatory (middle) school. The study sample consisted of 40 male students aged between 13 and 16 years (mean age 14.2). The sample was randomly selected and divided into two groups, namely the coaching group and the control group, to conduct a randomized controlled trial. The coaching program was part of a coaching club established for the purposes of this study. The coaching group took part in a 24-session evidence-based coaching program (teacher-facilitated) that included topics such as goal setting, leadership skills, coaching, and personality types. Pre-and post-measures were obtained for both groups. The measures consisted of the Big-Five personality traits survey and the Satisfaction with Life Scale. In addition to the quantitative measures, interviews were conducted with eight randomly selected students from the coaching group to increase the qualitative dimension of the results.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44438050" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e1eb7c11f8bb9caa3a36748437432315" rel="nofollow" data-download="{"attachment_id":64857291,"asset_id":44438050,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64857291/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="71503384" href="https://hbku.academia.edu/Abd%C3%AArrahmaneD%C3%A9d%C3%A8che">Abderrahmane Dedeche</a><script data-card-contents-for-user="71503384" type="text/json">{"id":71503384,"first_name":"Abderrahmane","last_name":"Dedeche","domain_name":"hbku","page_name":"AbdêrrahmaneDédèche","display_name":"Abderrahmane Dedeche","profile_url":"https://hbku.academia.edu/Abd%C3%AArrahmaneD%C3%A9d%C3%A8che?f_ri=3486","photo":"https://0.academia-photos.com/71503384/25406012/66126791/s65_abderrahmane.dedeche.png"}</script></span></span></li><li class="js-paper-rank-work_44438050 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44438050"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44438050, container: ".js-paper-rank-work_44438050", }); });</script></li><li class="js-percentile-work_44438050 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44438050; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44438050"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44438050 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44438050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44438050; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44438050]").text(description); $(".js-view-count-work_44438050").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44438050").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44438050"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9964" rel="nofollow" href="https://www.academia.edu/Documents/in/Well-Being">Well-Being</a>, <script data-card-contents-for-ri="9964" type="text/json">{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46065" rel="nofollow" href="https://www.academia.edu/Documents/in/Qatar">Qatar</a><script data-card-contents-for-ri="46065" type="text/json">{"id":46065,"name":"Qatar","url":"https://www.academia.edu/Documents/in/Qatar?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44438050]'), work: {"id":44438050,"title":"Impact of Life Coaching on Students' Well-being and Engagement Levels in Qatar","created_at":"2020-11-04T23:11:30.886-08:00","url":"https://www.academia.edu/44438050/Impact_of_Life_Coaching_on_Students_Well_being_and_Engagement_Levels_in_Qatar?f_ri=3486","dom_id":"work_44438050","summary":"This study examines the impact of an evidence-based coaching intervention in a Qatari government preparatory (middle) school. The study sample consisted of 40 male students aged between 13 and 16 years (mean age 14.2). The sample was randomly selected and divided into two groups, namely the coaching group and the control group, to conduct a randomized controlled trial. The coaching program was part of a coaching club established for the purposes of this study. The coaching group took part in a 24-session evidence-based coaching program (teacher-facilitated) that included topics such as goal setting, leadership skills, coaching, and personality types. Pre-and post-measures were obtained for both groups. The measures consisted of the Big-Five personality traits survey and the Satisfaction with Life Scale. In addition to the quantitative measures, interviews were conducted with eight randomly selected students from the coaching group to increase the qualitative dimension of the results.","downloadable_attachments":[{"id":64857291,"asset_id":44438050,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":71503384,"first_name":"Abderrahmane","last_name":"Dedeche","domain_name":"hbku","page_name":"AbdêrrahmaneDédèche","display_name":"Abderrahmane Dedeche","profile_url":"https://hbku.academia.edu/Abd%C3%AArrahmaneD%C3%A9d%C3%A8che?f_ri=3486","photo":"https://0.academia-photos.com/71503384/25406012/66126791/s65_abderrahmane.dedeche.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=3486","nofollow":true},{"id":46065,"name":"Qatar","url":"https://www.academia.edu/Documents/in/Qatar?f_ri=3486","nofollow":true},{"id":50008,"name":"Life Coaching","url":"https://www.academia.edu/Documents/in/Life_Coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1984651" data-work_id="1984651" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1984651/Linking_Reading_Coaches_and_Student_Achievement">Linking Reading Coaches and Student Achievement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Many policymakers suggest that school-based reading coaches can improve teachers' practice, which consequently will improve students' literacy skills. Although reading coaches are increasingly prevalent in schools nationwide, empirical... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1984651" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Many policymakers suggest that school-based reading coaches can improve teachers' practice, which consequently will improve students' literacy skills. Although reading coaches are increasingly prevalent in schools nationwide, empirical evidence for their effects on student achievement is scarce. This article helps to address this gap by conducting an evaluation of a statewide reading coach program in Florida middle schools. Using achievement data from nearly 1,000 Florida middle schools from the 1997-1998 through 2005-2006 school years, we find that receiving a statefunded coach was associated with statistically significant improvements in average annual reading achievement gains for two of the four cohorts of schools analyzed. We examine implications for state and district policy and future research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1984651" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ea0d6d1b611248b3db1bb3853cf62c08" rel="nofollow" data-download="{"attachment_id":28743506,"asset_id":1984651,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/28743506/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2585575" href="https://usc.academia.edu/JulieMarsh">Julie Marsh</a><script data-card-contents-for-user="2585575" type="text/json">{"id":2585575,"first_name":"Julie","last_name":"Marsh","domain_name":"usc","page_name":"JulieMarsh","display_name":"Julie Marsh","profile_url":"https://usc.academia.edu/JulieMarsh?f_ri=3486","photo":"https://0.academia-photos.com/2585575/812237/1010218/s65_julie.marsh.jpg"}</script></span></span></li><li class="js-paper-rank-work_1984651 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1984651"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1984651, container: ".js-paper-rank-work_1984651", }); 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$(".js-view-count[data-work-id=1984651]").text(description); $(".js-view-count-work_1984651").