Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

PurposeThe research demonstrates the role of activity systems based in Cultural Historical Activity Theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education.Design/methodology/approachThree examples of coaching in education were selected, involving 51 schools in England. The three examples were re-analysed using activity systems. This drew on existing evaluation evidence, gathered through interviews, questionnaires, focus groups and recordings of coaching.FindingsIn each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings.Research limitations/implicationsThe use of existing data from evaluations means that direct comparisons between examples are not made. While data were collected throughout the duration of each coaching programme no follow-up data was available.Practical implicationsThe analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices.Originality/valueThe research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy.

Managers' responses to the initial stages of the Covid-19 pandemic: an executive coaching perspective

PurposeThis research investigates how the Covid-19 pandemic initially affected organisational managers, as seen from their executive coaches' perspective by asking: (1) What challenges did managers experience during the initial stages of the Covid-19 pandemic? and (2) How did coaching foster crisis management skills during this time? Executive coaches are in a unique, confidential and professionally intimate position to observe their clients' thoughts, emotions and behaviours.Design/methodology/approachUsing an interpretivist approach, interviews conducted with 26 executive coaches from the USA, UK, Australia and South Africa during the initial stages of the pandemic (first three weeks of April 2020) were analysed using thematic analysis.FindingsCoaches observed how the Covid-19 pandemic caused managers to experience a tension between managing their staff, their own bosses and themselves. Ranging from logistical challenges to personal fear, uncertainty and loss of identity, managers confided in and relied on their coaches to help them to reflect, provide support, but also challenge them to take a forward-looking stance. Findings were interpreted through the lenses of crisis management and coaching efficacy theory. Crisis management theory is extended by suggesting that greater priority must be given to managers' personal well-being and by adding coaching as a new intervention to develop crisis management skills. Coaching theory is extended by showing that executive coaching can foster certain crisis management skills and that the benefits of coaching in non-crisis times are also relevant during a crisis.Practical implicationsManagers, their leaders, executive coaches and purchasers of coaching services, such as human resource practitioners, should take note of the challenges managers face during crises. They should consider executive coaching as a support intervention to foster requisite crisis management skills.Originality/valueThe findings provide novel, empirical evidence suggesting that executive coaching could foster crisis management skills. The unique Covid-19 context provides rare insights into managerial thinking, emotions and behaviour during extreme crisis situations, contributing to the design of appropriate support interventions.

Effect of Democratic Coaching Style on the Game Strategy of Badminton Players, at Region, Sukkur-Sindh

This examination study was done to recognize the effect of democratic coaching style on the game strategy of badminton players. It was basic to discover the effect of prevalent democratic coaching style inside the educational structured organizations for developing successful inter-collegiate, inter-department, and inter-varsity level Badminton players. The examination was ensured on two hundred players (boys) related to Badminton-game. The players studying in various degree programs of twenty concerned Colleges of division Sukkur, (N=100) and twenty various departments of teaching (N=100) of Shah Abdul Latif University Khairpur (SALU) took an active part in the examination. The Badminton players evaluated the efficacy of democratic coaches on their game strategy, utilizing the Coaching Efficacy Scale (C.E.S), a review poll. The frequency and percentage were diversely processed with the general means as; 2.37, 2.41, 2.49, 2.37, 2.34, 2.51, which were distinctive essentially from one another. The outcomes demonstrated that the popularity-based democratic coaching style positively affects the game strategy of players to contend in the competitions. Finally, the impact of democratic coaching style on players' game strategy was found to be higher. This data would add to set up between university and between department level badminton programs all the more successfully to chase ability eventually.

Efficacy Sources that Predict Leadership Behaviors in Coaches of Athletes with Disabilities

Researchers suggest that sport participation among athletes with disabilities promotes healthier lifestyles, increases self-esteem, and enhances peer acceptance. Ideally, coaches should be confident in teaching skills, tactics, and sportsmanship, while exhibiting appropriate leadership behaviors in order to positively impact the psychosocial development of any athlete. Thus, the present research examined sources of coaching efficacy that predict leadership behaviors in coaches who work with athletes who have physical disabilities. Seventy international Paralympic coaches of female and male sport teams completed a modified version of the Coaching Success Questionnaire-2, the Coaching Efficacy Scale and the Leadership Scale for Sports. Regression models indicated that total coaching efficacy was a significant predictor of instructional and positive feedback leadership behaviors, with prior success also being a significant predictor of instructional behavior.

Coach Effectiveness and Transformational Leadership in Sport: The Effects of Gender and Athlete Experience

Research has demonstrated the potential importance of transformational leadership and perceived effectiveness of sport coaches for athlete development. Further, coach/athlete gender and athlete sport experience may influence athletes’ perceptions of their coach’s effectiveness. Researchers to date have not investigated the potential impact of coach/athlete gender and athlete sport experience on athletes’ perceptions of their coach’s transformational leadership, or replicated the findings of Kavussanu et. al. (2008). Thus, this research explored the coaching efficacy model and transformational leadership theory as were the guiding frameworks. Male (n = 150) and female (n = 147) athletes from team (football [n = 49], hockey [n = 53], rugby [n = 51]) and individual (badminton [n = 50], swimming [n = 45], gymnastics [n = 49]) sports completed the coaching effectiveness scale and the differentiated transformational leadership inventory. Multiple regression analyses revealed (a) athlete sport experience did not predict athletes’ perceptions of coach effectiveness or transformational leadership, (b) female athletes perceived their coaches to be more effective on all dimensions of coach effectiveness and higher on all dimensions of transformational leadership than male athletes, and (c) coaches were perceived more effective in motivation effectiveness and higher on all dimensions of transformational leadership when they were of the opposite gender to athletes than when gender matched between coach and athlete. In conclusion, coach and athlete gender may have important implications for athletes’ perceptions of transformational leadership and coach effectiveness in team and individual sports.