scholarly journals The Heart of the Matter: The Coaching Model in America's Choice Schools

2003 ◽  
Author(s):  
Susan M. Poglinco ◽  
Amy J. Bach ◽  
Kate Hovde ◽  
Sheila Rosenblum ◽  
Marisa Saunders ◽  
...  
Keyword(s):  
America's Choice ◽  
Coaching Model ◽  
Choice Schools

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.

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

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.

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