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1984651").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1984651"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a><script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1984651]'), work: {"id":1984651,"title":"Linking Reading Coaches and Student Achievement","created_at":"2012-10-01T02:19:09.275-07:00","url":"https://www.academia.edu/1984651/Linking_Reading_Coaches_and_Student_Achievement?f_ri=3486","dom_id":"work_1984651","summary":"Many policymakers suggest that school-based reading coaches can improve teachers' practice, which consequently will improve students' literacy skills. Although reading coaches are increasingly prevalent in schools nationwide, empirical evidence for their effects on student achievement is scarce. This article helps to address this gap by conducting an evaluation of a statewide reading coach program in Florida middle schools. Using achievement data from nearly 1,000 Florida middle schools from the 1997-1998 through 2005-2006 school years, we find that receiving a statefunded coach was associated with statistically significant improvements in average annual reading achievement gains for two of the four cohorts of schools analyzed. We examine implications for state and district policy and future research.","downloadable_attachments":[{"id":28743506,"asset_id":1984651,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2585575,"first_name":"Julie","last_name":"Marsh","domain_name":"usc","page_name":"JulieMarsh","display_name":"Julie Marsh","profile_url":"https://usc.academia.edu/JulieMarsh?f_ri=3486","photo":"https://0.academia-photos.com/2585575/812237/1010218/s65_julie.marsh.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40403960" data-work_id="40403960" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/40403960/STARTING_AND_RUNNING_AN_INTERNAL_COACHING_PROGRAM_Center_for_Coaching_Certification">STARTING AND RUNNING AN INTERNAL COACHING PROGRAM Center for Coaching Certification</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Overview, process, and specific tools or techniques for starting and running an internal coaching program.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40403960" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="42989167b07e07d4e6d2355319dc9f56" rel="nofollow" data-download="{"attachment_id":60656848,"asset_id":40403960,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60656848/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43348389" href="https://centerforcoachingcertification.academia.edu/CathyLiska">Cathy Liska</a><script data-card-contents-for-user="43348389" type="text/json">{"id":43348389,"first_name":"Cathy","last_name":"Liska","domain_name":"centerforcoachingcertification","page_name":"CathyLiska","display_name":"Cathy Liska","profile_url":"https://centerforcoachingcertification.academia.edu/CathyLiska?f_ri=3486","photo":"https://0.academia-photos.com/43348389/11596310/18450306/s65_cathy.liska.jpg"}</script></span></span></li><li class="js-paper-rank-work_40403960 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40403960"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40403960, container: ".js-paper-rank-work_40403960", }); 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$(".js-view-count[data-work-id=40403960]").text(description); $(".js-view-count-work_40403960").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40403960").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40403960"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20471" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership_Development">Leadership Development</a><script data-card-contents-for-ri="20471" type="text/json">{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40403960]'), work: {"id":40403960,"title":"STARTING AND RUNNING AN INTERNAL COACHING PROGRAM Center for Coaching Certification","created_at":"2019-09-20T11:32:01.225-07:00","url":"https://www.academia.edu/40403960/STARTING_AND_RUNNING_AN_INTERNAL_COACHING_PROGRAM_Center_for_Coaching_Certification?f_ri=3486","dom_id":"work_40403960","summary":"Overview, process, and specific tools or techniques for starting and running an internal coaching program.","downloadable_attachments":[{"id":60656848,"asset_id":40403960,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43348389,"first_name":"Cathy","last_name":"Liska","domain_name":"centerforcoachingcertification","page_name":"CathyLiska","display_name":"Cathy Liska","profile_url":"https://centerforcoachingcertification.academia.edu/CathyLiska?f_ri=3486","photo":"https://0.academia-photos.com/43348389/11596310/18450306/s65_cathy.liska.jpg"}],"research_interests":[{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486"},{"id":29440,"name":"Coaching for Leadership + Intuition","url":"https://www.academia.edu/Documents/in/Coaching_for_Leadership_Intuition?f_ri=3486"},{"id":29442,"name":"Coaching and organisational change","url":"https://www.academia.edu/Documents/in/Coaching_and_organisational_change?f_ri=3486"},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":50008,"name":"Life Coaching","url":"https://www.academia.edu/Documents/in/Life_Coaching?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486"},{"id":148182,"name":"Executive Coaching; Family Business; Org Design \u0026 Development","url":"https://www.academia.edu/Documents/in/Executive_Coaching_Family_Business_Org_Design_and_Development?f_ri=3486"},{"id":152540,"name":"Business Coaching","url":"https://www.academia.edu/Documents/in/Business_Coaching?f_ri=3486"},{"id":188055,"name":"Leadership and Executive Coaching","url":"https://www.academia.edu/Documents/in/Leadership_and_Executive_Coaching?f_ri=3486"},{"id":353644,"name":"Certification","url":"https://www.academia.edu/Documents/in/Certification?f_ri=3486"},{"id":439218,"name":"Health Coaching, Wellness Coaching, Coaching","url":"https://www.academia.edu/Documents/in/Health_Coaching_Wellness_Coaching_Coaching?f_ri=3486"},{"id":1299092,"name":"Solution Focused Coaching; Executive Coaching","url":"https://www.academia.edu/Documents/in/Solution_Focused_Coaching_Executive_Coaching?f_ri=3486"},{"id":1918896,"name":"Business Executive coaching","url":"https://www.academia.edu/Documents/in/Business_Executive_coaching?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22295829" data-work_id="22295829" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22295829/A_Principals_Job_Interview_Edge">A+ Principals' Job Interview Edge</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">20 Adminstrator Job Interview Questions and Answers - Preview to A+ Principals' Interview Edge 152 Job Interview Questions and Answers</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22295829" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e514dc833eb8711f624642d52bd1bbd" rel="nofollow" data-download="{"attachment_id":42939692,"asset_id":22295829,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42939692/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43697749" href="https://independent.academia.edu/CandaceAlstadDavies">Candace Alstad-Davies</a><script data-card-contents-for-user="43697749" type="text/json">{"id":43697749,"first_name":"Candace","last_name":"Alstad-Davies","domain_name":"independent","page_name":"CandaceAlstadDavies","display_name":"Candace Alstad-Davies","profile_url":"https://independent.academia.edu/CandaceAlstadDavies?f_ri=3486","photo":"https://gravatar.com/avatar/6d0bd2b73c06223a56f6723e528f9245?s=65"}</script></span></span></li><li class="js-paper-rank-work_22295829 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22295829"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22295829, container: ".js-paper-rank-work_22295829", }); 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$(".js-view-count[data-work-id=22295829]").text(description); $(".js-view-count-work_22295829").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22295829").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22295829"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a><script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22295829]'), work: {"id":22295829,"title":"A+ Principals' Job Interview Edge","created_at":"2016-02-22T07:33:46.902-08:00","url":"https://www.academia.edu/22295829/A_Principals_Job_Interview_Edge?f_ri=3486","dom_id":"work_22295829","summary":"20 Adminstrator Job Interview Questions and Answers - Preview to A+ Principals' Interview Edge 152 Job Interview Questions and Answers","downloadable_attachments":[{"id":42939692,"asset_id":22295829,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43697749,"first_name":"Candace","last_name":"Alstad-Davies","domain_name":"independent","page_name":"CandaceAlstadDavies","display_name":"Candace Alstad-Davies","profile_url":"https://independent.academia.edu/CandaceAlstadDavies?f_ri=3486","photo":"https://gravatar.com/avatar/6d0bd2b73c06223a56f6723e528f9245?s=65"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3486","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3486","nofollow":true},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=3486"},{"id":168401,"name":"The Role Played by Principals as Leaders of Curriculum and Instruction.","url":"https://www.academia.edu/Documents/in/The_Role_Played_by_Principals_as_Leaders_of_Curriculum_and_Instruction?f_ri=3486"},{"id":243932,"name":"School Administration","url":"https://www.academia.edu/Documents/in/School_Administration?f_ri=3486"},{"id":275252,"name":"School principalship","url":"https://www.academia.edu/Documents/in/School_principalship?f_ri=3486"},{"id":364273,"name":"Principals","url":"https://www.academia.edu/Documents/in/Principals?f_ri=3486"},{"id":424145,"name":"Principalship","url":"https://www.academia.edu/Documents/in/Principalship?f_ri=3486"},{"id":677733,"name":"School Heads and Principals Leadership Styles","url":"https://www.academia.edu/Documents/in/School_Heads_and_Principals_Leadership_Styles?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3983463" data-work_id="3983463" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3983463/Czarkowska_Lidia_D_2010_Profesjonalizm_i_proces_profesjonalizacji_w_coachingu">Czarkowska Lidia D. (2010) Profesjonalizm i proces profesjonalizacji w coachingu</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Profesjonalizm i proces profesjonalizacji w coachingu.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3983463" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ecf0a1fe658612f2b7ec88a5c01ebefd" rel="nofollow" data-download="{"attachment_id":31539018,"asset_id":3983463,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31539018/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4786496" href="https://kozminski.academia.edu/LidiaDCzarkowska">Lidia D. Czarkowska</a><script data-card-contents-for-user="4786496" type="text/json">{"id":4786496,"first_name":"Lidia D.","last_name":"Czarkowska","domain_name":"kozminski","page_name":"LidiaDCzarkowska","display_name":"Lidia D. Czarkowska","profile_url":"https://kozminski.academia.edu/LidiaDCzarkowska?f_ri=3486","photo":"https://0.academia-photos.com/4786496/2037093/2400563/s65_lidia_d..czarkowska.jpg"}</script></span></span></li><li class="js-paper-rank-work_3983463 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3983463"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3983463, container: ".js-paper-rank-work_3983463", }); });</script></li><li class="js-percentile-work_3983463 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3983463; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3983463"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3983463 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3983463"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3983463; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3983463]").text(description); $(".js-view-count-work_3983463").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3983463").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3983463"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22083" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_and_Personal_Development">Coaching and Personal Development</a>, <script data-card-contents-for-ri="22083" type="text/json">{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30750" rel="nofollow" href="https://www.academia.edu/Documents/in/Executive_Coaching">Executive Coaching</a>, <script data-card-contents-for-ri="30750" type="text/json">{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42968" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching">Coaching</a><script data-card-contents-for-ri="42968" type="text/json">{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3983463]'), work: {"id":3983463,"title":"Czarkowska Lidia D. (2010) Profesjonalizm i proces profesjonalizacji w coachingu","created_at":"2013-07-08T22:55:51.350-07:00","url":"https://www.academia.edu/3983463/Czarkowska_Lidia_D_2010_Profesjonalizm_i_proces_profesjonalizacji_w_coachingu?f_ri=3486","dom_id":"work_3983463","summary":"Profesjonalizm i proces profesjonalizacji w coachingu.","downloadable_attachments":[{"id":31539018,"asset_id":3983463,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4786496,"first_name":"Lidia D.","last_name":"Czarkowska","domain_name":"kozminski","page_name":"LidiaDCzarkowska","display_name":"Lidia D. Czarkowska","profile_url":"https://kozminski.academia.edu/LidiaDCzarkowska?f_ri=3486","photo":"https://0.academia-photos.com/4786496/2037093/2400563/s65_lidia_d..czarkowska.jpg"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486","nofollow":true},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17083081 coauthored" data-work_id="17083081" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17083081/Leisure_Aspects_of_Turkish_Coffee_Consumption_Rituals_An_Exploratory_Qualitative_Study">Leisure Aspects of Turkish Coffee Consumption Rituals: An Exploratory Qualitative Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Coffee is one of the most frequently consumed beverages all over the world. Turkish people's first confrontation with it dates back to 16th century, in Ottoman era. Since then, because of the differences in terms of preparation and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17083081" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Coffee is one of the most frequently consumed beverages all over the world. Turkish people's first confrontation with it dates back to 16th century, in Ottoman era. Since then, because of<br />the differences in terms of preparation and presentation styles, the coffee has been named as “Turkish Coffee”. The Turkish coffee has its place in leisure times as a socialization implement. Coffee which has been a part of daily life, especially with the characteristic as an offering item to guests, and which was formerly an indication of higher class in society, has<br />not been only the inevitable drink for social foundations like entertainment, conversation and visitation, but also a traditional phenomenon for recreational activities. The aim of this study is to examine the position of consumption of Turkish coffee as a leisure time activity, which becomes a traditional ritual. This study is designed according to a grounded theory approach and has focused on determining how Turkish coffee takes place in people’s lives as a leisure time activity. Data was gathered through in-depth and semi-structured interviews and observation. 