Draw from all your readings and
assignments during the term as well as from personal experience in order to articulate your
personal coaching philosophy. Consider the many components in the Coaching Model Analysis
Assignment, and write how your coaching philosophy will inform all the aspects of your
coaching practice. Discuss how you will integrate your coaching philosophy in light of your
convictions and biblical worldview.
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annotatedbibliography1.docx
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CoachingPhilosophyPaperFinalAssignmentInstructions1.docx
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annotated-SMGT621CoachingModelAnalysis.rtf1.pdf
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Annotated Bibliography: Coaching Philosophy
Student Name:
Student ID:
Date:
1. Bachkirova, T., & Borrington, S. (2020). Beautiful ideas that can make us ill: Implications for coaching. Philosophy of Coaching: An International Journal, 5(1), 3-15. https://doi.org/10.22316/poc/05.1.02
In this paper, Bachkirova and Borrington look at how noble as intended strategies in coaching may be, when applied and implemented in the wrong way, they have a pot of harm. Analyzing the given concept in theory, the authors deconstruct the typical mindset applied to coaching practices and suggest a more careful approach to avoid corresponding detrimental effects. In this work, I make a contribution to the literature on coaching by posing questions to the field and developing critical thinking about the application of coaching methodologies. They should be set alongside other more extensive discussions in the current literature on how researchers have advocated for methodological precision and care with the use of coaching theories in practice.
2. Bozer, G., & Jones, R. J. (2021). The effectiveness of workplace coaching: A meta-analysis of contemporary psychological research. Journal of Work-Applied Management, 13(1), 1-17. https://doi.org/10.1108/JWAM-04-2021-0030
In the paper under review, Bozer and Jones provide a systematic meta-analysis that sheds light on the efficiency of workplace coaching concerning its impact on the results of employee performance and engagement. Hence they aggregate the results of numerous studies coming out of different quarters, applying statistical methodologies to conclude that indeed coaching is valuable in organizational contexts. Coaching, therefore, plays a great role in the improvement of employee development and this paper is central to this course in illustrating the empirical effects of the subject. Due to the identification of the factors affecting coaching outcomes, the study gives a direction for future research and practice guaranteeing its relevance to the current day coaching literature.
3. Cahill, G. (2022). Coaching philosophy: “Why we do things the way we do?” ITF Coaching & Sport Science Review, 30(86). https://itfcoachingreview.com/index.php/journal/article/download/241/828/1003
In this paper, Cahill focuses on understanding the values and assumptions that underpin coaching paradigms/paradigms and how they impact the practice of coaching decision-making. Using qualitative research, he sheds light on the process of formation of the coach’s philosophies about reflectivity. This work improves the knowledge of coaching philosophy as an extended and contextual concept. It makes a connection between theories and their implementation and provides important insights for an individual who is new to coaching as well as for someone who is already practicing the profession. It is crucial to make several crucial points regarding what can be learned from the article for understanding the role and processes of self-coaching:
4. Cushion, C., & Partington, M. (2016). A critical analysis of the conceptualization of ‘coaching philosophy’. Sport, Education and Society, 21(6), 851-867. https://doi.org/10.1080/13573322.2014.958817
Cushion and Partington specifically explain the flaws and omissions where the notion of coaching philosophy is concerned. Some researchers call for a more systematic way of conceptualizing the concept of coaching philosophy, which they have identified as one of the most important aspects of coaching strategies. They contribute to the literature by offering a theoretical foundation for the subsequent research and application. Because it ventures out to question current paradigms of thinking, this article has a critical role in progressing the debate on the rationale for coaching philosophy and its application toward practice and learning in the sports coaching domain.
5. Hughes, C. (2022). Philosophy for coaching rather than philosophy of coaching: Some conceptual clarifications. Sports Coaching Review, 11 (1), 108-126. https://doi.org/10.1080/21640629.2021.1995261
To resolve concept-focused concerns in coaching, Hughes explores approaches from philosophy. This paper focuses on Wittgensteinian frameworks together with a discussion of the empirical evidence emphasis within the field of coaching research and proposes a more descriptive analytical approach. Thus, to the extent of supplementing the conceptual framework within which the philosophy of coaching takes place, this article contributes the value of exploring different approaches to the analysis of coaching processes. In this respect, the work of Hughes that seeks to expand the paradigm used when considering coaching philosophy supports current attempts to develop the theoretical foundation for the practice of coaching.
