Trauma-Sensitive and Responsive Coaching

This chapter discusses the prevalence and impact of trauma and adverse childhood experiences (ACEs) on today's youth. Information related to the impact of previous trauma and sports-related trauma on youth athletes is discussed. The benefits of sports and physical activity in combatting the effects of trauma are presented. Information about trauma-informed models, pedagogies, and coaching practices are presented in order to highlight the importance of awareness and implementation of trauma-sensitive coaching pedagogies to help youth athletes including those who have been impacted by trauma or ACEs thrive.

Nurse Managers’ Responsive Coaching To Facilitate Staff Nurses’ Clinical Skills Development in Public Tertiary Hospital

Background: Mentoring helps cultivate nurse leaders, retain nurses, and diversify the nursing workforce. By strengthening the nursing workforce, nursing mentorship improves the quality of patient care and outcomes. Widespread uses of nurse mentoring programs have been employed to produce positive outcomes and decrease turnover and assess job satisfaction.Purpose: The purpose of the study is to assess head nurse mentoring competency in relation to staff nurses’ career advancement in selected government hospitals to broaden the array of perspective among public hospitalsMethods: The researchers employed descriptive-correlational that glanced into the relationship of certain levels in the mentoring competency of head nurses in relation to staff nurses career advancement.Results: Majority of the nurse-respondents have indicated good remarks on the components of relationship building in public hospitals; and very good competency on the components of identifying areas for improvement; responsive coaching; advocating for an environment conducive to good patient care; and documentation/record keeping. Conclusion: Nurse manager-mentors in public hospitals are very good on mentoring in identifying areas for improvement, responsive coaching, advocating for an environment conducive to good patient care, and documentation/record keeping, but, good about relationship building.

Effect of Therapist Coaching Statements on Parenting Skills in a Brief Parenting Intervention for Infants

Behavioral parenting interventions have been shown to decrease early childhood behavior problems by improving parenting skills. Few studies have examined the impact of therapist coaching statements on parenting skill acquisition, especially among ethnic minority families and non-English-speaking families. In this study, we examined therapists’ use of responsive and directive coaching statements during the first coaching session in a brief parenting intervention, the Infant Behavior Program (IBP), on changes in parenting skill acquisition. Participants were 24 mothers of 12- to 15-month-olds, with elevated levels of behavioral problems from primarily Latinx and low-income backgrounds. Mothers who heard more responsive coaching from their therapist showed greater increases in positive parenting skills. Spanish-speaking therapists used fewer responsive coaching statements and more commands, however, language spoken did not moderate the effect of these statements on changes in parenting skills. Responsive coaching statements in English and Spanish had a positive impact on parenting skill acquisition.

Is There a Need for Coaches to Be More Gender Responsive? A Review of the Evidence

The purpose of this paper is to explore current research evidence to understand whether and how gender influences the coach-athlete relationship. Considering the importance of coach-athlete relationships, the field still remains under researched and the influences on this relationship require greater examination. Coach-athlete exchanges are shaped by assumptions and ideas about coaching and teaching relationships. Interactions are complex because sport makes a number of (at times competing) demands on participants. Varying individual characteristics increase this complexity. Yet within this multifaceted context, gender relations appear constant and problematic, particularly with respect to coaching. Evidence suggests that while male and female athletes share many similarities in what they want and prefer in terms of their coaching needs and expectations, there are specific nuances and differences that must be understood to facilitate an effective relationship. Furthermore, the evidence also suggests that male coaches, unwittingly, play a role in the perpetuation of the stereotype of women as the less able, less competitive and frailer athlete. These findings evidence the need to include a greater focus on gender-responsive coaching. The paper also highlights different coaching styles that may facilitate working with male and female athletes and emphasises the need for coaches to become relational experts to empower their athletes.

The Coaching Needs of High Performance Female Athletes within the Coach-Athlete Dyad

Within the research literature there is little work that has examined how coaches (and coaching) can positively influence female athletes’ continued participation and development in performance sport. One barrier that has been recently cited that prevents more women from progressing in sport is the inability of coaches to understand how to engage their female athletes. With this in mind, utilising a phenomenological approach, the current study focused on the coaching preferences of female athletes within the elite coach-athlete dyad. Through interviews with 27 current high performance female athletes, four major coaching needs were found. These were: to be supported as a person as well a performer, coaching to be a joint endeavour, the need for positive communication, and recognition of the salience of gender within the coach-athlete dyad. The findings highlight the complexities and contradictions that are inherent within such a relationship, but ultimately provide evidence that the relational expertise of coaches is at the forefront of these women’s coaching needs. The present study also demonstrates that gender is a salient influence on the coach-athlete relationship. Such findings hold practical significance through demonstrating the need for gender-responsive coaching practitioners.