25 people were interviewed for this study. Data collection and analysis were<br />simultaneous and following systematic grounded theory procedures including purposeful sampling. As a result of the findings of the study six main themes -socialization, relaxing and break, hedonic tendency, traditional habit, ambience and supportive symbols, and fortuneemerged from interviews.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17083081" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a0bb8754a909c42d9a41c70883094079" rel="nofollow" data-download="{"attachment_id":39331344,"asset_id":17083081,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39331344/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43110565" href="https://independent.academia.edu/MetinArgan">Metin Argan</a><script data-card-contents-for-user="43110565" type="text/json">{"id":43110565,"first_name":"Metin","last_name":"Argan","domain_name":"independent","page_name":"MetinArgan","display_name":"Metin Argan","profile_url":"https://independent.academia.edu/MetinArgan?f_ri=3486","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-17083081">+2</span><div class="hidden js-additional-users-17083081"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://viu.academia.edu/SabriKaya">Sabri Kaya</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/burcu%C3%B6zdemir%C3%B6zcan">burcu özdemir özcan</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-17083081'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-17083081').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_17083081 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17083081"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17083081, container: ".js-paper-rank-work_17083081", }); });</script></li><li class="js-percentile-work_17083081 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17083081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17083081"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17083081 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17083081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17083081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17083081]").text(description); $(".js-view-count-work_17083081").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17083081").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17083081"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5503" rel="nofollow" href="https://www.academia.edu/Documents/in/Sports_Management">Sports Management</a>, <script data-card-contents-for-ri="5503" type="text/json">{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14302" rel="nofollow" href="https://www.academia.edu/Documents/in/Leisure_Studies">Leisure Studies</a>, <script data-card-contents-for-ri="14302" type="text/json">{"id":14302,"name":"Leisure Studies","url":"https://www.academia.edu/Documents/in/Leisure_Studies?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="855170" rel="nofollow" href="https://www.academia.edu/Documents/in/Pyhsical_Education">Pyhsical Education</a><script data-card-contents-for-ri="855170" type="text/json">{"id":855170,"name":"Pyhsical Education","url":"https://www.academia.edu/Documents/in/Pyhsical_Education?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17083081]'), work: {"id":17083081,"title":"Leisure Aspects of Turkish Coffee Consumption Rituals: An Exploratory Qualitative Study","created_at":"2015-10-21T00:13:30.121-07:00","url":"https://www.academia.edu/17083081/Leisure_Aspects_of_Turkish_Coffee_Consumption_Rituals_An_Exploratory_Qualitative_Study?f_ri=3486","dom_id":"work_17083081","summary":"Coffee is one of the most frequently consumed beverages all over the world. Turkish people's first confrontation with it dates back to 16th century, in Ottoman era. Since then, because of\nthe differences in terms of preparation and presentation styles, the coffee has been named as “Turkish Coffee”. The Turkish coffee has its place in leisure times as a socialization implement. Coffee which has been a part of daily life, especially with the characteristic as an offering item to guests, and which was formerly an indication of higher class in society, has\nnot been only the inevitable drink for social foundations like entertainment, conversation and visitation, but also a traditional phenomenon for recreational activities. The aim of this study is to examine the position of consumption of Turkish coffee as a leisure time activity, which becomes a traditional ritual. This study is designed according to a grounded theory approach and has focused on determining how Turkish coffee takes place in people’s lives as a leisure time activity. Data was gathered through in-depth and semi-structured interviews and observation. 25 people were interviewed for this study. Data collection and analysis were\nsimultaneous and following systematic grounded theory procedures including purposeful sampling. As a result of the findings of the study six main themes -socialization, relaxing and break, hedonic tendency, traditional habit, ambience and supportive symbols, and fortuneemerged from interviews.","downloadable_attachments":[{"id":39331344,"asset_id":17083081,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43110565,"first_name":"Metin","last_name":"Argan","domain_name":"independent","page_name":"MetinArgan","display_name":"Metin Argan","profile_url":"https://independent.academia.edu/MetinArgan?f_ri=3486","photo":"/images/s65_no_pic.png"},{"id":1152184,"first_name":"Sabri","last_name":"Kaya","domain_name":"viu","page_name":"SabriKaya","display_name":"Sabri Kaya","profile_url":"https://viu.academia.edu/SabriKaya?f_ri=3486","photo":"https://0.academia-photos.com/1152184/9703990/167211608/s65_sabri.kaya.jpg"},{"id":3423174,"first_name":"burcu","last_name":"özdemir özcan","domain_name":"independent","page_name":"burcuözdemirözcan","display_name":"burcu özdemir özcan","profile_url":"https://independent.academia.edu/burcu%C3%B6zdemir%C3%B6zcan?f_ri=3486","photo":"https://0.academia-photos.com/3423174/93363442/82257467/s65_burcu._zdemir_zcan.png"}],"research_interests":[{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":5503,"name":"Sports Management","url":"https://www.academia.edu/Documents/in/Sports_Management?f_ri=3486","nofollow":true},{"id":14302,"name":"Leisure Studies","url":"https://www.academia.edu/Documents/in/Leisure_Studies?f_ri=3486","nofollow":true},{"id":855170,"name":"Pyhsical Education","url":"https://www.academia.edu/Documents/in/Pyhsical_Education?f_ri=3486","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6105996" data-work_id="6105996" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6105996/Reprinted_from_Oruanizational_DYNAMICS_Coaching_and_the_Art_of_Management">Reprinted from Oruanizational DYNAMICS Coaching and the Art of Management</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Current management culture -based on the in ten tion to control others-is contrasted with a new management culture based on the intention to empower others. Coaching is presented as that conversaa'on which creates the new management... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6105996" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Current management culture -based on the in ten tion to control others-is contrasted with a new management culture based on the intention to empower others. Coaching is presented as that conversaa'on which creates the new management culture, not as a technique within the old culture. It occurs within a particular kind of relationship between the manager and the managed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6105996" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b3f9c2ee6630d57c196bf8212a66185c" rel="nofollow" data-download="{"attachment_id":33015220,"asset_id":6105996,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33015220/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9229848" href="https://independent.academia.edu/victorriquelme">victor riquelme</a><script data-card-contents-for-user="9229848" type="text/json">{"id":9229848,"first_name":"victor","last_name":"riquelme","domain_name":"independent","page_name":"victorriquelme","display_name":"victor riquelme","profile_url":"https://independent.academia.edu/victorriquelme?f_ri=3486","photo":"https://0.academia-photos.com/9229848/155577961/145201566/s65_victor.riquelme.jpeg"}</script></span></span></li><li class="js-paper-rank-work_6105996 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6105996"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6105996, container: ".js-paper-rank-work_6105996", }); });</script></li><li class="js-percentile-work_6105996 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6105996; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_6105996"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_6105996 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="6105996"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6105996; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6105996]").text(description); $(".js-view-count-work_6105996").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6105996").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6105996"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38" rel="nofollow" href="https://www.academia.edu/Documents/in/Management">Management</a>, <script data-card-contents-for-ri="38" type="text/json">{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6416" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Resource_Management">Human Resource Management</a>, <script data-card-contents-for-ri="6416" type="text/json">{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17580" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Resources">Human Resources</a><script data-card-contents-for-ri="17580" type="text/json">{"id":17580,"name":"Human Resources","url":"https://www.academia.edu/Documents/in/Human_Resources?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6105996]'), work: {"id":6105996,"title":"Reprinted from Oruanizational DYNAMICS Coaching and the Art of Management","created_at":"2014-02-17T03:47:55.958-08:00","url":"https://www.academia.edu/6105996/Reprinted_from_Oruanizational_DYNAMICS_Coaching_and_the_Art_of_Management?f_ri=3486","dom_id":"work_6105996","summary":"Current management culture -based on the in ten tion to control others-is contrasted with a new management culture based on the intention to empower others. Coaching is presented as that conversaa'on which creates the new management culture, not as a technique within the old culture. It occurs within a particular kind of relationship between the manager and the managed.","downloadable_attachments":[{"id":33015220,"asset_id":6105996,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9229848,"first_name":"victor","last_name":"riquelme","domain_name":"independent","page_name":"victorriquelme","display_name":"victor riquelme","profile_url":"https://independent.academia.edu/victorriquelme?f_ri=3486","photo":"https://0.academia-photos.com/9229848/155577961/145201566/s65_victor.riquelme.jpeg"}],"research_interests":[{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=3486","nofollow":true},{"id":17580,"name":"Human Resources","url":"https://www.academia.edu/Documents/in/Human_Resources?f_ri=3486","nofollow":true},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=3486"},{"id":55840,"name":"Business Management","url":"https://www.academia.edu/Documents/in/Business_Management?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62010879" data-work_id="62010879" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62010879/The_Neuroscience_of_Enduring_Transformation_V3_final_">The Neuroscience of Enduring Transformation (V3-final)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Memory reconsolidation is currently the only mechanism known to neuroscience that can edit or erase existing emotional learnings. This paper explores the application of memory reconsolidation in developmental coaching as illustrated in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62010879" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Memory reconsolidation is currently the only mechanism known to neuroscience that can edit or erase existing emotional learnings. This paper explores the application of memory reconsolidation in developmental coaching as illustrated in Aletheia Coaching, a next-generation methodology that I originated. This application is illustrated with an annotated transcript of a real coaching conversation which clearly demonstrates the application.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62010879" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7df29c278f08f5347a9950d9a99d8a1a" rel="nofollow" data-download="{"attachment_id":74891186,"asset_id":62010879,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74891186/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2636836" href="https://independent.academia.edu/SteveMarch">Steve March</a><script data-card-contents-for-user="2636836" type="text/json">{"id":2636836,"first_name":"Steve","last_name":"March","domain_name":"independent","page_name":"SteveMarch","display_name":"Steve March","profile_url":"https://independent.academia.edu/SteveMarch?f_ri=3486","photo":"https://0.academia-photos.com/2636836/838533/1041573/s65_steve.march.jpg"}</script></span></span></li><li class="js-paper-rank-work_62010879 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62010879"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62010879, container: ".js-paper-rank-work_62010879", }); 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$(".js-view-count[data-work-id=62010879]").text(description); $(".js-view-count-work_62010879").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62010879").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62010879"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22083" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_and_Personal_Development">Coaching and Personal Development</a>, <script data-card-contents-for-ri="22083" type="text/json">{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29442" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_and_organisational_change">Coaching and organisational change</a><script data-card-contents-for-ri="29442" type="text/json">{"id":29442,"name":"Coaching and organisational change","url":"https://www.academia.edu/Documents/in/Coaching_and_organisational_change?