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Scientific problem: Lithuanian sailing coaches insufficient communication with athletes, skills gaps and coaches predominant autocratic leadership style are the main constraints for athletes to achieve high sports results. Research hypothesis: • Athletes having a greater mastery assesses more social support in coaching, positive feedback and communication competencies, than lower sportsmanship respondents. • Athletes and coaches leadership style assessments are different. Reseach object: the coach's competence, communication features, coach leadership style. Reseach aim: valuate Lithuanian sailing coaches leadership style of coaches and athletes and coaches in terms of competencies and communication peculiarities in terms of athletes. The tasks of the research: 1. Identify the different seniority of Lithuania sailing coaches leadership style of their own point of view. 2. Identify athletes approach to coaching leadership style. 3. Investigate the large and medium–master sailors (girls and boys) approach to coaching competencies, communication features. Conclucion: • The results showed that most of the coaches, in their view, led by democratically athletes. Two coaches a high degree of manifestation of democracy, seven – the average, in addition to the autocratic (3 coaches) and liberal (4 coaches) leadership style. The higher the coach seniority, the more manifested democratic – liberal leadership style (p=0.42). While competition coaches (less spent 10 years) often led democratic – autocratic leadership style (p=0.56). • Elite athletes coaches identified in Leadership autocratic behavior (p = 0.01) and moderate athletes most distinguished behavior training of coaches – coaching – instruction (p = 0.009), when the main focus is on the technical, tactical training, physical fitness improvement. Both groups mentioned in the second democratic behavior, but more occurring among middle–skill respondents (p = 0.04) further – a positive response (p = 0.06) and social support (p = 0.11). The evaluation results between ...

Scientific problem: Lithuanian sailing coaches insufficient communication with athletes, skills gaps and coaches predominant autocratic leadership style are the main constraints for athletes to achieve high sports results. Research hypothesis: • Athletes having a greater mastery assesses more social support in coaching, positive feedback and communication competencies, than lower sportsmanship respondents. • Athletes and coaches leadership style assessments are different. Reseach object: the coach's competence, communication features, coach leadership style. Reseach aim: valuate Lithuanian sailing coaches leadership style of coaches and athletes and coaches in terms of competencies and communication peculiarities in terms of athletes. The tasks of the research: 1. Identify the different seniority of Lithuania sailing coaches leadership style of their own point of view. 2. Identify athletes approach to coaching leadership style. 3. Investigate the large and medium–master sailors (girls and boys) approach to coaching competencies, communication features. Conclucion: • The results showed that most of the coaches, in their view, led by democratically athletes. Two coaches a high degree of manifestation of democracy, seven – the average, in addition to the autocratic (3 coaches) and liberal (4 coaches) leadership style. The higher the coach seniority, the more manifested democratic – liberal leadership style (p=0.42). While competition coaches (less spent 10 years) often led democratic – autocratic leadership style (p=0.56). • Elite athletes coaches identified in Leadership autocratic behavior (p = 0.01) and moderate athletes most distinguished behavior training of coaches – coaching – instruction (p = 0.009), when the main focus is on the technical, tactical training, physical fitness improvement. Both groups mentioned in the second democratic behavior, but more occurring among middle–skill respondents (p = 0.04) further – a positive response (p = 0.06) and social support (p = 0.11). The evaluation results between different gender athletes, both men and women identified the training – instruction of trainers in leadership (p = 0.18). • Elite athletes in evaluating the behavior of coaches to conduct them in accordance with the component to the lower than the average athletes (p = 0.03); women – lower than men (p = 0.06). The emotional component coaches elite athletes by – lower than the average athletes (p = 0.28); women – lower than men (p = 0.28). Gnostic component showing the coach, the professional competence has been assessed under the extreme sports excellence group than the average performance athletes group (p = 0.04); women – lower than men (p = 0.04). It was found that the higher the skill group of athletes, the coach considered below. Girls, in particular, elite group of coaches was rated worse than boys (girls – below average guys – average).

