Background: There is a strong positive association between 1-month weight loss (WL) and longer-term WL within lifestyle interventions. This study examined whether adding phone coaching for early ...suboptimal responders enrolled in an Internet-delivered WL (IDWL) program can improve program adherence and 12-month WL. Methods: 452 adults with overweight/obesity (BMI: 34.6 ± 5.0 kg/ m2, 69.7% female) received an automated, 12-month IDWL program consisting of video lessons, self-monitoring of calories, exercise, and weight, and personalized feedback. At baseline, participants were randomized to 1 of 3 groups, such that if they had an early suboptimal response (1-month WL <4%), they would also receive either: (1) BRIEF phone coaching (3 calls, weeks 5-8), (2) EXTENDED phone coaching (12 calls, weeks 5-16), or (3) no phone coaching (CONTROL). Early responders (1-month WL>4%) received no phone coaching regardless of group assignment. Secondary analyses compared suboptimal responders with 1-month WL of <2% vs. 2%-4%. Results: Among the analyzed sample (n = 437 reported a weight at 1 month), 79% were classified as early suboptimal responders (1-month WL <2%: n = 164; 1-month WL 2%-4%: n = 182). Coaching call completion (94.3%) and 12-month retention (87.1%) rates were high. Twelve-month WL was -5.45 ± 6.68% in EXTENDED, -4.94 ± 6.12% in BRIEF, and - 3.94 ± 7.41 in CONTROL, with EXTENDED significantly greater than CONTROL (p = 0.03). In those with a 1-month WL <2%, 12-month WL was significantly greater in EXTENDED (-4.16 ± 5.58%) vs. BRIEF (-2.09 ± 5.18, p < 0.05), but no significant difference was observed among those with a 1-month WL of 2%-4% (EXTENDED: -4.56 ± 5.61% vs. BRIEF: -5.61 ± 5.69%; p > 0.05). Intervention engagement (e.g., video lessons viewed and # of days self-monitored) was greater in BRIEF and EXTENDED vs. CONTROL (p's < 0.001). Conclusions: Although coaching ended by month 4, early suboptimal responders who received phone coaching had favorable and lasting effects on intervention engagement and WL through 12 months. Moreover, extended coaching was superior to brief coaching among those with the lowest WL at 1 month.
There is much debate on how best to develop skilled performers in sport and which practices are most effective in achieving this aim. This paper’s interest is in the coaching of high-level golfers ...and how coaches utilise their knowledge base to select the methods they employ to develop skilled performance. With such a varied and sometimes dichotomous range of theories, concepts, ideas and practices, the coaching industry needs support to navigate through this vast field of work. Here, the major theories of skill learning and development are presented and explored in relation to the game of golf. Due to the importance of skill acquisition, retention and transfer decisions, coaching action needs to be carefully grounded in the environment and context in which it occurs. To support this, two models are presented for consideration that can guide coaches’ skill acquisition reflections and future skill development decisions. Golf specific examples are provided to bring these models to life but the utility of both frameworks has value to sports coaching in its many varied contexts. (176 words)
"La'Wana Harris has opened this coach's eyes to the power of coaching practices to create new paths for diversity and inclusion work-whether or not you are formally trained as a coach. Please read ...this book and help create workplaces with honest engagement and access for all." -Marshall Goldsmith, Thinkers 50 #1 Executive Coach and two-time #1 Leadership Thinker in the world The ugly truth about diversity is that some people worry they must give up their power for others to have a chance. La'Wana Harris's Inclusion Coaching method helps people realize that sharing power isn't the same as losing it. The elephant in the room with diversity work is that people with privilege must use it to allow others equal access to power. This is often why diversity efforts falter-people believe in diversity until they feel that they have to give something up. How do we talk them through this shift?La'Wana Harris introduces Inclusion Coaching, a new tool based on cutting-edge research that identifies the stages of preparation, implementation, and "self-work" necessary to help individuals, teams, and organizations build a sustainable culture of inclusion. Harris's six-stage COMMIT model-Commit to courageous action, Open your eyes and ears, Move beyond lip service, Make room for controversy and conflict, Invite new perspectives, and Tell the truth even when it hurts-provides a proven process for making people aware of their own conscious and unconscious biases and concrete steps to make inclusion an embedded reality. Harris offers managers and diversity coaches new models to empower everyone from employees to CEOs to "do" inclusion and address deep-rooted biases that are often invisible. She addresses the growing need to challenge bias and build authentic cultures where everyone can feel a sense of belonging .