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62010879]'), work: {"id":62010879,"title":"The Neuroscience of Enduring Transformation (V3-final)","created_at":"2021-11-19T06:34:54.533-08:00","url":"https://www.academia.edu/62010879/The_Neuroscience_of_Enduring_Transformation_V3_final_?f_ri=3486","dom_id":"work_62010879","summary":"Memory reconsolidation is currently the only mechanism known to neuroscience that can edit or erase existing emotional learnings. This paper explores the application of memory reconsolidation in developmental coaching as illustrated in Aletheia Coaching, a next-generation methodology that I originated. This application is illustrated with an annotated transcript of a real coaching conversation which clearly demonstrates the application.","downloadable_attachments":[{"id":74891186,"asset_id":62010879,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2636836,"first_name":"Steve","last_name":"March","domain_name":"independent","page_name":"SteveMarch","display_name":"Steve March","profile_url":"https://independent.academia.edu/SteveMarch?f_ri=3486","photo":"https://0.academia-photos.com/2636836/838533/1041573/s65_steve.march.jpg"}],"research_interests":[{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486","nofollow":true},{"id":29442,"name":"Coaching and organisational change","url":"https://www.academia.edu/Documents/in/Coaching_and_organisational_change?f_ri=3486","nofollow":true},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486"},{"id":42276,"name":"Neuroplasticity","url":"https://www.academia.edu/Documents/in/Neuroplasticity?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":50008,"name":"Life Coaching","url":"https://www.academia.edu/Documents/in/Life_Coaching?f_ri=3486"},{"id":83462,"name":"Coaching and mentoring","url":"https://www.academia.edu/Documents/in/Coaching_and_mentoring?f_ri=3486"},{"id":126570,"name":"Coaching and Positive Psychology","url":"https://www.academia.edu/Documents/in/Coaching_and_Positive_Psychology?f_ri=3486"},{"id":152540,"name":"Business Coaching","url":"https://www.academia.edu/Documents/in/Business_Coaching?f_ri=3486"},{"id":1899132,"name":"Neuroplasticity of Brain","url":"https://www.academia.edu/Documents/in/Neuroplasticity_of_Brain?f_ri=3486"},{"id":2053981,"name":"Memory reconsolidation","url":"https://www.academia.edu/Documents/in/Memory_reconsolidation?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45439476" data-work_id="45439476" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45439476/Preparing_Athletes_with_Consideration_to_the_Stages_of_Learning_and_the_Transfer_of_Learning_">Preparing Athletes with Consideration to the "Stages of Learning" and the "Transfer of Learning"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45439476" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential. This article seeks to describe the stages of learning (Fitts & Posner, 1967) and the transfer of learning (Perkins & Salomon, 1992) in relationship to planning and executing a practice schedule. In situations where coaches understand these phenomena, more effective instruction may result, and coaches thereby produce athletes with better personal awareness of their skills and areas of deficiency. Thus, the purpose of this research brief is to demonstrate how coaches can analyze their training of athletes to synthesize more efficient and prolific methods as a means to initiate the transfer of learning from other activities to their sport.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45439476" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="09c9286e53de750f5e1442886435beb9" rel="nofollow" data-download="{"attachment_id":65950535,"asset_id":45439476,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65950535/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43538752" href="https://tarleton.academia.edu/ColinPennington">Colin G . Pennington</a><script data-card-contents-for-user="43538752" type="text/json">{"id":43538752,"first_name":"Colin","last_name":"Pennington","domain_name":"tarleton","page_name":"ColinPennington","display_name":"Colin G . Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=3486","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}</script></span></span></li><li class="js-paper-rank-work_45439476 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45439476"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45439476, container: ".js-paper-rank-work_45439476", }); });</script></li><li class="js-percentile-work_45439476 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45439476; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45439476"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45439476 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45439476"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45439476; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45439476]").text(description); $(".js-view-count-work_45439476").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45439476").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45439476"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1470" rel="nofollow" href="https://www.academia.edu/Documents/in/Football_soccer_">Football (soccer)</a>, <script data-card-contents-for-ri="1470" type="text/json">{"id":1470,"name":"Football (soccer)","url":"https://www.academia.edu/Documents/in/Football_soccer_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2984" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Psychology">Coaching Psychology</a>, <script data-card-contents-for-ri="2984" type="text/json">{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22557" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport_Pedagogy">Sport Pedagogy</a><script data-card-contents-for-ri="22557" type="text/json">{"id":22557,"name":"Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Sport_Pedagogy?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45439476]'), work: {"id":45439476,"title":"Preparing Athletes with Consideration to the \"Stages of Learning\" and the \"Transfer of Learning\"","created_at":"2021-03-09T06:52:33.516-08:00","url":"https://www.academia.edu/45439476/Preparing_Athletes_with_Consideration_to_the_Stages_of_Learning_and_the_Transfer_of_Learning_?f_ri=3486","dom_id":"work_45439476","summary":"Coaches strive to push athletes toward their full technical and physical potential while surpassing the previous generation of athletes. In doing so, comprehending how to integrate and organize various learning experiences is essential. This article seeks to describe the stages of learning (Fitts \u0026 Posner, 1967) and the transfer of learning (Perkins \u0026 Salomon, 1992) in relationship to planning and executing a practice schedule. In situations where coaches understand these phenomena, more effective instruction may result, and coaches thereby produce athletes with better personal awareness of their skills and areas of deficiency. Thus, the purpose of this research brief is to demonstrate how coaches can analyze their training of athletes to synthesize more efficient and prolific methods as a means to initiate the transfer of learning from other activities to their sport.","downloadable_attachments":[{"id":65950535,"asset_id":45439476,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43538752,"first_name":"Colin","last_name":"Pennington","domain_name":"tarleton","page_name":"ColinPennington","display_name":"Colin G . Pennington","profile_url":"https://tarleton.academia.edu/ColinPennington?f_ri=3486","photo":"https://0.academia-photos.com/43538752/13355877/77873493/s65_colin.pennington.jpg"}],"research_interests":[{"id":1470,"name":"Football (soccer)","url":"https://www.academia.edu/Documents/in/Football_soccer_?f_ri=3486","nofollow":true},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":22557,"name":"Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Sport_Pedagogy?f_ri=3486","nofollow":true},{"id":30785,"name":"Physical Education and Sport Pedagogy","url":"https://www.academia.edu/Documents/in/Physical_Education_and_Sport_Pedagogy?