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Meios tático-técnicos e sistemas defensivos no hande-bol constituem-se como conhecimentos específicos da modalida-de que precisam ser organizados e terem seu ensino planejado pelo treinador. Este estudo identificou os conteúdos defensivos e as preferências para seu ensino por treinadores da categoria sub-14. Foram entrevistados 13 treinadores de equipes participantes de campeonatos da Federação Paulista de Handebol, cujos de-poimentos foram analisados pelo método do Discurso do Sujeito Coletivo. Os resultados mostraram preferências dos sistemas de-fensivos (individuais, 3:3 e 5:1), meios tático-técnicos (marcação, flutuação, cobertura e trocas) e pelo ensino por meio de jogos e situações de jogo. Espera-se que os resultados contribuam para ampliar as discussões sobre a temática.
Tactical-technical aspects and defensive systems in han-dball constitute specific knowledge which needs to be organized and planned for teaching by the coach. This study identified defen-sive content and preferences for its teaching among U-14 teams' coaches. Thirteen coaches of teams participating in the cham-pionships of the São Paulo Handball Federation were interviewed, and their statements were analyzed using the Collective Subject Discourse method. The results indicated preferences for defensi-ve systems (man-to-man, 3:3, and 5:1), tactical-technical aspects (marking, floating, coverage, and position exchange), and teaching through games and game situations. It is expected that the results will contribute to expanding discussions on this topic.
Los medios táctico-técnicos y los sistemas defensivos en el balonmano son conocimientos específicos que necesitan ser organizados y planificados para su enseñanza por parte del entre-nador. Este estudio identificó el contenido defensivo y las preferencias de enseñanza de entrenadores en la categoría sub-14. Se entrevistaron a 13 entrenadores de equipos que participan en los campeonatos de la Federación Paulista de Balonmano, cuyos tes-timonios fueron analizados utilizando el método del Discurso del Sujeto Colectivo. Los resultados mostraron preferencias por sis-temas defensivos (individuales, 3:3 y 5:1), medios táctico-técnicos (marcación, flotación, cobertura y cambios) y la enseñanza a través de juegos y situaciones de juego. Se espera que los resultados con-tribuyan a ampliar las discusiones sobre este tema.
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This descriptive study aimed to investigate the current practices of Portuguese and Brazilian soccer coaches in the design and implementation of small-sided games (SSGs) in soccer. A total of 187 male coaches participated in the online survey, consisting of 82 Portuguese and 105 Brazilian individuals. These coaches held various positions within the technical staff, with 63 serving as head coaches, 38 as assistant coaches, 38 as physical trainers, and 48 in other roles related to the technical staff. Additionally, the participants represented both youth (n = 102) and adult competitive levels (n = 59), along with some who were not currently associated with a specific group. The survey consisted of 32 questions divided into three main sections: (i) the timing of SSG application, (ii) the methods used for applying SSGs, and (iii) the reasons for applying SSGs. The Chi-square test revealed a statistically significant association between nationality and the frequency of SSGs used in training sessions during the pre-season (p = 0.039) and in-season (p < 0.001). Moreover, significant association between nationality and the time allocated to employing SSGs for targeting aerobic training (p < 0.001) was found. There was a significant association between nationality and the weekly frequency of SSGs use for targeting sprint training (p = 0.019). The Chi-square test identified significant associations between nationality and the use of SSGs for targeting technical training (p = 0.002), as well as for tactical training (p = 0.002). In summary, this study underscores that SSGs are primarily employed to enhance aerobic fitness, change of direction, technical skills, and tactical behaviors. Coaches generally favor employing SSGs two to three times a week, with typical sessions lasting between 16 to 30 minutes. Notably, the major discrepancies between nationalities lie in the importance assigned to the use of SSGs. However, in practice, the formats and objectives for implementing SSGs remain relatively similar.