6. Jones, R. J., Woods, S. A., & Zhou, Y. (2023). Workplace coaching: A meta-analysis and recommendations for advancing the literature. Frontiers in Psychology, 14, 1204166. https://doi.org/10.3389/fpsyg.2023.1204166
In their research, Jones, Woods, and Zhou perform a meta-analysis to determine the effectiveness of workplace coaching on multiple organizational and personal factors. To this, their research work uses profound statistical procedures to avail reliable evidence, which corroborates the role that coaching plays in enhancing development and productivity. This research is unique in that it also establishes the most crucial aspects that need to be fulfilled to optimize the efficacy of a coach to the coaches, academics, and practitioners. Using a literature review approach, the paper contributes to the development of evidence-based research on coaching practices and therefore is a main reference source for future research and coaching practice.
7. O’Connor, S. (2020). Systemically integrated approaches to coaching: An introduction. Philosophy of Coaching: An International Journal, 5(2), 41-56. https://philosophyofcoaching.org/v5i2/04.pdf
O’Connor presents conceptually coherent strategies for systemically integrated practice in coaching implying broader systemic factors that impact the potential of theoretical and practical conclusions. Based on the case studies and the theoretical analysis of the case, the paper aims to highlight how and why external factors influence the experiences of the clients. This article extends the literature on coaching by outlining client-centered and context-sensitive interventions. They compiled a list of reflective questions, which enables practitioners to holistically see the client’s challenges which were welcome into the discourses on Integrative coaching practice. The results are in line with the call for a holistic, integrated approach to conceptualizing coaching interventions.
8. Passmore, J., & Evans-Krimme, R. (2021). The future of coaching: A conceptual framework for the coaching sector from personal craft to scientific process and the implications for practice and research. Frontiers in Psychology, 12, 715228. https://doi.org/10.3389/fpsyg.2021.715228
Passmore & Evans Krimme introduce a conceptual development of the practice of coaching as a process originating as an art form and arriving at the status of a science. They look at patterns in the formation of the profession and the consequences for scholarship and practice. This paper outlines a blueprint of what the future of coaching is likely to look like, particularly in terms of academic research and scholarship. In this regard, by locating the concept of coaching within the larger bowl of professionalism, the authors enrich our appreciation of the training’s continued growth and applicability in the modern world.
9. Rosinski, P. (2024). Enriching coaching ethics with philosophical ethics and interculturalism. Journal of Coaching Ethics, 1(6). https://www.journalofcoachingethics.com/joce/article/view/12
Rosinski underlines the importance of philosophical ethics as well as intercultural aspects of coaching leading. This is elaborated by the current article which uses normative analysis to challenge conventional ethical paradigms by calling for more diverse affordance and better stewardship in coaching ethics. This is done by relating the model to cultural and social factors thus enriching the discussion on ethical obligation. This work reflects the so-called tendencies towards interculturalism, as it offers the coaching professional down-to-earth solutions and introduces theoretical developments that may encourage ethical concern. Rosinski uniquely provides critical work in broadening the horizons of ethical coaching paradigms from mere cultural and ethical lenses alone.
10. Stander, F. W., & Richter, S. (2020). Positive psychological coaching definitions and models: A systematic literature review. Frontiers in Psychology, 11, 793. https://doi.org/10.3389/fpsyg.2020.00793
Stander and Richter conduct a brief yet detailed overview of various definitions and models of positive psychological coaching with the view of creating a sound taxonomy. They do this by identifying subject content commonalities across the literature and distilling the themes into a systematic definition of positive psychology in the context of the coaching industry. They provided integration of available literature and discussed implications for future studies, which signals Hodges’ (2010) assertion that positive psychological intervention is useful in real life. This paper sets the groundwork for research and practice to continue the understanding of how positive psychology can help improve the coaching process and its results.
