La presente investigación reúne el análisis situacional y desarrollo de planes funcionales de un servicio de coaching virtual para el manejo del estrés, llamado Positiva Esencia, con el fin de acercar a las mujeres una herramienta que ha dado buen resultado en cualquier ámbito que se ha empleado. Así mismo, el uso del medio virtual como canal busca reducir las barreras de disponibilidad y traslados, contribuyendo desde ahí con la reducción del estrés.

Objective: To determine the extent to which coaching over the telephone is an effective method in promoting the loss of body weight and body fat percentage. Research Methods and Procedures: Over a period of four months, in a randomized, double blind, placebo-controlled study, 120 overweight and obese (BMI 25-35 kg/m²) adults either received telephone coaching or no coaching. In addition, each participant was randomly assigned to take a supplement or placebo daily. Body weight and body fat percentage were measured at baseline, two months, and four months. Body weight was measured on an electronic scale and body fat percentage was assessed using dual energy x-ray absorptiometry (DEXA). Participants in the coaching group each received a minimum of 10 coaching sessions, each at least one week apart. Age, gender, and supplement use were controlled statistically using partial correlation. Results: When using repeated measures ANOVA, telephone coaching had a significant and favorable effect on body weight loss over the three time periods when compared to participants who received no coaching (F = 3.9, p = 0.0216). Also, when weight changes from baseline to four months were compared, ignoring the two-month time period, those in the coaching group lost significantly more weight than their counterparts (F = 4.75, p = 0.0315). When weight changes from baseline were compared to the halfway mark (two months), telephone coaching resulted in significantly greater weight loss at the trend level (F = 3.42, p = 0.0671). However, during the second half of the study (two months compared to four months), the effect of coaching was weaker and non-significant. Controlling statistically for age, gender, and supplement use, individually and collectively, had no effect on the impact coaching had on body weight loss. Telephone coaching did not play a significant role in helping participants lose body fat percentage across the three time periods compared to those who received no coaching (F = 1.28, p = 0.2797). Similarly, baseline body fat percentage means contrasted with four-month means (F = 1.65, p = 0.2018) were not significant, and findings from the two halves of the study showed that telephone coaching did not have a significant effect on the loss of body fat percentage. Discussion: Telephone coaching is an effective and inexpensive method of helping overweight and obese adults lose body weight, but not body fat percentage, over a four-month period.

The relationship between female undergraduate students’ (n = 151) reports of parental emotion coaching in childhood and their reports of emotion regulation, romantic attachment, and romantic intimacy in young adulthood was investigated. The female undergraduate students completed additional questionnaires about their mood, personality characteristics, and relationship satisfaction in young adulthood, and parental warmth in childhood. Remembered supportive emotion coaching (comprised of Emotion-Focused Reactions, Problem-Focused Reactions and Expressive Encouragement) was significantly and positively correlated with healthier emotion regulation (reappraisal), and was significantly and negatively correlated with less healthy emotion regulation (suppression). Remembered unsupportive emotion coaching (comprised of Minimizing Reactions, Punitive Reactions, and Distress Reactions) was significantly and positively correlated with romantic avoidant and anxious attachment. Romantic intimacy was not significantly correlated with remembered supportive or unsupportive emotion coaching. Emotion regulation mediated the relationship between remembered emotion coaching and avoidant and anxious attachment, but not romantic intimacy. Emotion regulation continued to mediate the relationship between remembered emotion coaching and avoidant attachment after mood, personality characteristics, relationship satisfaction, and parental warmth were entered into the model as covariates, but emotion regulation did not continue to mediate the relationship after covariates were entered into the model when anxious attachment was the predicted variable.

The efficacy of leadership coaching to improve leader and organizational outcomes cannot be overstated. However, a thorough understanding of some of the inputs and process variables involved in coaching has not been empirically established to date. To address this issue in the leader development and coaching literature, I examined the characteristics of the coaches and the coachees and their relationships with two relational variables potentially involved in coaching relationships (i.e., leader-member exchange and trust). The importance of leadership to work outcomes and leader development is highlighted, followed by a discussion of the specific leader development technique of coaching. The discussion then moves to the relational variables of interest involved in coaching, namely leader-member exchange (LMX) and trust, drawing from research on team and leadership phenomena. Specific inputs (e.g., coach and coachee characteristics) and their impacts on the relationships of interest are discussed. This work focuses on hypotheses in three streams of research: characteristics of coaches and coachees, LMX, and trust. The findings from this research indicate that a coach's experience, specifically operationalized as the activities he or she has experience in, positively predicts LMX, and self-efficacy positively predicts LMX and trust in the coaching relationships. The theoretical and practical implications of this project are noted.

In the following essay, I have studied a relatively new spiritual phenomenon in Swedish society, yoga retreats, through interviews with eight representatives. I have examined how these representatives perceive their participants' needs and motives, and how these are answered. I have also studied whether the activities within the retreats are compatible with the historian of religion, Anne-Christine Hornborg's research regarding coaching. My research has shown that in addition to a need for recovery, there is also a perception that participants are looking for tools and methods to deal with a stressful everyday life. Furthermore, I have also distinguished a tendency that these tools and methods were being used as means for personal development. This tendency, along with a similar target group, a shared use of language and attitude regarding the concept of religion, was something that was comparable with coaching. Despite the fact that both activities point to the individual's inner spirituality, which can be retrieved through different methods, the goal of each activity differs. While coaching focuses on a non-religious goal, often aimed at the personal career, the goal of yoga retreats is to answer to participants existential needs, expressed in words of purpose, meaning and longing. Thus, the representatives prescribe one solution (tools and methods for personal development) for both worldy and spritual/religious needs within their participants. I have also shown that there is an ambivalence among the representatives regarding how the offered methods should be used. While there is a perception that the goal is achieved through methods, several representatives show dissatisfaction with the fact that their participants overly fixate on these methods, as this may distract the participants from the expressed goal.

