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Coaching generally remains under-researched and in particular the transfer and sustainability of learning from coaching is extremely sparse in the field of empirical research and theoretical development. This qualitative research was conducted with four leaders from UK voluntary sector organisations, namely Advance, Mencap and Rethink. Within a social constructivist and interpretivist paradigm, this longitudinal study explored the findings of three action research cycles for a period of just over one year. An original approach to collaborative action research methodology was developed and utilised, combining the dual role of coach/researcher, the role of the leaders being coached as collaborative action researchers, research diaries data, and data from feedback provider sessions. The data emerging from the research diaries and the feedback provider sessions was analysed using a thematic analysis approach, with categories and themes identified which either help or hinder the transfer and sustainability of learning from the coaching sessions to outside that experience. The ethical challenges of this newly developed approach to collaborative action research were also identified and analysed. The emergent Collaborative Action Coaching for Leaders model comprises six categories made up of thirty-three themes: Client Centred Process (eight themes), Enabling/Facilitating Learning (six), Session Content (two), Active Learning (five), Coaching Relationship (eight), and Reflective Learning (four). The study found that the transfer and sustainability of learning outside the coaching experience is encouraged by the coach and the client having both individual and shared responsibilities. The coach has responsibility for tailoring the coaching to each individual client and for enabling and facilitating learning; the client has responsibility for the content of the coaching sessions and for active learning; and both the coach and the client have shared responsibility for the coaching relationship and reflective learning. Within the approach there are factors which both help and hinder the transfer and sustainability of learning, although the data is heavily weighted towards the factors which help. It is clear from the emerging data across the three action research cycles, that it is the combination of all six categories (and the thirty-three themes) which over time enable the transfer and sustainability of learning; there does not appear to be any weighting of a specific category or theme. There are two main findings from the study: coaching can help the transfer and sustainability of learning; and both the coach and the client have individual and shared responsibilities in the transfer and sustainability of learning from the coaching sessions to outside that experience. The Collaborative Action Coaching for Leaders model contributes to the coaching profession, providing an evidence-based coaching model for coaches to explore through use in their professional work with leaders in organisations. The study findings add to the theoretical knowledge of coaching and inform future coaching research into the transfer and sustainability of learning from the coaching experience.

La presente tesis se realizó en la empresa “TAIWAN MOTOS” de la ciudad de Chiclayo, dedicada a la venta de motos, trimotos y motores; el cual participaron todos los trabajadores de la empresa. El propósito de la presente investigación consiste en medir el impacto de la aplicación de coaching para mejorar el clima laboral de la empresa “TAIWAN MOTOS” en la ciudad de Chiclayo en el año 2013. Para ello fue necesario aplicar encuesta sobre la percepción del clima laboral de la empresa “TAIWAN MOTOS” año 2013 en la ciudad de Chiclayo; para luego aplicar el programa de coaching durante tres meses (septiembre, octubre, noviembre), y poder comparar el clima laboral antes y después de haber aplicado el programa de coaching. La presente investigación se justificó por la utilidad de la aplicación del programa de coaching lo cual benefició a la empresa, ayudando a mejorar el clima laboral, reflejando de esta manera el incremento de sus ventas. Además se ha generado un compromiso en cuanto a su desarrollado personal y profesional captando y fidelizando a más clientes. Se aborda en dos tipos de estudios: exploratorio y experimental. La población estuvo conformada por 10 trabajadores, la técnica de recolección de datos fue una encuesta conformada por 28 preguntas. El trabajo de investigación concluye que el impacto de la aplicación de coaching fue positivo, logrando mejorar el clima laboral de la empresa. / Tesis

Li, Chau Wan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 53-57). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- Introduction --- p.1 / Coaching and Mentoring --- p.3 / Coaching in Organizations --- p.9 / Development of a Coaching Relationship --- p.12 / Hypotheses --- p.17 / Chapter CHAPTER TWO: --- Method --- p.20 / Participants --- p.20 / Measures --- p.20 / Chapter CHAPTER THREE: --- Results --- p.27 / Analysis Overview --- p.27 / Analysis Results --- p.30 / Chapter CHAPTER FOUR: --- Discussion --- p.44 / Managers and Coaching --- p.44 / Implications to Research and Practice --- p.46 / Limitation and Future Research --- p.49 / Conclusion --- p.51 / REFERENCES --- p.53

Abstract Youth sports have been shown to be beneficial to the overall development of children and adolescents. Research showed youth sports participation helps children develop academically, physically, and mentally. However, there is a high attrition rate of youth sports participants. What coaches think about youth's attrition in sports and their role in fostering or hindering young athletes' participation is not well known. The purpose of this phenomenological study was to explore youth coaches' perception of their role in a young person's decision to continue participating in their sport of preference. The conceptualizations of autonomy-supportive coaching strategy and Erickson's developmental theory were used as the theoretical basis for this study. Twelve youth coaches were interviewed using semistructured interviews. Data were analyzed using Moustakas' modification of Van Kaam's method of analysis. Six major themes emerged from the data: (a) sports are about having fun, (b) developing life skills, (c) coaching philosophy, (d) reasons kids quit sports, (e) good coaches keep kids engaged in sports, and (f) winning and losing. Results indicated that youth coaches believe they play a significant role in keeping kids engaged in sports. They emphasized the importance of having fun in playing sports; and they deemphasized the importance of winning as a major outcome. This study has the potential to promote a better environment for young participants by exposing the contributing factors leading to the attrition rate in youth sports. Results of this study inform coaches, parents, and administrators about the needs of the children in their sports programs.