11. van Nieuwerburgh, C., & Barr, M. (2020). Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education, 9(3), 291-306. https://doi.org/10.1108/IJMCE-12-2019-0089
Van Nieuwerburgh and Barr describe a study carried out among cocktails that were providing leadership development coaching to would-be school principals. Through such quantitative methods, they examine participants’ attitudes toward how coaching impacted their leadership competencies, emotional intelligence, and personal development. Consequently, this work enriches the current literature on leadership development via coaching, proving its applicability to the field of educational leadership. The paper, therefore, concentrates on analyzing the characteristics of a specific population to demonstrate the existence of specific coaching interventions meant to enhance leadership and the importance of the idea of the possibility of applying coaching in various settings.
References
Bachkirova, T., & Borrington, S. (2020). Beautiful ideas that can make us ill: Implications for coaching. Philosophy of Coaching: An International Journal, 5(1), 3-15. https://doi.org/10.22316/poc/05.1.02
Bozer, G., & Jones, R. J. (2021). The effectiveness of workplace coaching: A meta-analysis of contemporary psychological research. Journal of Work-Applied Management, 13(1), 1-17. https://doi.org/10.1108/JWAM-04-2021-0030
Cahill, G. (2022). Coaching philosophy: “Why we do things the way we do?”. ITF Coaching & Sport Science Review, 30(86). https://itfcoachingreview.com/index.php/journal/article/download/241/828/1003
Cushion, C., & Partington, M. (2016). A critical analysis of the conceptualisation of ‘coaching philosophy’. Sport, Education and Society, 21(6), 851-867. https://doi.org/10.1080/13573322.2014.958817
Jones, R. J., Woods, S. A., & Zhou, Y. (2023). Workplace coaching: A meta-analysis and recommendations for advancing the literature. Frontiers in Psychology, 14, 1204166. https://doi.org/10.3389/fpsyg.2023.1204166
Hughes, C. (2022). Philosophy for coaching rather than philosophy of coaching: Some conceptual clarifications. Sports Coaching Review, 11(1), 108-126. https://doi.org/10.1080/21640629.2021.1995261
O’Connor, S. (2020). Systemically integrated approaches to coaching: An introduction. Philosophy of Coaching: An International Journal, 5(2), 41-56. https://philosophyofcoaching.org/v5i2/04.pdf
Stander, F. W., & Richter, S. (2020). Positive psychological coaching definitions and models: A systematic literature review. Frontiers in Psychology, 11, 793. https://doi.org/10.3389/fpsyg.2020.00793
Passmore, J., & Evans-Krimme, R. (2021). The future of coaching: A conceptual framework for the coaching sector from personal craft to scientific process and the implications for practice and research. Frontiers in Psychology, 12, 715228. https://doi.org/10.3389/fpsyg.2021.715228
Rosinski, P. (2024). Enriching coaching ethics with philosophical ethics and interculturalism. Journal of Coaching Ethics, 1(6). https://www.journalofcoachingethics.com/joce/article/view/12
van Nieuwerburgh, C., & Barr, M. (2020). Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education, 9(3), 291-306. https://doi.org/10.1108/IJMCE-12-2019-0089
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SMGT 621
Coaching Philosophy Paper: Final Assignment Instructions
This is arguably the most important paper you will write for your coaching career. However, this is not expected to be a finished product that will never change. Draw from all your readings and assignments during the term as well as from personal experience in order to articulate your personal coaching philosophy. Consider the many components in the Coaching Model Analysis Assignment, and write how your coaching philosophy will inform all the aspects of your coaching practice. Discuss how you will integrate your coaching philosophy in light of your convictions and biblical worldview.
Your paper must be between 10–15 pages. A minimum of 10 peer-reviewed articles, including the ones used for the Annotated Bibliography, in addition to the course textbooks and the Bible must be used to support your ideas and cited according to current APA format. Your paper must include a title page, abstract, and reference page (not included in total page count); all content must be formatted in current APA style.
Please review the Coaching Philosophy Paper: Final Grading Rubirc for further information.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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Coaching Model Analysis: A Critical Review of the Coaching Process Model
Micheaux Hollingswoth
Liberty University
SMGT 621
Dr. Heath Hooper
January 26, 2025
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Introduction:
The Coaching Process Model is described as a framework in which trainers guide their coaches
along a systematic structure from goal-making to training activities and feedback provisions
towards competition buildup (Rong, 2024). Generally, the application of the model is universal
and has to consider unique features during the implementation, depending on what sport is
addressed. The review aims to clarify whether the concept of the model is appropriate as a guide
within football coaching with proposed changes or improvements.