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The aim of this study was to conduct a comprehensive scoping literature review to provide an overview of the current state of research within women's futsal. We searched four electronic databases (SPORTDiscus, PubMed, Scopus, and Web of Science) up to December 2023. Inclusion criteria comprised original research published in peer-reviewed journals, available in English, Spanish, or Portuguese. The focus was on studies investigating women in futsal, encompassing both players and those in leadership positions, regardless of their age or skill level. The analysis included the authorship (location), population characteristics (number of participants, level of play, and age), themes explored, and primary findings. A total of 692 records were found, but only 175 met the selection criteria. The results highlighted a recent attention in the scientific literature, with the first publications emerging in 2005 and a notable increase since 2016. Strength and Conditioning topics constituted the most frequently explored area, comprising 32% of the studies. Notably, no studies focusing on coaching or management aspects were identified. In terms of the participant population, most studies concentrated on high-level (33%) and senior (84%) players. Few studies have investigated practitioners with disabilities or women in other positions such as coaches or managers. Most of the studies were conducted by Brazilian researchers (60%), indicating the need for investigations in different socio-cultural contexts. The recent academic attention and the upcoming inaugural edition of the FIFA Futsal Women's World CupTM in 2025 reinforce the need for further studies on women's futsal. This review contributes by identifying the scientific gaps that can be explored by future investigations.
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Olympic coaches are likely to have adequate knowledge and implement effective training programs. This study aimed to describe and critically examine the strength and conditioning practices adopted by Brazilian Olympic sprint and jump coaches. Nineteen Olympic coaches (age: 50.2 ± 10.8 years; professional experience: 25.9 ± 13.1 years) completed a survey consisting of eight sections: 1) background information; 2) strength-power development; 3) speed training; 4) plyometrics; 5) flexibility training; 6) physical testing; 7) technology use; and 8) programming. It was noticed that coaches prioritized the development of explosiveness, power, and sprinting speed in their training programs, given the specific requirements of sprint and jump events. Nevertheless, unexpectedly, we observed: (1) large variations in the number of repetitions performed per set during resistance training in the off-season period, (2) a higher volume of resistance training prescribed during the competitive period (compared to other sports), and (3) infrequent use of traditional periodization models. These findings are probably related to the complex characteristics of modern competitive sports (e.g., congested competitive schedule) and the individual needs of sprinters and jumpers. Identification of training practices commonly used by leading track and field coaches may help practitioners and sport scientists create more effective research projects and training programs.
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Coaches contribute toward helping older adults achieve quality sport experiences, but there are few resources grounded in adult-oriented psychosocial approaches from which they can learn. The purpose of this Participatory Action Research study was to facilitate a personalized professional development program for a Colombian football (soccer) league of older adult men using an evidence-based self-assessment tool for Masters coaches. Data were collected from 23 coaches, who were also players in the league, via interviews, workshops, and observations. Data were analyzed via reflective thematic analysis that aimed to understand coaches' perceptions of how they learned through the workshops and how they implemented what they learned into their coaching. Findings indicate that personalized professional development enabled better structured leadership in the league, creating Quality Masters Sport Experiences.
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Tutoría , Fútbol , Humanos , Masculino , Colombia , AdultoRESUMEN
Coaching is one of the most common words in our modern vocabulary and has many meanings depending on the setting in which it is used. Coaching facilitates positive changes to achieve a goal, usually through indirect approaches, including improving an individual's outlook on their behaviors or attitudes. Its application has spread beyond the corporate world, and many medical specialties use coaching principles. The goals of this article are to introduce coaching as a profession, and to explore the function of a vocal coach to improve communicative and vocal performance. Moreover, differences between voice therapy and voice training are highlighted, including the principles subjacent to these interventions and the use of coaching strategies. Four strategies of professional coach practitioners adapted to the training and therapy of the voice with applications to both are described. These are: powerful questions, active listening, changing habits, and implementation intention. The use of these strategies may help individuals to achieve high voice performance. Most importantly, the speech-language pathologist voice specialist can apply these strategies particularly in cases of behavioral dysphonias, which can be resistant to traditional voice therapy.