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=3486"},{"id":97165,"name":"Long Term Athlete Development","url":"https://www.academia.edu/Documents/in/Long_Term_Athlete_Development?f_ri=3486"},{"id":126290,"name":"Sports Coaching and Training","url":"https://www.academia.edu/Documents/in/Sports_Coaching_and_Training?f_ri=3486"},{"id":327485,"name":"Soccer Coaching, Pedagogy and Sports Science","url":"https://www.academia.edu/Documents/in/Soccer_Coaching_Pedagogy_and_Sports_Science?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11257541" data-work_id="11257541" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11257541/A_Meta_Theory_of_Coaching">A Meta-Theory of Coaching </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This presentation is taken from Coaching and Mentoring a critical text, (Western S 2012 Sage) it gives a taster of the books content; 1) The historical development of coaching 2) The four discourses that underpin coaching 3) A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11257541" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This presentation is taken from Coaching and Mentoring a critical text, (Western S 2012 Sage) it gives a taster of the books content;<br />1) The historical development of coaching <br />2) The four discourses that underpin coaching <br />3) A Meta-theory of coaching</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11257541" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="50fb175c2a01abb333e781d609e88593" rel="nofollow" data-download="{"attachment_id":36853194,"asset_id":11257541,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36853194/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="363686" href="https://lums-uk.academia.edu/SimonWestern">Simon Western</a><script data-card-contents-for-user="363686" type="text/json">{"id":363686,"first_name":"Simon","last_name":"Western","domain_name":"lums-uk","page_name":"SimonWestern","display_name":"Simon Western","profile_url":"https://lums-uk.academia.edu/SimonWestern?f_ri=3486","photo":"https://0.academia-photos.com/363686/111231/18323868/s65_simon.western.jpg"}</script></span></span></li><li class="js-paper-rank-work_11257541 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11257541"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11257541, container: ".js-paper-rank-work_11257541", }); });</script></li><li class="js-percentile-work_11257541 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11257541; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11257541"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11257541 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" 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href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="243" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Psychology">Positive Psychology</a>, <script data-card-contents-for-ri="243" type="text/json">{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="244" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychoanalysis">Psychoanalysis</a>, <script data-card-contents-for-ri="244" type="text/json">{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1237" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Sciences">Social Sciences</a><script data-card-contents-for-ri="1237" type="text/json">{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11257541]'), work: {"id":11257541,"title":"A Meta-Theory of Coaching ","created_at":"2015-03-04T03:24:53.380-08:00","url":"https://www.academia.edu/11257541/A_Meta_Theory_of_Coaching?f_ri=3486","dom_id":"work_11257541","summary":"This presentation is taken from Coaching and Mentoring a critical text, (Western S 2012 Sage) it gives a taster of the books content;\n1) The historical development of coaching \n2) The four discourses that underpin coaching \n3) A Meta-theory of coaching ","downloadable_attachments":[{"id":36853194,"asset_id":11257541,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":363686,"first_name":"Simon","last_name":"Western","domain_name":"lums-uk","page_name":"SimonWestern","display_name":"Simon Western","profile_url":"https://lums-uk.academia.edu/SimonWestern?f_ri=3486","photo":"https://0.academia-photos.com/363686/111231/18323868/s65_simon.western.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3486","nofollow":true},{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=3486","nofollow":true},{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis?f_ri=3486","nofollow":true},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=3486","nofollow":true},{"id":2984,"name":"Coaching Psychology","url":"https://www.academia.edu/Documents/in/Coaching_Psychology?f_ri=3486"},{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=3486"},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486"},{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=3486"},{"id":22083,"name":"Coaching and Personal Development","url":"https://www.academia.edu/Documents/in/Coaching_and_Personal_Development?f_ri=3486"},{"id":30750,"name":"Executive Coaching","url":"https://www.academia.edu/Documents/in/Executive_Coaching?f_ri=3486"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=3486"},{"id":65733,"name":"Educational management and leadership","url":"https://www.academia.edu/Documents/in/Educational_management_and_leadership?f_ri=3486"},{"id":270791,"name":"Psycholoygy","url":"https://www.academia.edu/Documents/in/Psycholoygy?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44615682" data-work_id="44615682" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/44615682/The_Ultimate_Guide_to_Lean_Transformation_Success_">The Ultimate Guide to Lean Transformation Success:</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Numerous organizations are grumbling that lean didn't accomplish their long-term business objectives, and the improvement sway was fleeting. 7 out of every 10 lean ventures fall flat as organizations attempt to utilize lean like a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44615682" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Numerous organizations are grumbling that lean didn't accomplish their long-term business objectives, and the improvement sway was fleeting. 7 out of every 10 lean ventures fall flat as organizations attempt to utilize lean like a toolbox, copying the procedures without attempting to adjust the individual's culture and their way of doing things, deal with the improvement cycle, support the outcomes, and build up their pioneers. At the point when the Toyota creation framework was made, the principle objective was to eliminate wastes from the shop floor utilizing some lean procedures and strategies. What was not satisfactory is that this needed from Toyota a long cycle of administration improvement, and a high promise to preparing and instructing their representative. A Failure to accomplish and support the improvement is an issue of both administration and initiative just as the miss-understanding of the human conduct, and the necessary culture to progress.