2. Part 1: Tailored Coaching Model Flow Chart
1. Recruitment Phase: Women’s football player recruitment involves scouting candidates,
holding tryouts, and receiving recommendations. A skills assessment phase that involves
technical drills such as accuracy in passing with defensive formation and teamwork should be
included in the model to fit my professional objectives that align with the model. The model
must have a team integration assessment since psychological preparation and teamwork
performance maintain success in football.
2. Situational Analysis Phase: Football requires suitable situational analysis for multiple game
situations as it makes players adequately prepared for their games. The athletes learn crucial
information about them by watching trial matches as indicated by Al-Dosari et al. (2023). In the
tactical model, there is a need for reports that analyze the opposing teams’ offensive and
defensive plans with strategic focus on adjustments.
3. Goal Setting Phase: The full evaluation of football goals should be on performance metrics
rather than just considering short, long, and medium terms (Williamson et al., 2024). The model
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should incorporate position-based targets to monitor the success of goal conversion by forwards
and defensive tackles by their players.
4. Training Cycle Phase: The model offers proper training sequencing, but it needs game
simulation exercises that develop decision-making and tactical understanding capabilities (Roca
et al., 2022). The model needs to implement periodization by adapting training intensiveness
from crucial match periods to rest intervals during recovery phases.
5. Feedback and Evaluation Phase: The act of giving and receiving feedback in football
training is important because it allows the athlete to better develop techniques with enhanced
tactical knowledge (Cheng, 2022). The model does support my practice methods; however, I
believe in giving feedbacks that are positive along with corrective elements. The training process
requires feedback along its period instead of waiting for completion.
3. Chapter 2: Critical Review of the Coaching Process Model: This section presents an in-
depth analysis of the Coaching Process Model following application strategies used in football
training with recommended adjustments. The breakdown of analysis focuses on three categories:
Sport Specificity and Systematic Coaching Behaviors, followed by adjustments needed to suit
football requirements.
3.1. Sport Specificity: A model must reflect the particular needs of football for it to work when
applied to this sport. Football has challenging, team-based characteristics that require
participants to acquire expert-level skills and skills in tactics, along with achieving excellent
physical fitness and mental toughness (Beik & Dehghanizadeh, 2024). Application of the model
in football requires intense analysis of its features to meet specific requirements of the sport.
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Goal Setting: The goal-setting phase of the Coaching Process Model requires athletes to set
short-term, medium-term, and long-term goals. Security in goal-setting for football must adopt a
specific framework because athletes from various positions possess different requirements
(Parada, 2024). Players who concentrate on goalkeeping must design their goals toward positions
for shot-preventing as well as throwing actions. The model needs to cultivate psychological
strength as part of its goal-setting method so that football athletes can perform effectively in
competitive match pressure.
Pre-competition Preparation: The Coaching Process Model requires a minimal uniform
approach for athlete competition preparation at this stage. Football teams require major
alterations in their competition preparation based on the level of competition an athlete is
currently facing. The preparation of a local league match differs from the requirements to
participate in an international tournament. The model has to include flexible capabilities that
allow the coach to change his approach based on competing standards. The psychological
preparedness of football players to pressure calls for an intervention that encompasses mental
strength techniques for visualization and relaxation practices in tandem with focus exercises to
effectively manage stressful situations.
Training Cycle: A periodized training structure needs to be adopted for football since training
intensity levels are based on season needs and upcoming competition standards (Teixeira et al.,
2021). The Coaching Process Model is not so adaptable to face this situation within its training
cycle implementation. In pre-season, most of the time is spent on endurance strength and team
dynamics, tactical strategies, and preparation to match fitness. The training plan in the model
does not provide for seasonal changes because it employs a static approach to training, which
should be changed to accommodate football seasons through a dynamic training structure.