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Disfonía , Tutoría , Trastornos de la Voz , Voz , Humanos , Entrenamiento de la Voz , OcupacionesRESUMEN
O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)
The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)
El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)
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Humanos , Masculino , Femenino , Conocimientos, Actitudes y Práctica en Salud , Psicología del Deporte , Tutoría , Ansiedad , Evaluación de Procesos y Resultados en Atención de Salud , Satisfacción Personal , Aptitud , Educación y Entrenamiento Físico , Resistencia Física , Disciplinas de las Ciencias Naturales , Juego e Implementos de Juego , Competencia Profesional , Psicología , Desempeño Psicomotor , Calidad de la Atención de Salud , Calidad de Vida , Recreación , Rehabilitación , Carrera , Atención , Ciencia , Sueño , Fútbol , Control Social Formal , Identificación Social , Justicia Social , Medicina Deportiva , Estrés Psicológico , Natación , Enseñanza , Terapéutica , Atletismo , Orientación Vocacional , Heridas y Lesiones , Yoga , Ciencias de la Conducta , Ejercicios Respiratorios , Salud , Salud Mental , Aptitud Física , Encuestas y Cuestionarios , Reproducibilidad de los Resultados , Salud Laboral , Caminata , Autonomía Profesional , Guías como Asunto , Entrevista , Congresos como Asunto , Meditación , Vida , Disciplinas y Actividades Conductuales , Ingenio y Humor , Centros de Acondicionamiento , Gestión de la Práctica Profesional , Síndromes de Dolor Regional Complejo , Habilitación Profesional , Intervención en la Crisis (Psiquiatría) , Terapias Mente-Cuerpo , Técnicas de Ejercicio con Movimientos , Refuerzo Biomédico , Depresión , Dieta , Dietética , Educación no Profesional , Evaluación del Rendimiento de Empleados , Empleo , Ética Profesional , Fiscalización Sanitaria , Capacitación Profesional , Rendimiento Atlético , Entrenamiento de Fuerza , Resiliencia Psicológica , Fenómenos Fisiológicos Musculoesqueléticos y Neurales , Conducta Alimentaria , Atletas , Creación de Capacidad , Ciencias de la Nutrición y del Deporte , Volver al Deporte , Rendimiento Laboral , Profesionalismo , Capacidad Cardiovascular , Éxito Académico , Deportes Acuáticos , Compromiso Laboral , Psicología Cognitiva , Ciencia y Desarrollo , Entrenamiento Cognitivo , Bienestar Psicológico , Condiciones de Trabajo , Gimnasia , Empleos en Salud , Promoción de la Salud , Anatomía , Perfil Laboral , Jurisprudencia , Liderazgo , Aprendizaje , Estilo de Vida , Memoria , Métodos , Motivación , Actividad Motora , Destreza Motora , Movimiento , Relajación Muscular , Músculos , ObesidadRESUMEN
This single-case multiple baseline design investigation set out to determine the effectiveness of using a telepractice service delivery model to coach caregivers in Antigua & Barbuda in the use of Enhanced Milieu Teaching (EMT) language support strategies with a child with language impairment. A slightly modified version of the Teach-Model-Coach-Review (TMCR) method was used during virtual instruction to train a caregiver on the language support strategies of environmental arrangement, matched turns, expansions, and time delay with milieu prompting. The caregiver attended sessions three times a week for up to 45 minutes for four weeks. The results of this study indicated a positive relationship between the intervention and caregiver use of strategies. The caregiver demonstrated increased responsiveness to the child's communication attempts and exhibited the use of language support strategies across activities. This study suggests that telepractice can be an effective service delivery model for providing coaching to caregivers.
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Brazil is the leading global exporter of soccer players, with approximately 2,000 international transfers to different clubs per year. Although Brazilian players compete in the most prestigious soccer leagues worldwide, the habitual training methods, strategies, and routines of Brazilian soccer strength and conditioning coaches (SCCs) are undocumented. This study used a standard online survey to collect and characterize the strength and conditioning practices of Brazilian soccer SCCs. Forty-nine SCCs (age: 40.4 ± 7.5 years; professional experience: 15.3 ± 7.5 years) working in Brazilian professional soccer teams participated in this study. The survey consisted of eight sections: 1) background information; 2) muscular strength-power development; 3) speed training; 4) plyometrics; 5) flexibility training; 6) physical testing; 7) technology use; and 8) programing. Results indicated that training and testing practices of Brazilian SCCs are strongly affected by the congested fixture schedules, extensive traveling distances, and socio-economic disparities between different regions of the country. We describe all these different strategies and methods in detail, providing a comprehensive view and a critical examination of Brazilian soccer strength and conditioning practices. Brazilian SCCs and professional soccer organizations can use the findings from this study to develop training strategies and customize education programs. Practitioners from other countries can use this information to design training programs closely tailored to the background of Brazilian athletes, which may support their adaptation to different competitive scenarios and game demands, such as those found in the most important soccer leagues worldwide.
