scholarly journals Mastery, Autonomy and Transformational Approaches to Coaching: Common Features and Applications

2014 ◽  
Vol 1 (3) ◽  
pp. 173-179 ◽  
Author(s):  
Stewart A. Vella ◽  
Dana J. Perlman
Keyword(s):  
Transformational Leadership ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Coach Education ◽  
Common Features ◽  
Sex Type ◽  
Competition Level ◽  
The Common ◽  
Theoretical Foundations

The purpose of this paper is to provide a concise resource for coaches, coach educators, and coaching scientists by reviewing three common approaches to coaching: the mastery approach to coaching; autonomy-supportive coaching; and the transformational leadership approach to coaching. The theoretical foundations, purpose, evidence base, specifed behaviours, and translation into coaching and coach education of each approach are reviewed. Despite diverse theoretical foundations and variations in purpose, there is some overlap in the coaching behaviours prescribed by each approach. However, there is limited empirical evidence to support the use of the three approaches in coach education and this is detrimental to effective and evidence-based coach education. Efforts to integrate theoretical foundations are promising, and a comprehensive prescription of coaching behaviours based on an integration of the three approaches is possible. This approach can potentially lead to cumulative effects on positive athlete outcomes. Future research should elucidate the common and unique contributions of these approaches to athletes’ outcomes, and whether they differ by age, sex, type of sport, or competition level.

A Chinese perspective on the actual and preferred sources of coaching knowledge

2021 ◽  
pp. 174795412110187
Author(s):  
Xiangbo Ji ◽  
Jianhua Xu ◽  
Liping Cheng ◽  
Jianfei Sun ◽  
Xiaocheng Zhang
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Online Questionnaire ◽  
Coach Education ◽  
Chinese Perspective ◽  
Survey Results ◽  
The Common ◽  
Mentoring System ◽  
Sports Coaches ◽  
Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

Self-Directed Approaches to the Treatment of Depression

2016 ◽  
pp. 468-477
Author(s):  
Pim Cuijpers ◽  
Annet Kleiboer
Keyword(s):  
Depressive Disorders ◽  
Future Research ◽  
Evidence Based ◽  
Advantages And Disadvantages ◽  
Self Help ◽  
Treatment Of Depression ◽  
High Prevalence ◽  
Evidence Based Treatments ◽  
The Common

This article examines self-directed approaches to the treatment of depression. It first considers some of the reasons why the uptake of mental health services by depressed people is low, despite the high prevalence of depressive disorders and the availability of evidence-based treatments. It then looks at the role of self-management in increasing access to evidence-based treatments for depression. It also defines what self-directed treatments are and goes on to discuss the different types of self-directed therapy, the common components of self-directed interventions for depression, Internet-based interventions for depression, and the advantages and disadvantages of self-directed interventions. Finally, it summarizes the findings from research on self-directed interventions for depression and suggests directions for future research and development in this area. Some titles of self-help books that can be used in self-directed interventions are presented.

A Common Model is Essential for a Cumulative Science of Wisdom

2020 ◽  
Author(s):  
Igor Grossmann ◽  
Nic M. Weststrate ◽  
Michel Ferrari ◽  
Justin Peter Brienza
Keyword(s):  
Assessment Tools ◽  
Future Research ◽  
Evidence Based ◽  
Cognitive Components ◽  
Shared Language ◽  
Theoretical Assumptions ◽  
The Common ◽  
The Relationship ◽  
Underlying Processes

We have introduced a common wisdom model to establish a shared language, clarify underlying theoretical assumptions, advance assessment tools, and foster evidence-based interventions for stimulating wisdom during challenging societal times. The common wisdom model synthesizes the views of numerous contemporary scientists working on wisdom and includes two components: perspectival meta-cognition and moral aspirations. Having received insightful commentaries on our model, here we consider the overall motivation for the model, address remaining jingle-jangle fallacies, clarify the meaning of morality for wisdom, and expand upon the relationship between moral and meta-cognitive components within the common wisdom model. We reflect on how the common wisdom model provides a nexus for integrating insights across multiple areas of research, affording plentiful opportunities for future research into wisdom’s development, function, and underlying processes. We situate our reflections in the context of present-day pandemic-related uncertainties and unfolding societal shifts.

Evidence Review for Teacher Praise to Improve Students’ Classroom Behavior

2018 ◽  
Vol 21 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Tara C. Moore ◽  
Daniel M. Maggin ◽  
Kelly M. Thompson ◽  
Jason R. Gordon ◽  
Stephanie Daniels ◽  
...  
Keyword(s):  
Classroom Behavior ◽  
Severe Disabilities ◽  
Evidence Base ◽  
Sound Studies ◽  
Future Research ◽  
Evidence Based ◽  
Teacher Praise ◽  
Review Team ◽  
Evidence Review ◽  
K 12

In this study, a systematic review was conducted to examine the evidence base for teacher praise for students without severe disabilities in K–12 classroom settings. Specifically, reviewers followed standards presented by the Council for Exceptional Children and the What Works Clearinghouse to evaluate the methodological quality of 30 studies meeting inclusion criteria. Only 11 studies were rated as being methodologically sound. The review team then classified effects of the 11 methodologically sound studies and provided an overall evidence-based classification for the practice using both sets of standards. Results indicated there is currently insufficient evidence to identify teacher praise as an evidence-based practice for this population of students. A further evaluation of this research base provided no discernable patterns for when and for whom teacher praise is likely to be effective. Implications for practice and future research are provided.

Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability

2016 ◽  
Vol 51 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Amy D. Spriggs ◽  
Pamela J. Mims ◽  
Wilhelmina van Dijk ◽  
Victoria F. Knight
Keyword(s):  
Intellectual Disability ◽  
Daily Living ◽  
Academic Skills ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Activity Schedules ◽  
Visual Activity ◽  
Adolescents And Adults

We conducted a comprehensive review of the literature to establish the evidence base for using visual activity schedules (VAS) with individuals with intellectual disability. Literature published after 2005 was evaluated for quality using the criteria developed by Horner et al.; a total of 14 studies were included as acceptable. Findings suggest that VAS is an evidence-based practice for teaching a variety of daily living, navigation, vocational, recreation, and academic skills to adolescents and adults with intellectual disability. Results also show increases in independence and on-task behaviors. We conclude the article by discussing limitations and recommendations for future research.

scholarly journals Evidence-Based Healthcare: The Importance of Effective Interprofessional Working for High Quality Veterinary Services, a UK Example

2016 ◽  
Vol 1 (4) ◽  
Author(s):  
Tierney Kinnison ◽  
Stephen A May
Keyword(s):  
Service Delivery ◽  
Evidence Base ◽  
Patient Treatment ◽  
Future Research ◽  
Evidence Based ◽  
Veterinary Services ◽  
Interprofessional Working ◽  
Evidence Based Healthcare ◽  
The Uk

<p class="AbstractSummary"><strong>Objective: </strong></p><p class="AbstractSummary">To highlight the importance of evidence-based research, not only for the consideration of clinical diseases and individual patient treatment, but also for investigating complex healthcare systems, as demonstrated through a focus on veterinary interprofessional working.</p><p class="AbstractSummary"><strong>Background:</strong></p><p class="AbstractSummary">Evidence-Based Veterinary Medicine (EBVM) was developed due to concerns over inconsistent approaches to therapy being delivered by individuals. However, a focus purely on diagnosis and treatment will miss other potential causes of substandard care including the holistic system. Veterinary services are provided by interprofessional teams; research on these teams is growing.</p><p class="AbstractSummary"><strong>Evidentiary value:</strong></p><p class="AbstractSummary">This paper outlines results from four articles, written by the current authors, which are unique in their focus on interprofessional practice teams in the UK. Through mixed methods, the articles demonstrate an evidence base of the effects of interprofessional working on the quality of service delivery.</p><p class="AbstractSummary"><strong>Results:</strong></p><p class="AbstractSummary">The articles explored demonstrate facilitators and challenges of the practice system on interprofessional working and the outcomes, including errors. The results encourage consideration of interprofessional relationships and activities in veterinary organisations. Interprofessional working is an example of one area which can affect the quality of veterinary services.</p><p class="AbstractSummary"><strong>Conclusion: </strong></p><p class="AbstractSummary">The papers presented on veterinary interprofessional working are an example of the opportunities for future research on various topics within evidence-based healthcare.</p><p class="AbstractSummary"><strong>Application:</strong></p><p class="AbstractSummary">The results are pertinent to members of veterinary teams seeking to improve their service delivery, to educators looking to enhance their students’ understanding of interprofessional working, and to researchers, who will hopefully be encouraged to consider evidence-based healthcare more holistically. </p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/pr-icon.jpg" alt="Peer Reviewed" />

scholarly journals Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations

2019 ◽  
Author(s):  
Lissette M. Saavedra ◽  
Antonio A. Morgan-Lopez ◽  
Anna C. Yaros ◽  
Alex Buben ◽  
James V. Trudeau
Keyword(s):  
Mental Health ◽  
Evidence Based Practice ◽  
Service Providers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Health Service Provision ◽  
Early Implementation ◽  
Evidence Based Treatments ◽  
Mental Health Service Provision

Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.

Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers

2019 ◽  
Author(s):  
Jessica Paynter ◽  
Sarah Luskin-Saxby ◽  
Deb Keen ◽  
Kathryn Fordyce ◽  
Grace Frost ◽  
...  
Keyword(s):  
Early Intervention ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Self Report ◽  
Future Research ◽  
Accurate Information ◽  
Evidence Based ◽  
Empirically Supported

Background. Continued use of practices not supported by empirical evidence is an ongoing challenge in the field of autism spectrum disorder (ASD). Knowledge and individual attitudes to evidence-based practice, as well as accuracy of categorization of practices on their evidence base, have been linked to practice selection in allied health professionals. This study aimed to extend this research to early intervention staff, and investigated perceived evidence base of practices, and links to intended future use, along with individual attitudes and sources of information accessed.Method. Participants included 86 early intervention staff who completed an online survey. They rated the evidence base of six ASD intervention practices (three unsupported by research, three empirically supported), along with current and intended future use of these, as well as attitudes to research and to evidence-based practice. Results. At a group level, participants reported using, and intending to use in future, the empirically supported practices more than unsupported practices, and generally accurately reported a higher evidence base for the empirically supported practices. However, a number of individual participants showed inaccuracy in ratings varying by practice. Perceived evidence was linked to greater intention to use practices in the future, while few links to individual attitudes were found. Conclusions. Our findings point to the influence of perceived evidence on intended use of practices. Perceived evidence may be impacted by lack of awareness and/or misinformation regarding the evidence base of practices. The need for accurate information about both empirically supported and unsupported practices, as well as strategies to seek and evaluate information are highlighted. Limitations of the self-report methodology, and future research directions including broader clinical decision-making processes are overviewed.

scholarly journals THE THEORETICAL FOUNDATIONS OF THE FUNCTIONING OF THE PERMANENT DEVICES OF THE TRANSPORT SYSTEMS IN UKRAINE IN THE TERMS OF PRIVATIZATION

2017 ◽  
Vol 19 (1(63)) ◽  
pp. 237-243 ◽  
Author(s):  
N.A. Remzina
Keyword(s):  
Transport System ◽  
System Development ◽  
Geographical Location ◽  
Transport Systems ◽  
Common Features ◽  
Transport Services ◽  
Legislative Framework ◽  
The Common ◽  
Theoretical Foundations

In the article it is explored the concept of the permanent devices of transport systems, it is studied the nature of the permanent devices, their functions, characteristics and components. The transport system plays an important role in the socio-economic development of the country, providing conditions for economic growth, increasing the competitiveness of the national economy and the quality of life of the population. Despite the good geopolitical and geographical location of Ukraine, the state of the transport system is pre-critical. This complicates the presence of Ukraine in the market of transport services in the world nowadays. One of the most important components of the transport system is the permanent devices. It is important to study permanent devices of transport systems in the context of reforming the transport system of Ukraine, in the conditions of attracting private capital, privatization. In order to solve the problem of the transport system development, first of all it is required to define theoretically such concepts as the transport system and its components. In the article it is studied two physical components of permanent devices of transport systems - the thoroughfare and the terminal. It is investigated the question of the form of ownership of the permanent devices of the transport systems, the possibility of privatization according to the current legislation of Ukraine. The analysis of the legislative framework of Ukraine and the works of scientists allowed to make certain generalizations regarding the content of the permanent devices of transport systems. In the article it is identified the common features and characteristics of the permanent devices of transport systems.

scholarly journals Framing a Vision for Physiotherapy Research: Synthesizing Educators' Viewpoints in Cape Town

2007 ◽  
Author(s):  
Quinette louw ◽  
Karen Grimmer-Somers ◽  
Lynette Crous ◽  
Margaret Marais ◽  
Seyi Amosum
Keyword(s):  
South Africa ◽  
Clinical Practice ◽  
South African ◽  
Clinical Teaching ◽  
Cape Town ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Structured Interviews ◽  
Research Education

Purpose: The Cape Town region is the largest training locality for physiotherapy training in South Africa. The socio-political changes since the first democratic election in South Africa have impacted on physiotherapy training and clinical practice, although there currently is no evidence-based vision statement for physiotherapy practice in South Africa. This paper reports key findings from interviews held with three prominent physiotherapy educators / administrators in the three Cape Town universities' physiotherapy schools regarding their perspectives on research, clinical teaching and evidence-based practice in physiotherapy. The purpose of this research was to frame a vision for South African physiotherapy, which could underpin profession-wide discussions on equity, accessibility, safety, evidence-base and appropriate-resourced physiotherapy care for all South Africans. Method: A qualitative research design was employed and semi-structured interviews were conducted individually with 3 key participants who each have more than 10 years experience in education at the three physiotherapy tertiary training institutions in Cape Town. The questions sought perspectives on where physiotherapy research education had come from over recent times in South Africa, what contributed to its successes and failures, and what future there was for research and clinical practice in South Africa into the future. Results: The positive points about South African research were that research interest is perceived to be growing for academics and clinicians, postgraduate degrees have been introduced in all Cape Town universities. Negative points were reported included a lack of focus and direction for research and the overwhelming volume of research to be undertaken relative to the changing South African health care scene. Conclusion: The research findings highlight the need for the development of a vision that rises above individual organizations and institutions, and which takes a nation-wide view of future research and its relationship with clinical practice and community need.

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