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3.2. Systematic Coaching Behaviors: According to Kinnerk et al. (2023), Systematic Coaching
Behaviors in the Coaching Process Model function as essential guidance for athlete
development, which helps improve skills and makes athletes ready for competition. The key
behavioral elements in the model, including feedback motivation and decision-making, need
further development for effective football coaching practice.
Feedback: Football benefits extensively from feedback for error remediation, tactical revolution,
and playoff motivation of its participants. Feedback is included in the Coaching Process Model
of evaluation without specific emphasis on feedback provision during a training session. Football
games are high-speed, and the athletes must receive feedback instantaneously because this helps
them correct immediately after making a mistake. Training strategies with real-time feedback
must be incorporated into the model as this practice approach would benefit the acquisition of
skills and the development of tactical understanding.
Motivation: Extrinsic motivation based on rewards and performance recognition is stated by
Serenko et al. (2024) to be the key focal point of the Coaching Process Model. Long-term
success in football heavily depends more on intrinsic rather than extrinsic aspects. People
motivated internally by their wish to progress their skills and serve their team alongside loving
the sport demonstrate enhanced endurance and dedication even through tough game moments.
Professional coaches should train their athletes to identify their internal desires to perform well
instead of relying solely on rewards.
Decision-Making under Pressure: Football players have to make fast decisions because games
create high pressure at crucial points (Pourreza et al., 2024). The Coaching Process Model
addresses decision-making but lacks enough techniques to teach athletes how they should make
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fast decisions when facing game pressure. When competing in football, players must quickly
determine between passing the ball or shooting or controlling it because the game conditions
permanently transform. Decisions-related drills should be integrated into the model to reproduce
actual game conditions, which will enhance this component.
3.3. The Adaptation of the Model: The model for the Coaching Process needs to be
reformulated to fit the real game of football, with the most important changes taking place in
competition preparation and decision-making practices.
Redesigning the Competition Phase: All athletes should be given standardized preparation as
stated in the Competition Phase of the Coaching Process Model. The preparation of an athlete for
football must be done on a personalized basis. Players need different strategies with their training
because some athletes require mental preparation first, while others demand tactical exercises or
body healing. Improving Performance in Making Decisions under Pressure Players in football
are required to react quickly to altering match situations. To improve the model, a machine
should be designed that performs dynamic decision-taking practice and simulates real game
circumstances. The exercise will develop not only the senses of situation-seeing but also quick
thinking, which has been known as the facilitator of performance when the stakes go high.
4. Conclusion:
The Coaching Process Model presents benefits as a precious resource, yet football needs some
particular improvement in its usage. The model proves very useful to the coaches of football
once it accommodates its methods in goal-setting by position-specific feedback inherent in
intrinsic motivation approaches, as well as training for competition and selection-making.
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5. References
Al-Dosari, K., Hunaiti, Z., & Balachandran, W. (2023). Mega sporting event scenario analysis
and drone camera surveillance impacts on command-and-control centre situational
awareness for dynamic decision-making. Safety, 9(3), 54.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2021&q=Al-
Dosari%2C+K.%2C+Hunaiti%2C+Z.%2C+%26+Balachandran%2C+W.+%282023%29.
+Mega+sporting+event+scenario+analysis+and+drone+camera+surveillance+impacts+o
n+command-and-control+centre+situational+awareness+for+dynamic+decision-
making.+Safety%2C+9%283%29%2C+54.&btnG=
Beik, S., & Dehghanizadeh, J. (2024). Effect of Futsal-Based Game Training on Performance,
Self-Efficacy, Motivation, and Exercise Addiction in Adolescent Non-Athlete
Girls. bioRxiv, 2024-09.
https://www.biorxiv.org/content/10.1101/2024.09.28.615615v1.full.pdf
Cheng, G. (2022). Discussion on the role of confrontation in football technical and tactical
training. Advances in Educational Technology and Psychology, 6(7), 57-60.
https://www.clausiuspress.com/assets/default/article/2022/07/06/article_1657164058.pdf
Kinnerk, P., Kearney, P. E., Harvey, S., & Lyons, M. (2023). An investigation of high-
performance team sport coaches’ planning practices. Sports Coaching Review, 12(3),
253-280. https://www.tandfonline.com/doi/pdf/10.1080/21640629.2021.1990653
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