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Background: Until now, working with others has been shaped by a style where 1 person made the main decisions at the top of the hierarchical pyramid. These days this one-directional model no longer makes sense. That is why we need to change to a collaborative style. Methods: An overview on the change in our surgical work and definitions on the collaborative work, coaching, and teamwork will be discussed and analyzed. Results and Discussion: The system is defined by the boundaries that we set; they can often be the type of activity to be carried out or the way it is achieved. Collaboration means accompanying processes with a clear idea of what needs to be achieved and what values need to be followed. In work contexts that are globalized, diverse, virtual, and made up of highly educated specialists, isolation and a lack of collaboration are common. We would like to highlight four of them: (1) Signature relationship practices: The importance of building relationships on the basis of "who I am," not "what I am." (2) Ambidextrous leadership: Collaborative work needs to concentrate first on the task and on performing it effectively. (3) Mentoring versus "tit-for-tat culture": Collaborative work helps the design of individual and team identities. (4) Training in relationship skills: for communication and conflict resolution. Conclusions: Working on relationship building conversations generates a systemic view that allows the creation of a communication context that facilitates collaborative work. They are all key skills to achieve a collaborative culture on work.
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Tutoría , Humanos , LiderazgoRESUMEN
Abstract Aim: This study aimed to investigate the presence of women coaches in table tennis certification courses carried out by national and international federations. Methods: We carried out an analysis on documents extracted from the official websites of the Brazilian Table Tennis Confederation (CBTM) and the International Table Tennis Federation (ITTF). Those documents presented the certificated coaches by each organization. We also collected information about the location of the coach according to the five macro-regions of Brazil. Results: We found a greater frequency of men (89.3%) compared to women (10.7%) in ITTF courses and, in Brazil, we also found a higher rate of men (83.7%) compared to women (16.3%) certified by CBTM. We found no increase in women's participation in ITFF courses over the years. In both national and international courses, most of the women coaches (international = 36%; national = 46.4%) were from the Southeast, while few women coaches were found in the Northeast and North. Conclusion: The findings of our study reveal that the training process of table tennis coaches is still mostly occupied by men. We also found a discrepancy between the macro-regions of the country where most women coaches are from the Southeast. CBTM managed to almost double the women's representation among coaches (from 10.7% to 16%) due to the policy that has been adopted in an attempt to increase the number of women in the sport. We highlight the importance of gender equality policies to improve women coaches' participation in table tennis.