Sport coaches are perceived as problem solvers who engage in creativity to handle the spontaneity of competitive activity and generate winning results. However, while creativity in athletes has been researched, little has been investigated regarding coaches. Therefore, the purpose of this study was to examine different aspects of creativity – person, process, press, and product – among collegiate team sport coaches in the United States. Specifically, how personality traits, ideational fluency, remote association ability, years of coaching experience, and work climate related to creative product impact and frequency. A modified creativity personality test was found to be positively related to both the impact and frequency of creative products. Further, self-confidence and years of coaching experience were positively related to creative product impact, while inventiveness was positively related to creative product frequency. Analyzing the creative potential factors related to creative productivity may be useful in enhancing creativity for collegiate coaches and improving outcomes.

This study utilized a convergent parallel mixed methods design to study teachers' concerns during implementation of instructional coaching for math in a rural PK-12 district in north Texas over a three-year time period. Five campuses were included in the study: one high school (grades 9-12), one middle school (grades 6-8), and three elementary campuses (pre-kindergarten through grade 5). In a school district of 3,400 students and 241 teachers, fifty-two math teachers were surveyed and interviewed for their perceptions and concerns during implementation of instructional math coaching in order to assist central office administration in knowing how to support teachers through the change process. Data included the Stages of Concern Questionnaire (SoCQ) at three points during the study period analyzed through nonparametric statistical analysis. No statistically significant differences were found to exist between campuses. However, a statistically significant difference was found when campuses were grouped by elementary and secondary campuses. Open-Ended Statements of Concern and focus group interview data by campus served as qualitative data to triangulate concerns and to measure situational evidence of rurality influence on teachers' concerns. Convergence of qualitative and quantitative findings indicate concerns clustered in unconcerned, informational, and personal stages. Evidence of rural contextual influences point to limited resources and dense staff relationships in rural schools. This data aids the district under study in supporting teachers through the process of change as an instructional coaching program for math is implemented systemically.

Diploma thesis entitled "Construction of Professional Identity of a Coach. Narrative point of View." aimed to explore and describe the process of construction of professional identity in professional coaches. The first section of the theoretical part is devoted to the topic of identity. Identity is defined from a psychological and philosophical point of view, and psychological theories of identity development are introduced. Furthermore, professional identity is presented as a specific form of identity of an individual, which relates to their professional field, and recent research studies concerning professional identity are presented. At the end of this part, the topic of the crisis of professional identity and the concept of self - efficacy, which is related to the area of professional identity, are discussed. The second section of the theoretical part describes the contemporary image of coaching in the Czech Republic, its professional framework, and a brief history of the coaching method. Subsequently, the key competencies of a professional coach, differences from related disciplines, the context of coaching and psychology and ethics in coaching are described. The empirical part presents our own research, which was motivated by an effort to understand how the coach's professional identity is...

Den här studiens mål var att studera livscoacher uppfattningar om livscoachning i Sverige och fånga livscoachningens karaktärer. Metoden som användes var kvalitativa intervjuer. Det var totalt tre informanter som deltog i studien. Resultatet visade på att livscoachning handlar om att skapa en stark relation till sina klienter, där det är okej att i fråga sätta olika mönster och förutfattade tankar hos de, eftersom relationen mellan livscoachen och klienten är baserat på ett starkt förtroende för varandra. Andra fynd är att livscoachen försöker ständigt själv utvecklas. Resultat av livscoachningen är att klienter förbättrar tron på sig själva, löser sina problem, hanterar ångest bättre och får en bättre hälsa samt tar mer ansvar. Studien visar att det finns svårigheter inom livscoachningen, det kan bli för opersonligt om inte coachen är tillräckligt empatisk. Livscoachning kan även fungera som en resurs hos företagens HR avdelning.

Recently, the skill to play games has led to the professionalization of the activity in the form of “eSports” (electronic sports). Despite the popularity of eSports, little is known about its professional players from a psychological perspective. Given the importance of the coach-created environment in the athletes’ motivational processes, this study aimed to investigate the key psychological dimensions of the coach-created climate in 75 Brazilian professional players of League of Legends (LoL) considering the Self-Determination Theory (SDT) and Achievement Goal Theory (AGT). Fourteen hypotheses were tested, of which seven were confirmed. The empowering climate was a predictor of basic psychological-needs satisfaction and indirectly influenced autonomous motivation. The need satisfaction had a significant impact on both autonomous motivation and on lack of motivation, which, in turn, explained 56% of the variance in well-being and the intention to keep playing eSports. The disempowering climate was a predictor of psychological-needs thwarting but had no significant impact on autonomous motivation or lack of motivation. The results obtained support SDT and AGT in the context of eSports and were similar to those conducted with athletes from traditional sports, indicating that the empower-ing-and-disempowering-coaching-climates conceptualization applies not only to traditional sports athletes but also to professional eSports players. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior