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The primary objective of this study was to assess the impact of cognitive-social education and coaching education on self-awareness among female high school students. The research employed a quasi-experimental approach with a pretest-posttest design involving a control group. The study's target population encompassed all female high school students in District 2 of Tehran in 2022. A total of 45 participants were included in the study (with 15 individuals in each group, comprising 15 in Experimental Group 1, 15 in Experimental Group 2, and 15 in the Control Group). The research instrument employed in this study consisted of the Copper Self-Awareness Questionnaire. In the experimental groups, both the Cognitive-Social Education program and the Coaching Training program were administered, while the control group did not receive any intervention. The findings revealed that both cognitive-social education and coaching training had a significant impact on self-awareness scores. Furthermore, the results indicated that cognitive-social education was more effective in enhancing students' self-awareness compared to coaching education. Consequently, cognitive-social education proved to be a more effective approach for enhancing students' self-awareness. Overall, the results of this study offer valuable insights for psychologists and school counselors, providing effective strategies for boosting self-awareness among high school students.

Copyright of Journal of Sports Education / Spor Eğitim Dergisi is the property of Journal of Sports Education / Spor Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fostering successful interprofessional collaboration remains a challenge in pediatric rehabilitation. A coaching approach can enhance client-centered care and provide a transdisciplinary framework for collaboration. The purpose of this longitudinal study was to evaluate the impact of Solution-Focused Coaching in Pediatric Rehabilitation (SFC-peds) training on pediatric rehabilitation practitioners from multiple disciplinary backgrounds. Thirty-seven service providers (SPs) completed surveys at baseline and three follow-ups. Quantitative and qualitative findings both suggested that the training proved an effective way to achieve substantial and sustainable improvements in SFC knowledge, confidence, and use of SFC-peds techniques among participating SPs. The educational intervention also facilitated the integration of a strengths-based, solution-building approach at an individual and team level, providing SPs with a common language and shared framework for client-centered care and optimal collaboration with colleagues. A need for practice opportunities tailored to unique care contexts was identified. Future research should further explore the impacts of a SFC-peds approach on interprofessional teams, as well as on health outcomes of clients. [ABSTRACT FROM AUTHOR]

Nowadays, the importance of coaching training and practices is increasing. Coaching means that people can live with more autonomy and responsibility by directing them to explore their potential. Defines individual or professional goals of the person and opens a options area. This is accomplished by asking the right questions, giving assignments and giving feedback. The GROW model is the most common coaching practice that coaches use. Considering its systematics, many coach prefers the GROW model as a way of structuring coaching sessions with their clients. The success of a coaching interview with the GROW coaching model also depends on the time and energy spent by the client in the process. This study is an empirical study which is conducted with undergraduate students who have completed their coaching education by evaluating the dimension of GROW model and having feedbacks from focus group. When the findings of the study and the literature review are evaluated, coaching training is a method that can be used for the awareness of the people and it is also a service offered to all sectors. [ABSTRACT FROM AUTHOR]

The purpose of the study is observing food habits and awareness of the students studying at Coaching Training and Sports Teaching Department of School of Physical Education and Sports and detecting whether there is a variance between departments. The study has been observed on 94 students at Physical Education Teaching Department and 106 Coaching Training Department, which makes 200 students in total. For data collection, a 30-question food habit questionnaire comprising of 20 food habit questions and 10 nutrition awareness questions prepared by Goral as well as a personal information form filled by researchers have been used. Data derived from the scale had been converted to form of tables by extracting distributions in terms of percentage. SPSS 16.0 has been employed for statistical estimations. The frequency and percentage values of the derived data have been calculated, and a chi-square had been utilized to detect any variance between the groups within different categories. In case of a value p gt;0.05, the variance between groups is accepted to be significant. The information collected has pointed out no significant variance between the awareness levels of the students at Coaching and Teaching Department with respect to the answers given by them about weight follow-up and body analysis, the number of meals in a day, use of alcohol, regular fluid intake and beginning day with breakfast. In respect of information resources of nutrition and nutrition awareness before and after training, significant relations have been uncovered about awareness of the relation between awareness of level of daily energy need, awareness and way of nutrition habits before and after training and success in sports. Finally, no significant variance has been detected between the nutrition awareness levels of the students at Coaching Department and the ones at Sport Teaching Department in some issues. It is important to improve both groups' awareness levels of athlete nutrition. Our study offers that some more extensive studies should be done on this matter.

Coaching in many learning environments. Coaching and coaching skills can be acquired in various ways andin more or less formalized educational settings. This article focuses on a training course at Aalborg University,where students are trained in coaching and in facilitation of coaching. The aim is to shed light on how coa-ching skills can be acquired through a series of theoretical, analytical and practical learning activities in andbetween different learning environments. The article reflects these learning activities from the lecturer’s as wellas from the student’s perspective.

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Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: This study sought to explore teachers' experiences of a coaching psychology intervention - an introductory coaching training workshop that included a positive psychology intervention and episodes of narrative-collaborative group coaching. Design: A qualitative design was applied to explore the participants' experiences. Interpretative phenomenological analysis (IPA) was used to analyse the data. Method: The study took place in Scotland, where new professional update procedures require school leaders to use coaching skills. The participants were five teachers who had attended the workshop. Data collection was through semi-structured interviews. Results: Two main themes emerged from the analysis. The first theme, 'Learning with others - the value of collaboration', had two sub-themes: 'Working with a partner made it real' and 'Feeling part of the group'. The second theme, 'Reflection - the value of time to think' had three sub-themes: 'Myself as coach and coachee', 'Coaching and other people', and 'Making plans to start coaching and sharing'. Conclusions: The participants reported that collaborating with others and having time for reflection enhanced their learning. The limitations of the study are discussed and areas for future research are proposed. [ABSTRACT FROM AUTHOR]

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)