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Humanos , Educación y Entrenamiento Físico/métodos , Deportes , Tutoría , Brasil , Recolección de Datos , Interpretación Estadística de DatosRESUMEN
El coaching es un proceso de acompañamiento de personas para el cumplimiento de sus metas y desarrollo de habilidades, entre ellas la comunicación, como indicador de calidad de vida y de socialización. Se decidió, por lo tanto, realizar la aplicación de un programa de coaching comunicativo grupal para determinar, objetivamente, las mejoras que se producirían en un grupo de personas mayores. Objetivo: Se planteó como objetivo general desarrollar un programa de coaching comunicativo grupal para favorecer el envejecimiento saludable en un grupo de personas mayores de un centro comunitario de la Región Metropolitana de Santiago de Chile. Metodología: El estudio fue de carácter cuantitativo, cuasiexperimental, exploratorio y longitudinal realizándose durante los meses de enero y febrero de 2020. Se trabajó con 6 personas mayores a quienes se les aplicó inicialmente el cuestionario WHO-QOL (Urzúa & Navarrete, 2013), que mide calidad de vida en las personas mayores, con un eje comunicativo, realizándose posteriormente 6 sesiones de coaching comunicativo grupal. Al finalizar el proceso, se realizó la reaplicación del mencionado cuestionario. Resultados: Al comparar los resultados de pre y post evaluación con WHO-QOL, se obtuvieron resultados estadísticamente significativos en todas las esferas, en particular de los parámetros de salud psicológica y relaciones sociales. Con todo lo anterior, se releva la importancia de contar con nuevas herramientas en el trabajo con personas mayores, en particular el trabajo del fonoaudiólogo coach que, al acompañar procesos de calidad de vida desde la comunicación, ayudará a potenciar el envejecimiento saludable
Coaching is the process of accompaniment of people to fulfill their goals and develop skills including communication, as an indicator of quality of life and socialization. Aim: It was therefore decided to carry out a group coaching program to determine, objectively, the improvements that would occur with the use of coaching. It was generally aimed at determining the effect of group coaching on the perception of quality of life and healthy aging in a group of older people. In addition, they set out as specific objectives: to identify the quality-of-life factors of a group of elderly people using the WHO-QOL instrument; apply a group coaching program, aimed at healthy aging, to a group of elderly people and contrast the quality of life factors of a group of elderly people through the WHO-QOL instrument, following the development of the coaching program group, relative to the initial application. Methodology: The study was descriptive, non-experimental and transectional during the months of April and May 2019. It worked with 6 elderly people belonging to the community center of Parque los Reyes, in the commune of Santiago de Chile. They were initially given the WHO-QOL questionnaire, which measures quality of life in the elderly, and then 6 group coaching sessions with that same group. Consequently, at the end of the process, the said questionnaire was reapplied. Results: When comparing pre and post-evaluation results with WHO-QOL, statistically meaning results were obtained, from the psychological health and ambient parameters, which are measured by the questionnaire. With all of the above, the importance of having new tools in working with older people is replayed, in particular the work of the coach speech therapist who, by accompanying quality of life processes from communication, will help promote healthy aging.
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Humanos , Habla , Comunicación , Envejecimiento Saludable , Percepción , Calidad de Vida , Estándares de Referencia , Socialización , Salud , Encuestas y Cuestionarios , Gestión de la Calidad Total , Relaciones Interpersonales , PersonasRESUMEN
RESUMO Objetivo essa Comunicação Breve descreve coaching/coach profissional e faz um contraponto com o coaching/coach vocal. O objetivo desse artigo é trazer clareza nessas duas apresentações de coaching, contribuindo para o uso correto e diferencial dos termos em questão. Método seis professores de um curso de pós-graduação, fonoaudiólogos e/ou coaches profissionais e/ou coaches vocais reuniram-se e compartilharam suas percepções e experiências em coaching profissional ou vocal e no ensino de estratégias de coaching para profissionais que atuam na área da voz. Um quadro de semelhanças e diferenças entre as duas atribuições, tanto quando ao processo de intervenção como quanto à formação profissional. Resultados seis aspectos fundamentais foram identificados para caracterizar as apresentações de coaching profissional e vocal: credencial, atuação, processo, conhecimento básico, parceria para resultados e título profissional. Conclusão o coaching profissional é um processo estruturado que exige formação certificada, com indivíduos credenciados por associações qualificadas e tem como objetivo facilitar mudanças positivas na vida dos clientes, melhorando a qualidade do pensamento para desenvolvimento de habilidades pessoais e profissionais. Já o coaching vocal é uma função não estruturada, que não exige formação certificada, podendo ser desenvolvida por diversos profissionais da saúde ou pedagogia vocal, com o objetivo de melhorar a performance vocal e/ou comunicativa de indivíduos usuários de voz artística ou não artística, cantada ou falada. Particularmente, quanto ao coaching vocal, sugere-se a manutenção da identificação profissional pela formação acadêmica ou atuação profissional de base, acrescentando-se o termo coach vocal, como qualificador.