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44615682" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="14516905be43c3bf450fd505dd2a165d" rel="nofollow" data-download="{"attachment_id":65081291,"asset_id":44615682,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65081291/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33493286" href="https://aucegpy.academia.edu/MohammedHamedAhmedSoliman">Mohammed Hamed Ahmed Soliman</a><script data-card-contents-for-user="33493286" type="text/json">{"id":33493286,"first_name":"Mohammed Hamed Ahmed","last_name":"Soliman","domain_name":"aucegpy","page_name":"MohammedHamedAhmedSoliman","display_name":"Mohammed Hamed Ahmed Soliman","profile_url":"https://aucegpy.academia.edu/MohammedHamedAhmedSoliman?f_ri=3486","photo":"https://0.academia-photos.com/33493286/10214275/11398559/s65_mohammed_hamed_ahmed.soliman.jpg"}</script></span></span></li><li class="js-paper-rank-work_44615682 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44615682"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44615682, container: ".js-paper-rank-work_44615682", }); 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$(".js-view-count[data-work-id=44615682]").text(description); $(".js-view-count-work_44615682").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44615682").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44615682"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38" rel="nofollow" href="https://www.academia.edu/Documents/in/Management">Management</a>, <script data-card-contents-for-ri="38" type="text/json">{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5009" rel="nofollow" href="https://www.academia.edu/Documents/in/Strategic_Management">Strategic Management</a><script data-card-contents-for-ri="5009" type="text/json">{"id":5009,"name":"Strategic Management","url":"https://www.academia.edu/Documents/in/Strategic_Management?f_ri=3486","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44615682]'), work: {"id":44615682,"title":"The Ultimate Guide to Lean Transformation Success:","created_at":"2020-12-01T12:23:48.674-08:00","url":"https://www.academia.edu/44615682/The_Ultimate_Guide_to_Lean_Transformation_Success_?f_ri=3486","dom_id":"work_44615682","summary":"Numerous organizations are grumbling that lean didn't accomplish their long-term business objectives, and the improvement sway was fleeting. 7 out of every 10 lean ventures fall flat as organizations attempt to utilize lean like a toolbox, copying the procedures without attempting to adjust the individual's culture and their way of doing things, deal with the improvement cycle, support the outcomes, and build up their pioneers. At the point when the Toyota creation framework was made, the principle objective was to eliminate wastes from the shop floor utilizing some lean procedures and strategies. What was not satisfactory is that this needed from Toyota a long cycle of administration improvement, and a high promise to preparing and instructing their representative. A Failure to accomplish and support the improvement is an issue of both administration and initiative just as the miss-understanding of the human conduct, and the necessary culture to progress.","downloadable_attachments":[{"id":65081291,"asset_id":44615682,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33493286,"first_name":"Mohammed Hamed Ahmed","last_name":"Soliman","domain_name":"aucegpy","page_name":"MohammedHamedAhmedSoliman","display_name":"Mohammed Hamed Ahmed Soliman","profile_url":"https://aucegpy.academia.edu/MohammedHamedAhmedSoliman?f_ri=3486","photo":"https://0.academia-photos.com/33493286/10214275/11398559/s65_mohammed_hamed_ahmed.soliman.jpg"}],"research_interests":[{"id":38,"name":"Management","url":"https://www.academia.edu/Documents/in/Management?f_ri=3486","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=3486","nofollow":true},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=3486","nofollow":true},{"id":5009,"name":"Strategic Management","url":"https://www.academia.edu/Documents/in/Strategic_Management?f_ri=3486","nofollow":true},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=3486"},{"id":7854,"name":"Lean Manufacturing","url":"https://www.academia.edu/Documents/in/Lean_Manufacturing?f_ri=3486"},{"id":25762,"name":"Operational Reaserch and optimization","url":"https://www.academia.edu/Documents/in/Operational_Reaserch_and_optimization?f_ri=3486"},{"id":55840,"name":"Business Management","url":"https://www.academia.edu/Documents/in/Business_Management?f_ri=3486"},{"id":1223660,"name":"Lean manufacturing in SMEs","url":"https://www.academia.edu/Documents/in/Lean_manufacturing_in_SMEs?f_ri=3486"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35232410" data-work_id="35232410" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35232410/INTELIG%C3%8ANCIA_EMOCIONAL_pdf">INTELIGÊNCIA EMOCIONAL.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A inteligência emocional caracteriza a maneira como as pessoas lidam com suas emoções e torna-se uma maneira alternativa de ser esperto, não em termos de QI, mas em qualidades humanas do coração. (Goleman, 1997).</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35232410" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8f9b8ffd18c6c3bb39f4971dafa94c4b" rel="nofollow" data-download="{"attachment_id":55091276,"asset_id":35232410,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55091276/download_file?st=MTczOTg1MjY3MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="71737628" href="https://ufpb.academia.edu/ClaudiaBarreto">Claudia Barreto</a><script data-card-contents-for-user="71737628" type="text/json">{"id":71737628,"first_name":"Claudia","last_name":"Barreto","domain_name":"ufpb","page_name":"ClaudiaBarreto","display_name":"Claudia Barreto","profile_url":"https://ufpb.academia.edu/ClaudiaBarreto?f_ri=3486","photo":"https://0.academia-photos.com/71737628/18393584/18348505/s65_claudia.barreto.jpg"}</script></span></span></li><li class="js-paper-rank-work_35232410 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35232410"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35232410, container: ".js-paper-rank-work_35232410", }); 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A Critical Case-Based Approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Complex Situations in Coaching is a collection of 20 typical yet under-discussed issues in coaching, ranging from value conflicts, multiple agendas, power dynamics, emotion management, to the role of money, etc. Organized into 10... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38202539" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Complex Situations in Coaching is a collection of 20 typical yet under-discussed issues in coaching, ranging from value conflicts, multiple agendas, power dynamics, emotion management, to the role of money, etc. Organized into 10 chapters, they are positioned into the literature and commented on by world-class coaches, coaching researchers, educators, and program directors. 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Po co coachowi kodeks etyczny?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Ethics form the very foundation of professional coaching. In order to become a recognized profession, not only does coaching need a set of professional standards, definitions or a credentialing system, but also strong ethical guidelines.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34536659" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Ethics form the very foundation of professional coaching. In order to become a recognized<br />profession, not only does coaching need a set of professional standards,<br />definitions or a credentialing system, but also strong ethical guidelines. 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