Scientific problem: Lithuanian sailing coaches insufficient communication with athletes, skills gaps and coaches predominant autocratic leadership style are the main constraints for athletes to achieve high sports results. Research hypothesis: • Athletes having a greater mastery assesses more social support in coaching, positive feedback and communication competencies, than lower sportsmanship respondents. • Athletes and coaches leadership style assessments are different. Reseach object: the coach's competence, communication features, coach leadership style. Reseach aim: valuate Lithuanian sailing coaches leadership style of coaches and athletes and coaches in terms of competencies and communication peculiarities in terms of athletes. The tasks of the research: 1. Identify the different seniority of Lithuania sailing coaches leadership style of their own point of view. 2. Identify athletes approach to coaching leadership style. 3. Investigate the large and medium–master sailors (girls and boys) approach to coaching competencies, communication features. Conclucion: • The results showed that most of the coaches, in their view, led by democratically athletes. Two coaches a high degree of manifestation of democracy, seven – the average, in addition to the autocratic (3 coaches) and liberal (4 coaches) leadership style. The higher the coach seniority, the more manifested democratic – liberal leadership style (p=0.42). While competition coaches (less spent 10 years) often led democratic – autocratic leadership style (p=0.56). • Elite athletes coaches identified in Leadership autocratic behavior (p = 0.01) and moderate athletes most distinguished behavior training of coaches – coaching – instruction (p = 0.009), when the main focus is on the technical, tactical training, physical fitness improvement. Both groups mentioned in the second democratic behavior, but more occurring among middle–skill respondents (p = 0.04) further – a positive response (p = 0.06) and social support (p = 0.11). The evaluation results between different gender athletes, both men and women identified the training – instruction of trainers in leadership (p = 0.18). • Elite athletes in evaluating the behavior of coaches to conduct them in accordance with the component to the lower than the average athletes (p = 0.03); women – lower than men (p = 0.06). The emotional component coaches elite athletes by – lower than the average athletes (p = 0.28); women – lower than men (p = 0.28). Gnostic component showing the coach, the professional competence has been assessed under the extreme sports excellence group than the average performance athletes group (p = 0.04); women – lower than men (p = 0.04). It was found that the higher the skill group of athletes, the coach considered below. Girls, in particular, elite group of coaches was rated worse than boys (girls – below average guys – average).

AbstractProfessionalism in law enforcement requires the identification and development of expertise of police use of force (PUOF) coaches. Effective PUOF training includes the transfer from the training into the real-world environment of policing. This difference between working in the field and working as a PUOF coach has not been thoroughly investigated. However, research in other professional domains has shown that practical competence in the subject matter itself does not make a coach effective or successful. With this article, we conceptualize expert practice in PUOF instruction on the basis of a conflict management training setting in the security domain. First, by discussing a model of "territories of expertise", we point out the dynamic and contextual character of expertise within the PUOF domain. Second, by conceptualizing expertise as a process and effect of communication, we provide a framework that describes and examines the interdependency between performance-based and reputation-based expertise. These considerations present two practical challenges, which we recommend professional law enforcement institutions to engage. We close by providing practical orientations and pointers for addressing these issues.

The Purpose of this Booklet This booklet is intended to provide succinct guidance to teachers, leaders and other practitioners in schools on current research and methodologies related to coaching. Coaching is increasingly seen as an important, key element in practitioner professional learning. The Welsh Government's recent publication 'Investing in excellence: Our national workforce development plan 2019–21' (Welsh Government, 2019) includes commitments to: • a dedicated programme of coaching and mentoring and a set of standards for mentor support along with a programme of common professional learning for mentors. (designed for) practitioners in the early career stages • the introduction of an enhanced programme that includes coaching, mentoring and a high-level development programme (to support leadership and succession planning) The national professional learning model (NAPL) is the government's vehicle for the design and delivery of professional learning (https://gov.wales/national-approach-professional-learning-napl ). In the context of practitioner coaching and mentoring, the following design features are particularly pertinent: The professional learner is near the centre of our national approach. Professional Learning should be intended and designed to be a personalised response to individual professional learners' needs, taking into account their experience, expertise and aspirations. (Welsh Government, 2019) There are clearly links to effective teaching and learning also, and hence to the Welsh Government's professional standards for teaching and leadership (Welsh Government, 2018). Whilst the focus in this booklet is on the teaching profession, coaching has already been shown to be truly beneficial for the development of a wide range of professions, and for activities both inside and outside work (Passmore & Fillery-Travis, 2011). Photo by Toa Heftiba on Unsplash

Zu erleben, wie Ihre Führungs- und Entscheidungskompetenz für Teams wächst und wie Sie lernen, komplexe Prozesse zu analysieren und zielgerichtet zu bearbeiten - darum geht es in diesem Buch. Mithilfe neuer und bewährter Formate aus dem Neurolinguistischen Programmieren lassen sich Spannungen und Krisensituationen genauso leicht lösen, wie kritische Kommunikationsprobleme und konfliktbehaftete Projekte sich konstruktiv wandeln lassen. Teamentwicklungsformate und einfache Moderationstools helfen im Vorfeld, Gruppen in guten, arbeitsfähigen Zuständen zu halten oder erfolgreiche Teams zu kreieren. Das Buch legt den Schwerpunkt auf brauchbare Formate und Modelle - Best Practice Modelle für die Unterstützung professioneller Coachings, aber auch einfache Tools für die alltägliche Teamführung. Als Basis dient das Material der Team- und Konfliktcoaching-Ausbildung von NLP professional. Mit Achtsamkeit, Empathie, Humor und Kompetenz erweitern Sie Ihren Blick für das NLP mit mehr als einer Person. Biographische Informationen Martina Schmidt-Tanger, Diplom-Wirtschaftspsychologin, DVNLP-Lehrtrainerin und -Lehrcoach. Ihre langjährige Erfahrung im Businessbereich macht sie zu einer gefragten Trainerin, Referentin und Expertin für Coaching. Einer der Schwerpunkte ihres Instituts NLP professional ist die Ausbildung von Team- und Konfliktcoaches. Holger Backwinkel, DVNLP-Lehrtrainer, Personalentwickler, Trainer und Coach mit Schwerpunkt Effektivität und Effizienz im Business. Seine Team-Expertise hat er in zahlreichen Workshops auf allen hierarchischen Ebenen in Unternehmen aufgebaut. Zusammen mit Martina Schmidt-Tanger bildet er Team- und Konfliktcoaches aus.

Background: The purpose of the existing research was to examine the relationships of leadership styles, coaching strategies, and social support with sport achievements of players. Methods: The study was used a correlation design. The population of the research was consisted of 830 female players of Islamia university of Bahawalpur and Government College University Faisalabad. The data was collected through survey questionnaires with sample size of 240 respondents. Adopted and modified questionnaires were employed with the permission of parent authors. Various statistical techniques were utilized on collected data for the purpose of data analyses. The descriptive statistics was used to measure the demographic information through mean, standard deviation, and percentages, whereas, Pearson's correlation analysis and multiple regression analysis were employed to test the hypotheses. Results: The leadership styles, coaching strategies, and social support as predictors factors significantly influenced on the sport achievements of players. The findings revealed positive and highly significant relationships of leadership styles (autocratic and democratic), coaching strategies (social support and positive feedback), social support (parents, siblings, peers and sport teachers) with sport performance of players. Conclusion: Therefore, social support is also needed to players by their parents, siblings, peers, and sports teachers not only to get sport achievements but also for their appreciations either on their elite or worst performance. The implication of the existing research suggested that coaches as leaders should prepare the athletes utilizing their expertise and boost them with their coaching strategies as well to gain their achievement level best in sports.

Die Begriffe »Supervision« und »Coaching« werden in der Beratungscommunity vielfach unscharf verwendet. Die Autoren schlagen eine professionstheoretisch begründete Unterscheidung in Supervision und Coaching vor. Es geht dabei um die Frage, was Supervision im Kern ausmacht und worin die besondere Expertise von Supervision gegenüber anderen Beratungsformaten wie etwa Coaching besteht. Der Text macht deutlich, dass begriffliche Präzision keine theoretische Spielerei um ihrer selbst willen, sondern für die weitere Professionalisierung von Beratung notwendig ist.

In the global crisis of expertise, experts are often viewed with skepticism. This article zooms in to this crisis to analyze how life coaches seek professional legitimacy and verbally perform their expertise by navigating a tension between asserting their authority and cultivating their clients' agency. Performances of expertise are a range of verbal practices and rhetorical strategies that are co-produced and shaped through interacting with clients. Based on ethnographic fieldwork conducted at three life coaching training schools in Israel, I show that life coaches perform their expertise through the following strategies: (1) defining the problem that coaching addresses as simple, significant, and mendable; (2) using authoritative charismatic speech to define clients as powerful, independent agents who are their own life experts; and (3) creating reflexive experiences of self-revelation by using semi-intelligible jargon. Finally, the study advances the understanding of expertise as performances inextricable from clients' sense of agency.