ABSTRACT Purpose This Brief Communication describes the professional coaching/coach counterpointed by the vocal coaching/coach. The aim is to introduce and explain these two coaching perspectives for a correct and specific use of the terms. Methods Six undergraduate professors, speech language pathologists - SLP and/or professional coaches and/or vocal coaches met and shared their perceptions and experiences in professional or vocal coaching and in teaching coaching strategies to professionals working in the voice field. A chart was set encompassing the similarities and differences between the two attributions, both in terms of the intervention process and professional training. Results Six fundamental aspects were identified to characterize the two coaching presentations, both professional and vocal, namely: credentials, performance, process, basic knowledge, partnership for results, and professional title. Conclusion Professional coaching involved a structured process that requires certified training with individuals accredited by qualified associations aiming to facilitate positive changes in clients' lives and improve for the understanding of how personal and professional skills are developed. Conversely, vocal coaching can be characterized as an unstructured function that does not require accredited training, executable by various health or vocal pedagogy professionals for improving voice and/or communicative performance of artistic or non-artistic individuals , sung or spoken voice users. Particularly regarding vocal coaching, it is suggested that the professional is identified throughout the academic training or basic professional performance, thus adding the term vocal coach as a qualifier.
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Este artigo analisa como a instrumentalização do coaching pelas organizações, enquanto prática gerencial, propicia a reprodução de preceitos gerencialistas que se alinham ao sequestro da subjetividade do trabalhador. Para tal, efetuaram-se entrevistas semiestruturadas com 11 gestores que conduziam tal intervenção no ambiente de trabalho. A interpretação dos dados fundamenta-se na Análise Crítica do Discurso, textualmente orientada. Embora o coaching no trabalho suscite reflexividade, tal prática encontra-se a serviço do ideal gerencialista, reafirmando o ideário social de culto ao desempenho, que propaga auto (e alta) responsabilização individual. O paradoxo é que a subjetividade - hiper solicitada para dar lugar a uma "subjetividade realizadora" - foi representada discursivamente como entrave ao desenvolvimento pessoal, o qual é indissociado de anseios organizacionais. Por fim, discute-se o papel da resistência no bojo do referido processo de intervenção.
This article analyzes how the instrumentalization of coaching by organizations, as a managerial practice, provides the reproduction of managerial precepts that are in line with the kidnapping of the worker's subjectivity. To this end, semi-structured interviews were carried out with 11 managers who conducted such intervention in the workplace. Data interpretation is based on the textual oriented Critical Discourse Analysis. Although coaching at work raises reflexivity, such pratice is at the service of the managerial ideal, reaffirming the social ideal of performance worship, which propagates individual self (and high) responsibility. The paradox is that subjectivity - hyper-requested to give way to a "fulfilling subjectivity" - was represented discursively as an obstacle to personal development, which is inseparable from organizational concerns. Finally, the role of resistance within the aforementioned intervention is discussed.
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Humanos , Masculino , Femenino , Tutoría/organización & administración , Objetivos Organizacionales , Entrevistas como AsuntoRESUMEN
Em certa medida, está suficientemente claro na literatura que a articulação das filosofias de treinadores é uma tarefa a priori, que antecede e sustenta a prática. Da mesma forma, também está posto que articular filosofias claras e definitivas seria um elemento imprescindível na prática de treinadores. Neste texto, a partir de um outro olhar do termo experiência, mais precisamente a partir do filósofo e pedagogo espanhol Jorge Larrosa, pretende-se não apenas questionar os dois pressupostos como ultrapassá-los de alguma forma, apresentando sete dimensões práticas: abertura, coerência, incompletude, paixão, pluralidade, realismo, subjetividade, a partir das quais se podem articular as filosofias de treinadores, por um outro olhar da experiência. Dessa forma, talvez seja possível tornar o processo de articulação de filosofias não apenas mais palpável, como também mais humano (AU).