The climate of sport has been undervalued as a contributing factor in athletes� achievement of quality performances (Strean, 1995). Subsequently, the aim of this study was to generate insight into the climate created by New Zealand national rowing coaches in an elite men�s training programme. In particular, the participants� (i.e. coaches, athletes and administrators) interpretation of this climate was sought, with specific attention to the factors which enabled and constrained its development. This study relied upon ethnographic research methods using in-depth interviews, reflexive journals and observations to acquire a 'thick description' (Geertz, 1973) of the behaviour of the administrators, coaches and athletes in the programme and how that behaviour was interpreted. Data were collected over a five month period, as the athletes prepared for the upcoming Olympic trials. The participants in the study were two administrators, three coaches and eleven athletes. The data were primarily analysed using concepts from grounded theory (Strauss & Corbin, 1990) and, in light of the prevalence of structural and agential factors in the creation of the climate, Giddens� (1979, 1984) structuration theory. Hence, two of the three discussion chapters are principally organised around the modalities of structuration theory, namely interpretative schemes and norms (Giddens, 1979). The third discussion chapter focuses on the concept of power. In this chapter I draw upon the work of Bourdieu (1989), Foucault (1977), Giddens (1984), Nyberg (1981) and Shilling (1991) to help explain the power dynamics in the training programme. Most significantly, it was found that all participants relied heavily upon their previous experience to interpret what it meant to be involved in the elite programme as well as how they were 'supposed' to act. Whilst each participant had an idea of how they were meant to behave, they also acted in ways which were dictated by the rowing community and the traditions in the sport that were considered to be normative practices. In addition, the participants also had expectations of each other�s behaviour. Often however, these were not congruent with the actual behaviours, resulting in a degree of frustration. Frustration also stemmed from the power dynamic which existed between the members of the programme. Although the coaches� role enabled them to exercise their power when working with the athletes, the athletes also exercised their power by sometimes defying the coaches� orders. Additionally, the administrators drew upon their authority to ensure their particular agenda was met, often at the expense of the coaches and athletes. This, not surprisingly, had implications on the climate of the programme as it affected the athletes� ability to trust those leading the programme which, in turn, affected their desire to train hard. The resulting climate was characterised by a degree of apathy on the part of the athletes which undoubtedly had consequences on their ability to support the programme and excel within it. This research extends previous work in the coaching science community by examining the various layers of social interaction within the sporting environment. It highlights the interrelated, interdependent and sometimes problematic nature of relationships that construct and influence the climate of a training programme. The findings of this research support the importance of climate and raise the possibility it has on athlete performance.

<p>I dagens snabbt föränderliga samhälle är coaching ett begrepp, som blir allt vanligare både i individuella och organisatoriska sammanhang. Coaching är en kreativ process som hjälper individen eller organisationen att utvecklas och maximera sin potential för att nå önskade mål. Syftet med denna studie var att få en förståelse av enskilda individers subjektiva upplevelser och erfarenheter som de anser sig ha nytta av efter en specifik kurs i Personlig Coaching. Halvstrukturerade intervjuer genomfördes med de två ansvariga coacherna samt fyra kursdeltagare. Materialet analyserades enligt induktiv tematisk analys. Resultatet visar att coachernas intentioner med utbildningen i hög grad överensstämmer med deltagarnas upplevelse av kursen. Det vill säga att deltagarna tillgodogör sig konkreta metoder som de kan använda för att utnyttja sina egna förmågor och resurser bättre i vardagen.</p>

<p>Studiens syfte är att kartlägga begreppet coachning samt att undersöka vilka faktorer som utmärker framgångsrik coachning ur coachernas egna synpunkter. Grunden till undersökningen är att allt fler företag använder sig av coachning då dagens förändringstakt är snabb inom arbetslivet och i samhället. Coachning härstammar från den positiva psykologins rörelse och omfattar numera flera underarter såsom chefscoachning, karriärcoachning, relations- coachning. En kvalitativ personintervju gjordes med 19 stycken coacher och resultatet visade att de mest framgångsrika faktorerna för god coachning var personkemi, att inge förtroende, att vara närvarande, empati, lyhördhet och att kunna ställa kraftfulla frågor. Egenskaper som lyftes fram var självkänsla, självförtroende, att få bättre balans i livet, att hitta sig själv och att sätta gränser.</p><p>Key words: Coaching, coach, personal growth, self-training</p>

This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

Studiens syfte är att kartlägga begreppet coachning samt att undersöka vilka faktorer som utmärker framgångsrik coachning ur coachernas egna synpunkter. Grunden till undersökningen är att allt fler företag använder sig av coachning då dagens förändringstakt är snabb inom arbetslivet och i samhället. Coachning härstammar från den positiva psykologins rörelse och omfattar numera flera underarter såsom chefscoachning, karriärcoachning, relations- coachning. En kvalitativ personintervju gjordes med 19 stycken coacher och resultatet visade att de mest framgångsrika faktorerna för god coachning var personkemi, att inge förtroende, att vara närvarande, empati, lyhördhet och att kunna ställa kraftfulla frågor. Egenskaper som lyftes fram var självkänsla, självförtroende, att få bättre balans i livet, att hitta sig själv och att sätta gränser. Key words: Coaching, coach, personal growth, self-training