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Health Coaching and Behavior Change
Published in James M. Rippe, Lifestyle Medicine, 2019
Karen L. Lawson, Margaret Moore, Matthew M. Clark, Sara Link, Ruth Wolever
Anthony Grant’s work in coaching psychology advanced the legitimacy of life coaching as a platform for applying positive psychology for enhanced mental health, quality of life, and goal attainment.20 William Miller introduced motivational interviewing21 for use with problem drinkers. As a style of communication, it laid a foundation for health and wellness coaching.22 It is now highly evidence-based and used with multiple health issues23 to access clients’ present motivation to change behaviors that are inconsistent with personal values or goals. In 1982, the Transtheoretical Model (TTM) was initially proposed24 and then further developed collaboratively by an international group of researchers, theorists, and therapists to provide a more comprehensive model of change than was currently in use for the treatment of addictive behaviors. Popularized in Changing for Good, the model posits that individuals undertaking an intentional change go non-linearly through particular stages in considering, approaching, enacting, and maintaining change. The model has continued to evolve, and as of 2016, in Changing to Thrive,25 it provides increased focus on working with individuals who are not yet ready to prepare or take action and are in need of change in a health-related area.
Research on women’s football: a scoping review
Published in Science and Medicine in Football, 2022
Katrine Okholm Kryger, Albert Wang, Ritan Mehta, Franco M. Impellizzeri, Andrew Massey, Alan McCall
The data were compiled in a single Microsoft Excel spreadsheet (Microsoft Corporation, Redmond, WA). Data were charted in Tableau (Mountain View, Seattle, WA) using line charts for continuous data (publication year), and bar charts for categorical data (journal, theme, population, age group and playing level). Categorical data of theme, population, age group and playing level were also assessed using multilevel content evaluation, which was charted using bar charts. For multilevel content evaluation, it must be noted that studies may have assessed multiple themes, experiments, populations, age groups, and/or levels of play. For example, if a study investigated coaching psychology and its relationship with player injury, it was assigned to both player and coach population (i.e., population) as well as psychology and injury (i.e., theme). The study would in this case appear under both coach and player population for both the psychology and injury themes and hence may overcalculate the number of interactions made in the literature.
Facilitating Positive Youth Development in Elite Youth Hockey: Exploring Coaches’ Capabilities, Opportunities, and Motivations
Published in Journal of Applied Sport Psychology, 2021
Cassidy Preston, Veronica Allan, Jessica Fraser-Thomas
The main questions in the interview guide focused on coaches’ experiences in elite youth hockey, and specifically how they facilitated (or hindered) PYD. The interview guide was divided into three sections. In the first section, the coaches were asked general questions about PYD (e.g., “Describe your understanding of PYD”; “Describe methods you use to foster PYD during practices/games”). In the second section, coaches were asked about their use of specific behaviors, strategies and about approaches that are associated with PYD (e.g., “Have you tried to develop life skills? If so, please describe the experience and give detailed examples”). The questions that informed the second section were grounded in the youth sport and coaching psychology literature and covered the following topics and concepts: autonomy support, mastery orientation, life skills, reflective practice, and practice structure and playing time. In the third and final section, coaches were asked about barriers, facilitators, and next steps in their approach to PYD (e.g., “Have you encountered challenges/successes fostering PYD? If so, please describe your experiences and give detailed examples”; “Are there any behaviors or strategies you’re working on implementing with regards to PYD?”). Notably, the COM-B model was not used to inform the design of the interview guide. Rather, COM-B was used as a lens for understanding the coaches’ responses during the analysis (described next). During the second interview, questions were amended as necessary to reflect the passage of time (e.g., “How has your understanding of PYD changed since we last spoke?”).