To some extent, it is clear enough in the literature that the articulation of Coaching Philosophies is an a priori task, which precedes and sustains practice. Likewise, it is also clear that articulating clear and definitive philosophies would be an essential element in coaches' practice. In this text, from another perspective of the term experience, more precisely from the Spanish philosopher and pedagogue Jorge Larrosa, it is intended not only to question the two assumptions but to overcome them in some way, presenting seven practical dimensions - openness, coherence, incompleteness, passion, plurality, realism, subjectivity: from which Coaching Philosophies can be articulated, from another perspective of experience. In this way, it may be possible to make the process of articulating philosophies not only more palpable, but also more human (AU)
Hasta cierto punto, está bastante claro en la literatura que la articulación de las filosofías de los entrenadores es una tarea a priori, que precede y sostiene la práctica. Asimismo, también está claro que articular filosofías claras y definitivas sería un elemento esencial en la práctica de los entrenadores. En este texto, desde otra perspectiva del término experiencia, más precisamente del filósofo y pedagogo español Jorge Larrosa, se pretende no solo cuestionar los dos supuestos sino superarlos de alguna manera, presentando siete dimensiones prácticas: apertura, coherencia, incompletitud, pasión, pluralidad, realismo, subjetividad, desde donde se pueden articular las filosofías de los entrenadores, desde otra perspectiva de la experiencia. De esta forma, puede ser posible hacer que el proceso de articulación de filosofías no solo sea más palpable, sino también más humano (AU).
Asunto(s)
Humanos , Filosofía , Conocimiento , Formación del Profesorado , TutoríaRESUMEN
Introdução: o método coaching é utilizado sob diferentes modalidades e ambientes, mostrando efetividade. Constituído por diversas estratégias e conteúdos, um dos temas principais de seus programas de treinamento é a comunicação, pilar dos comportamentos e atitudes sociais adequados e eficientes. Vários profissionais, entre eles o fonoaudiólogo, participam de modo ativo deste processo. Objetivo: identificar e descrever o perfil de 21 profissionais que participam de processos de coaching em trabalho com a comunicação. Método: estudo descritivo, realizado por meio da aplicação de um questionário elaborado com questões abertas e fechadas, visando ao levantamento dos conteúdos relativos à formação do profissional, áreas de atuação, a formação em coaching, a presença de um instrutor-fonoaudiólogo em cursos de especialização, temas sobre comunicação incluídos nos planos de cursos de formação, itens da prática em comunicação e lugar de inserção profissional. Análise descritiva simples por porcentagem. Resultados: são profissionais com diferentes formações originais complementadas pela formação específica em coaching, com atuação prática em diferentes nichos; os conteúdos trabalhados nesta formação visam à adequação e controle do comportamento, emoções e, principalmente, da comunicação, sobretudo em estratégias de assertividade, não violência e expressividade, sem instrutores-tutores com formação original em fonoaudiologia. Conclusão: pesquisas sobre este tema são importantes e necessárias, pois indicam a especificidade das atuações profissionais em processos de coaching, entre eles o fonoaudiólogo.
Introduction: The coaching method has shown effectiveness when applied on different modalities and environments. Consisting of different strategies and content, communication is one of the main topics of its training programs, which is a pillar of appropriate and efficient social behaviors and attitudes. Several professionals actively participate in this process, including the Speech-language Pathologist. Objective: To identify and describe the profile of 21 professionals working in coaching processes with a focus on communication. Method: This was a descriptive study carried out through the application of a questionnaire prepared with open and closed questions, in order to survey the contents related to professional training, areas of expertise, training in coaching, the presence of an instructor-speech-language pathologist in training courses, topics on communication included in the training course plans, items of practice in communication and place of professional insertion. Simple descriptive analysis by percentage. Results: The study included professionals with different original backgrounds complemented by specific coaching training, with practical experience in different niches. The contents addressed in this training aim at the adequacy and control of behavior, emotions and, mainly, communication, especially in assertiveness strategies, non-violence and expressiveness, with no instructor-tutors with original training in speech-language pathology,. Conclusion: Further research on this topic is important and necessary, as they promote the specificities of professional activities in coaching processes, including the speech-language pathologists.
Introducción: el método coaching es utilizado bajo diferentes modalidades y entornos, mostrando efectividad. Integrado por diferentes estrategias y contenidos, uno de los ejes temáticos de sus programas de formación es la comunicación, pilar de las conductas y actitudes sociales adecuadas y eficientes. Muchos profesionales, incluso el logopeda, participan activamente en este proceso. Objetivo: identificar y describir el perfil de 21 profesionales que participan en procesos de coaching en el trabajo con la comunicación. Método: estudio descriptivo, realizado mediante la aplicación de un cuestionario elaborado con preguntas abiertas y cerradas, con el objetivo de revelar los contenidos relacionados a la formación profesional, áreas de especialización, formación en coaching, la presencia de un instructor logopeda en cursos de especialización, temas sobre comunicación incluidos en los planes de cursos de formación, prácticas de la comunicación y lugar de inserción profesional. Análisis descriptivo simple por porcentaje. Resultados: son profesionales con diferentes formaciones originales complementadas por la formación específica en coaching, con experiencia práctica en diferentes nichos, los contenidos trabajados en esta formación tienen como objetivo la adecuación y control del comportamiento, las emociones y, principalmente, la comunicación, especialmente en estrategias de asertividad, no violencia y expresividad, sin instructores-tutores con formación original en terapia del lenguaje. Conclusión: investigaciones sobre este tema son importantes y necesarias, ya que indican la especificidad de las actividades profesionales en los procesos de coaching, incluido el logopeda.
Asunto(s)
Humanos , Comunicación , Tutoría , Perfil Laboral , Encuestas y Cuestionarios , Fonoaudiología , OcupacionesRESUMEN
This study presents an individualized coaching approach tailored to the stages of proximity of promising scientists interested in becoming independently funded researchers in the context of a minority-serving institution. This strategy defined the participant's stage of proximity by their number of first-author publications in peer-reviewed journals and their track record in submitting research grants. We argue that coaching tailored by stages is an asset to maintain the enthusiasm, persistence, and positive attitude of promising scientists as they try to reach independent investigator status. Furthermore, this valuable educational approach supports the development of management and leadership skills in defined scientific domains.
RESUMEN
Medicina del Estilo de Vida (MEV), se define como la práctica basada en la evidencia, de asistir a individuos y familias en la adopción y mantención de conductas que mejoran la salud y calidad de vida, tales como alimentación saludable, realización de actividad física periódica, sueño reparador, manejo del estrés, cese del uso de sustancias tóxicas y una sólida red de apoyo social. Esta disciplina de la medicina, ha demostrado ser efectiva en la prevención, manejo y a veces reversión de las patologías que conllevan la mayor morbimortalidad global, tales como hipertensión arterial, diabetes mellitus tipo 2, enfermedad coronaria y obesidad. Es más, se estima que el 80% de las enfermedades crónicas no transmisibles podrían prevenirse llevando un estilo de vida más saludable. Ciertas barreras estructurales han hecho que la incorporación de la MEV en las mallas curriculares universitarias y establecimientos de salud sea más lenta de lo esperado, sin embargo, cada vez son más las instituciones académicas y prestadoras de salud que adoptan los principios de la MEV, y la aparición de sociedades médicas relacionadas a esta disciplina en casi todos los continentes, están acelerando el paso hacia una medicina más focalizada en tratar las causas de la enfermedad, en lugar de centrarse en lo sintomático
Lifestyle Medicine (LM) is the evidence based practice of assisting individuals and families to adopt and sustain behaviors that can improve health and quality of life. These include healthy diet, participating in regular physical activity, having good quality sleep, managing stress, avoiding risky substance abuse and building strong social connections. LM has demonstrated its effectiveness at preventing, managing and sometimes reversing the diseases that globally carry the biggest morbidity and mortality burden, such as hypertension, type 2 diabetes mellitus, coronary artery disease and obesity. More so, it is estimated that 80% of non-communicable chronic diseases could be avoided by living a healthier lifestyle. Certain structural barriers have made LM's incorporation into the medical curriculum and clinical practice slower than expected, however, more and more academic institutions and healthcare providers are adopting LM's principles. The appearance of medical associations related to this discipline in almost every continent is accelerating the pace towards a medicine that is more centered on the root-causes of disease, rather than focusing on symptoms