Sports Training during COVID-19 First Lockdown—A Romanian Coaches’ Experience

COVID-19 restrictions impacted sports training and its human resources. The purpose of this study was to highlight the difficulties faced by Romanian coaches while carrying out online training during the first lockdown. It was assumed that the training coordinates were significantly influenced by distance coaching and that the coaches’ self-perceived efficacy was related to their digital skills. The study involved 407 coaches (62.16% men, 37.84% women), with a mean age of 41.7 ± 10.01 years, who completed an online questionnaire with 16 items. The statistics analysis was both quantitative and qualitative, with a significance level of 95%. T test was used for the training duration and for the differences between the coaches’ seniority. Chi-squared test was applied between sports branches and Anova for the non-parametric data. Correlations and regression model were performed to estimate the relationship between variables. It was revealed that 87.22% of the coaches adjusted their initial objectives and that the IT tools were provided through coaches’ own financial resources for 83.05% of them. Overall, 51.84% of the coaches failed to engage all athletes in online training; for the rest of them, an association with their professional experience and sports branches was demonstrated (χ2(8) = 34.688, p = 0.001). ANOVA confirmed that the ability to use IT tools influenced online training efficiency at p < 0.005. The results emphasized that Romanian coaches encountered difficulties related to training programming, IT use, with consequences on their professional self-efficacy.

Toolkit and distance coaching strategies: a mixed methods evaluation of a trial to implement care coordination quality improvement projects in primary care

Background Care coordination tools and toolkits can be challenging to implement. Practice facilitation, an active but expensive strategy, may facilitate toolkit implementation. We evaluated the comparative effectiveness of distance coaching, a form of practice facilitation, for improving the implementation of care coordination quality improvement (QI) projects. Methods We conducted a mixed methods evaluation of the Coordination Toolkit and Coaching (CTAC) initiative. Twelve matched US Veterans Health Administration primary care clinics were randomized to receive coaching and an online care coordination toolkit (“coached”; n = 6) or access to the toolkit only (“non-coached”; n = 6). We did interviews at six, 12, and 18 months. For coached sites, we‘ly collected site visit fieldnotes, prospective coach logs, retrospective coach team debriefs, and project reports. We employed matrix analysis using constructs from the Consolidated Framework for Implementation Research and a taxonomy of outcomes. We assessed each site’s project(s) using an adapted Complexity Assessment Tool for Systematic Reviews. Results Eleven sites implemented a local CTAC project. Eight sites (5 coached, 3 non-coached) used at least one tool from the toolkit. Coached sites implemented significantly more complex projects than non-coached sites (11.5 vs 7.5, 95% confidence interval 1.75–6.25, p < 0.001); engaged in more formal implementation processes (planning, engaging, reflecting and evaluating); and generally had larger, more multidisciplinary QI teams. Regardless of coaching status, sites focused on internal organizational improvement and low-intensity educational projects rather than the full suite of care coordination tools. At 12 months, half the coached and non-coached sites had clinic-wide project implementation; the remaining coached sites had implemented most of their project(s), while the remaining non-coached sites had either not implemented anything or conducted limited pilots. At 18 months, coached sites reported ongoing effort to monitor, adapt, and spread their CTAC projects, while non-coached sites did not report much continuing work. Coached sites accrued benefits like improved clinic relationships and team QI skill building that non-coached sites did not describe. Conclusions Coaching had a positive influence on QI skills of (and relationships among) coached sites’ team members, and the scope and rigor of projects. However, a 12-month project period was potentially too short to ensure full project implementation or to address cross-setting or patient-partnered initiatives. Trial registration NCT03063294.

The Effects of Coaching With Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices

In this study, we examined the effects of training and coaching via video and email feedback on preservice teachers’ use of recommended practices. Two preservice teachers in an early childhood special education program developed action plans for implementing recommended practices and videotaped their interactions with children in a blended preschool program. Coaches reviewed videos and provided email feedback with video examples of participants’ use of the practices. The training and coaching with email and video feedback was effective in increasing participants’ use of recommended practices. The results of this study strengthen the evidence base for distance coaching as a viable support for preservice teachers.