Introducing U.S. Soccer Coach Education’s Play-Practice-Play Coaching Model

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 40-42
Author(s):  
Stuart Currie ◽  
Ajit Korgaokar ◽  
Zac Crawford ◽  
Barry Pauwels
Keyword(s):  
Coaching Model

scholarly journals The emotional coaching model: quantitative and qualitative research into relationships, communication and decisions in physical and sports rehabilitation

Joints ◽  
2015 ◽  
Vol 03 (04) ◽  
pp. 191-200 ◽  
Author(s):  
Stefano Respizzi ◽  
Elisabetta Covelli
Keyword(s):  
Cruciate Ligament ◽  
Self Determination Theory ◽  
Coaching Model ◽  
Quantitative And Qualitative Research ◽  
Analysis Theory ◽  
Competitive Athletes ◽  
Model Treatment ◽  
Anterior Cruciate ◽  
Methods Of Treatment ◽  
Experimental Stage

The emotional coaching model uses quantitative and qualitative elements to demonstrate some assumptions relevant to new methods of treatment in physical rehabilitation, considering emotional, cognitive and behavioral aspects in patients, whether or not they are sportsmen.Through quantitative tools (Tampa Kinesiophobia Scale, Emotional Interview Test, Previous Re-Injury Test, and reports on test scores) and qualitative tools (training contracts and relationships of emotional alliance or “contagion”), we investigate initial assumptions regarding: the presence of a cognitive and emotional mental state of impasse in patients at the beginning of the rehabilitation pathway; the curative value of the emotional alliance or “emotional contagion” relationship between healthcare provider and patient; the link between the patient’s pathology and type of contact with his own body and emotions; analysis of the psychosocial variables for the prediction of possible cases of re-injury for patients who have undergone or are afraid to undergo reconstruction of the anterior cruciate ligament (ACL).Although this approach is still in the experimental stage, the scores of the administered tests show the possibility of integrating quantitative and qualitative tools to investigate and develop a patient’s physical, mental and emotional resources during the course of his rehabilitation. Furthermore, it seems possible to identify many elements characterizing patients likely to undergo episodes of re-injury or to withdraw totally from sporting activity. In particular, such patients are competitive athletes, who fear or have previously undergone ACL reconstruction.The theories referred to (the transactional analysis theory, self-determination theory) and the tools used demonstrate the usefulness of continuing this research in order to build a shared coaching model treatment aimed at all patients, sportspeople or otherwise, which is not only physical but also emotional, cognitive and behavioral.

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

Improving a Parent Coaching Model of Music Interventions for Young Autistic Children

2021 ◽  
Author(s):  
Eugenia Hernandez Ruiz ◽  
Blair B Braden
Keyword(s):  
Parental Stress ◽  
Family Satisfaction ◽  
Autism Spectrum ◽  
Music Intervention ◽  
Parent Coaching ◽  
Coaching Model ◽  
Parental Responsiveness ◽  
Observational Measures ◽  
Increase Risk ◽  
Parent Child

Abstract Parenting a child on the autism spectrum can be rewarding and enriching, but it may also increase risk of parental fatigue, stress, anxiety, and depression. Parent-mediated interventions contribute to increase family satisfaction and child social communication while helping to decrease parental stress and fatigue. Parent coaching, the education of parents in evidence-based strategies, has become common in the autism field. However, parent coaching in music therapy has only recently emerged and has limited research with families with an autistic member. In this study, we attempted to improve a previously published model of parent coaching, adapting only one aspect of the Early Start Denver Model (ESDM), the sensory social routine (SSR) to create a music intervention. Four parents participated in this 6-session parent coaching study. We compared the SSR-based intervention with and without music, in an alternating treatment design. Measures included parental responsiveness, child receptive and initiation joint attention, parent–child similar affect and synchronized gaze, and the Parent Coaching-ESDM (PC-ESDM) parent fidelity rating system. Results from these observational measures were mixed, with better parental responses in the no-music condition, but improved child responses and parent–child synchrony in the music condition for 3 out of the 4 participants. Parent learning increased for all participants, and 3 out of the 4 reached fidelity (a score of at least 80%), according to the PC-ESDM. Although mixed results were observed across participants, implications for practice are possible. Better outcome measures of this complex intervention are needed.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Literacy instructional coaching for inservice teachers through a community-engaged partnership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tala Michelle Karkar Esperat
Keyword(s):  
Professional Learning ◽  
Instructional Coaching ◽  
Time Frame ◽  
Theory And Practice ◽  
Inservice Teachers ◽  
Engaged Scholarship ◽  
Content Type ◽  
Instructional Coaches ◽  
Coaching Model ◽  
Community Engaged Scholarship

PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

scholarly journals Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

2019 ◽  
Author(s):  
M. R. van Diggelen ◽  
K. I. Doulougeri ◽  
S. M. Gomez-Puente ◽  
G. Bombaerts ◽  
K. J. H. Dirkx ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Theoretical Model ◽  
Qualitative Study ◽  
Formative Assessment ◽  
Theoretical Perspective ◽  
Problem Based Learning ◽  
Theory Approach ◽  
Coaching Model ◽  
Teachers And Students ◽  
Grounded Theory Approach

Abstract The purpose of this study is to determine what good coaching during design-based learning (DBL) entails by integrating theoretical and practical perspectives on good coaching. For this purpose, a grounded theory approach was used. For the practical perspective, themes on good coaching were derived from a qualitative study on coaching by observing and interviewing teachers and students involved in a DBL project. For the theoretical perspective, we consulted and analyzed literature on scaffolding, feedback, and formative assessment and coaching in problem-based learning from the learning sciences and the studio model from arts and design literature. Synthesizing themes from both perspectives led to the development of a theoretical coaching model consisting of three main categories (and four subcategories), seventeen themes and thirteen propositions. The model and propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL.

scholarly journals Learning to Become Instructional Coaches in Health and Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 313-321 ◽  
Author(s):  
Tim Fletcher ◽  
Ken Lodewyk ◽  
Katie Glover ◽  
Sandra Albione
Keyword(s):  
Physical Education ◽  
Professional Learning ◽  
Value Theory ◽  
Expectancy Value ◽  
Instructional Coaches ◽  
Health And Physical Education ◽  
Coaching Model ◽  
Or Practice ◽  
Focus Group Data ◽  
Context Specific

Purpose: To examine the experiences of a cohort of health and physical education teachers and consultants who were learning to become instructional coaches. Methods: Three surveys and three focus groups were administered to 14 participants over 9 months to consider their experiences of learning to become instructional coaches. Concepts from expectancy-value theory guided analyses of both quantitative and qualitative data. Results: Participants reported positive experiences learning to become instructional coaches. Understanding and importance-utility value increased significantly between the administration of initial and end surveys. Focus group data generally supported quantitative findings while enabling more specific insights to be gained, particularly regarding specific moments of participants’ learning that led to a shift in thinking or practice. Conclusions: Participants valued their experiences learning to become instructional coaches and identified the instructional coaching model as a powerful form of job-embedded professional learning based on teachers’ context-specific needs.

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