Successful coaching has long been seen as a mental exercise--in order to do right by the teachers you serve, you put theory into practice, establish orderly processes, analyze data effectively, and ...implement externally mandated reforms. The truth, though, is that truly "great" coaches derive their success not just from what they do, but also from who they are. This groundbreaking book, based on research from an innovative mixed-methods study, provides a holistic approach to coaching that honors both mind and heart. As you explore the most important characteristics of the best instructional coaches--caring, authenticity, trustworthiness, flexibility, and more--you'll develop and hone those same characteristics in yourself. Features include: (1) A framework and structure for developing the characteristics of effective instructional coaches; (2) Comprehensive analysis of each characteristic; (3) Examples and stories of effective coaching in action; (4) Activities, exercises, and action points; and (5) Resources for encouragement and renewal. School coaches have the power to make a real difference in the lives and futures of teachers and students. By balancing your outward competencies with the inspirational application of your own inward growth, you'll bring new joy--and success--into your coaching relationships. Foreword by Jim Knight.
Mastery in coaching Passmore, Jonathan; Passmore, Jonathan
2014., 2014, 2014-09-03
eBook
The reasons that coaching works so well and can produce such dramatic results are grounded in psychology, so it follows that some of the most powerful coaching methods available draw on psychological ...thinking. Published with the Association for Coaching, Mastery in Coaching presents the latest thinking on the most effective techniques coaches can use with their clients. Every chapter is written by a leading expert in the field, and takes a rigorous, evidence-based approach which will give you a practical understanding of each method, supported with examples, and underpinned by the theory of the key psychological concepts in coaching. Ranging from cognitive-behavioural coaching, gestalt and positive psychology to neuroscience and mindfulness, this indispensable book will give any serious coach the tools they need to get the best from their clients.
In recent years there has been a steady increase in the racial and ethnic diversity of the playing workforce in many sports around the world. However, there has been a minimal throughput of racial ...and ethnic minorities into coaching and leadership positions. This book brings together leading researchers from around the world to examine key questions around ‘race’, ethnicity and racism in sports coaching.The book focuses specifically on the ways in which ‘race’, ethnicity and racism operate, and how they are experienced and addressed (or not) within the socio-cultural sphere of sports coaching. Theoretically informed and empirically grounded, it examines macro- (societal), meso- (organisational), and micro- (individual) level barriers to racial and ethnic diversity as well as the positive action initiatives designed to help overcome them. Featuring multi-disciplinary perspectives, the book is arranged into three thematic sections, addressing the central topics of representation and racialised barriers in sports coaching; racialised identities, diversity and intersectionality in sports coaching; and formalised racial equality interventions in sports coaching.Including case studies from across North America, Europe and Australasia, ‘Race’, Ethnicity and Racism in Sports Coaching is essential reading for students, academics and practitioners with a critical interest in the sociology of sport, sport coaching, sport management, sport development, and ‘race’ and ethnicity studies.
El objetivo de este trabajo es el de estudiar el efecto de un programa de coaching sobre la percepción de la salud general y emocional (medido con el GHQ-12; Sánchez-López y Dresch, 2008) y el ...bienestar psicológico (medido con el EBP; Díaz et al., 2006) en un grupo de jóvenes atletas de alto rendimiento. Los resultados indican que el grupo experimental (n = 38), tras la realización del programa de coaching (con un promedio de 4 a 6 sesiones y 45 a 60 minutos por sesión), mejora su percepción de bienestar y salud psicológica. Estos cambios no se observan en el grupo control (n = 41). Se concluye que cuando una intervención en coaching aporta mejoras en la vida de la persona es posible que se favorezca su percepción de bienestar y salud psicológica.
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