"Cinema both reflects life and contours life - that is its psychological power. And for decades, clinicians and educators have recognized the value of this power, using it to respectively heal in therapy and educate in the classroom. The Cinematic Mirror for Psychology and Life Coaching mines the illustrative value of cinema, offering therapists and life coaches access to ideas that can motivate and enlighten clients.Although many movie guides exist, this volume complements the available literature by adding positive psychology, mental health, and wellness perspectives to the clinical/educational/coaching mix. The serious intent to cull from cinema its underlying psychological value has motivated noted clinicians, life coaches, and cultural critics to offer science-based analysis and intervention strategies. Readers may add their own movie insights and professional expertise to this rich foundation. The volume covers international as well as domestic cinema in a variety of genres, providing a range of film choices relevant to clients' lives. Beyond this, it expands on universal concepts of strengths, capabilities, and coping methods. Chapters in The Cinematic Mirror: Analyze how movies can create and relieve trauma. Challenge Hollywood's portrayal of the American family. Overview the use of movies to examine relationships in therapy. Explore the acclaimed Up television cinema verite series as studies in personal growth and social change. Reinterprets images of disability in terms of positive psychology. Examines models, or the lack thereof, for the American adolescent rite of passage. Traces the history of mental illness stereotypes in film. The collective wisdom found in The Cinematic Mirror for Psychology and Life Coaching will bring professionals involved in healing, coaching, counseling, education, and mentoring not only new applications but new appreciation for the transformative power of film. That power already exists. Readers just have to ""SEE"" it."

Abusive practices in elite women's artistic gymnastics (WAG) have been the focus of discussions about how to eliminate or reduce them. Both coaches and parents have been named as key actors in bringing about change. Our focus is on parents and their ability to safeguard their daughters in WAG. Parents are not independent actors, however, but are part of a larger web consisting of an entanglement of emotions and technologies and rationalities used by staff, other parents, and athletes, bounded by skill development plans and by coaching expertise and authority. This entanglement may limit the ability of parents to bring about change. We draw on a Deleuzian notion of assemblage, Foucauldian concepts of discourse and governmentality and Ahmed's assertion about the entanglement of discourses and emotions to explore how parents are disciplined into accepting dominant discursive practices of sport clubs for elite athletes. The data were drawn from a project called the Parental Awareness Program (PAP) that was designed to make parents aware of practices in competitive WAG that may not be in their child's best interest. Participants were parents of young gymnasts who had been identified as "talented" and who were members of an elite gymnastics club. The data analysis was based on focus group discussions with a total of 22 parents and semi-structured interviews with 8 parents. The results suggested that although parents problematized many practices during PAP, processes of governmentality involving an assemblage of discourses about coaching expertise, families, talent, enjoyment, long term skill development plans and its associated time demands, together ensured parental consent for dominant practices. The data suggested that a reduction of abusive practices lies in part in critical examinations of skill development plans that are presented as regimes of truth and are kept in place by emotions and the authority accorded to coaching expertise. These processes curtail parents in their ability to safeguard what is in the ...

Abusive practices in elite women's artistic gymnastics (WAG) have been the focus of discussions about how to eliminate or reduce them. Both coaches and parents have been named as key actors in bringing about change. Our focus is on parents and their ability to safeguard their daughters in WAG. Parents are not independent actors, however, but are part of a larger web consisting of an entanglement of emotions and technologies and rationalities used by staff, other parents, and athletes, bounded by skill development plans and by coaching expertise and authority. This entanglement may limit the ability of parents to bring about change. We draw on a Deleuzian notion of assemblage, Foucauldian concepts of discourse and governmentality and Ahmed's assertion about the entanglement of discourses and emotions to explore how parents are disciplined into accepting dominant discursive practices of sport clubs for elite athletes. The data were drawn from a project called the Parental Awareness Program (PAP) that was designed to make parents aware of practices in competitive WAG that may not be in their child's best interest. Participants were parents of young gymnasts who had been identified as "talented" and who were members of an elite gymnastics club. The data analysis was based on focus group discussions with a total of 22 parents and semi-structured interviews with 8 parents. The results suggested that although parents problematized many practices during PAP, processes of governmentality involving an assemblage of discourses about coaching expertise, families, talent, enjoyment, long term skill development plans and its associated time demands, together ensured parental consent for dominant practices. The data suggested that a reduction of abusive practices lies in part in critical examinations of skill development plans that are presented as regimes of truth and are kept in place by emotions and the authority accorded to coaching expertise. These processes curtail parents in their ability to safeguard what is in the ...

To get the best from your employees, you need to be more than a manager. You need to be a coach. You're a leader because you possess expertise in your field. You have the training and experience. You understand your business... but can you fully motivate and engage your team? Michael K. Simpson, a senior consultant to FranklinCovey, has spent more than twenty-five years training executives to become effective coaches, mentoring and guiding leaders and managers to encourage and develop the talent of their people--the most important asset in any organization. In this guide, you will acquire the skills to coach your personnel from the ground up, maximizing their potential on a personal level, as members of the team, and as contributors to the organization as a whole. Transform your business relationships (and your business) with this comprehensive tool for optimizing productivity, profitability, loyalty, and customer focus. Don't just manage. Energize. Galvanize. Inspire. Be a coach