Coach Like a Woman: Learnings From a Pilot Coach Education Program

2020 ◽  
pp. 1-6
Author(s):  
Fraser Carson ◽  
Clara McCormack ◽  
Paula McGovern ◽  
Samara Ralston ◽  
Julia Walsh
Keyword(s):  
Education Program ◽  
High Performance ◽  
Best Practice ◽  
Self Regulation ◽  
Transfer Of Knowledge ◽  
Coach Education ◽  
Self Confidence ◽  
Self Talk ◽  
Australian Rules Football ◽  
Program Content

This best practice paper reflects on a pilot coach education program designed for women coaching Australian Rules football. Focused on enhancing self-regulation, and underpinned by a growth mindset framework, the “Coach like a Woman” program was delivered to a selected group of female coaches either working in or having been identified with the potential to coach at high-performance levels. This manuscript describes the program content and discusses the key insights identified by the delivery team. Creating a community of practice encouraged the transfer of knowledge and experience between the enrolled coaches, which increased competence and self-confidence. Providing an understanding of behavioral tendencies enhanced positive self-talk and aided self-regulation by the coaches. The delivery of the program and challenges experienced are also discussed. This reflection on the program is provided to assist future developments in coach education.

Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)

2018 ◽  
Vol 5 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Phil Ferrar ◽  
Lillian Hosea ◽  
Miles Henson ◽  
Nadine Dubina ◽  
Guy Krueger ◽  
...  
Keyword(s):  
Education Program ◽  
High Performance ◽  
The United States ◽  
Leadership Education ◽  
Relationship Building ◽  
Coach Education ◽  
High Performing ◽  
National Team ◽  
Coach Leadership ◽  
The Impact

The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.

scholarly journals Reflection in a High-Performance Sport Coach Education Program: A Foucauldian Analysis of Coach Developers

2020 ◽  
Vol 7 (3) ◽  
pp. 347-359 ◽  
Author(s):  
Lauren Downham ◽  
Christopher Cushion
Keyword(s):  
Education Program ◽  
High Performance ◽  
Critical Depth ◽  
Coach Education ◽  
Learner Centered ◽  
Program Support ◽  
Depth Analysis ◽  
Semistructured Interviews ◽  
Relations Of Power ◽  
Foucauldian Analysis

Reflection is a contested but taken for granted concept, whose meaning shifts to accommodate the interpretation and interests of those using the term. Subsequently, there is limited understanding of the concept. The purpose of this article was to consider critically the discursive complexities of reflection and their articulation through coach developers’ practice. Data were collected from a National High-Performance coach education program. Coach developers responsible for one-to-one support (n = 8) and on-program support (n = 3) participated in the research. Semistructured interviews were conducted with coach developers, and participant observations were undertaken of a coach developer forum and program workshops (n = 9). Foucault’s concepts: power, discourse, and discipline were used to examine data with critical depth. Analysis explored “Discourse of Reflection,” “Discipline, Power, and Reflection,” and “Coach Developers: Confession, ‘Empowerment,’ and Reflection.” Humanistic ideas constructed a discourse of reflection that was mobilized through coach confession. Coach developer efforts to be “critical” and “learner centered” were embroiled with intrinsic and subtle relations of power as “empowering” intent exacerbated rather than ameliorated its exercise. This article makes visible a different destabilized and problematized version of reflection, thus introducing an awkwardness into the fabric of our experiences of reflection.

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Performance Management Transformation

2020 ◽  
Keyword(s):  
Organizational Performance ◽  
Performance Management ◽  
High Performance ◽  
Best Practice ◽  
Call To Action ◽  
Daily Work ◽  
The Past ◽  
Great Debate ◽  
The Subject ◽  
New Research

No other talent process has been the subject of such great debate and emotion as performance management (PM). For decades, different strategies have been tried to improve PM processes, yielding an endless cycle of reform to capture the next “flavor-of-the-day” PM trend. The past 5 years, however, have brought novel thinking that is different from past trends. Companies are reducing their formal processes, driving performance-based cultures, and embedding effective PM behavior into daily work rather than relying on annual reviews to drive these. Through case studies provided from leading organizations, this book illustrates the range of PM processes that companies are using today. These show a shift away from adopting someone else’s best practice; instead, companies are designing bespoke PM processes that fit their specific strategy, climate, and needs. Leading PM thought leaders offer their views about the state of PM today, what we have learned and where we need to focus future efforts, including provocative new research that shows what matters most in driving high performance. This book is a call to action for talent management professionals to go beyond traditional best practice and provide thought leadership in designing PM processes and systems that will enhance both individual and organizational performance.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

A Career Education Program for Gifted High School Students

2001 ◽  
Vol 10 (2) ◽  
pp. 6-10 ◽  
Author(s):  
Graham Boyd ◽  
Brian Hemmings ◽  
Eddie Braggett
Keyword(s):  
High School ◽  
High School Students ◽  
Education Program ◽  
Best Practice ◽  
Career Education ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
School Students ◽  
Community Learning ◽  
South Wales

This article reports the development of a career education program for gifted high school students in a New South Wales selective, coeducational high school. The program replaced a previous approach that was demand-responsive, generic in approach, and not aligned with student needs. A needs analysis of the school and a formative evaluation were undertaken to ensure successful redevelopment of the program. These evaluations resulted in the following changes to the school's program: earlier and more flexible career awareness opportunities; increased scope for clarification of values; inclusion of psychological, psychocreative, and social elements; integration of career education and student welfare; lifelong learning emphases; aspiration enhancement for particular students; strategy employment for females; and an expansion in community learning opportunities. A program influenced by these elements was then highlighted as a best-practice exemplar.

Coach Education in Ireland: Observations and Considerations for High Performance

2011 ◽  
Vol 4 (3) ◽  
pp. 29-43 ◽  
Author(s):  
Sunnhild Bertz ◽  
Laura Purdy
Keyword(s):  
High Performance ◽  
Educational Interventions ◽  
Institutional Evolution ◽  
Structured Interviews ◽  
Education Development ◽  
Coach Education ◽  
Know How ◽  
Sources Of Knowledge ◽  
Performance Coaching ◽  
Formal Recognition

The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.

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