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1

THE ROLE OF COMMUNICATION IN COACHING (Rola komunikacji w procesie coachingu)

100%
Dziewulska U., Staniewski M. W.
Contemporary Economics
|
2008
|
issue 4(8)
113-120
EN
The aim of this article is presenting one of the development tools, that is coaching. There were bringing up the basic definitions and described coaching stages, styles and techniques used in conversation by trainers in the article. In the article were presented the main roles that should be kept by coach as well as the barriers that he can meets during his work. There were indicated the crucial role of interpersonal communication in conversation between two persons in that case coach and pupil and also the most popular mistakes. There were given also the roles of listening that are the most important in keeping positive vocational and private contacts with others. Moreover in the article prescribed 'good trainer' features and the sense of such skills as building the positive relations with pupil, listening, using the intuition, asking and giving the feedback.
2
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Zagadnienie „zmiany” a możliwości wykorzystania coachingu w edukacji dorosłych

100%
Tabor U.
Rocznik Andragogiczny
|
2011
|
vol. R. 2011
82-93
EN
The question of change appears both in the anagogical discourse and in the coaching practise. Coaching has been continually gaining popularity as a method of personal and professional development focused on the planned and conscious changes made in the lives of the adults. The theory and practise of adult education also relate to the lifelong, non-formal education and development. Therefore, the authoress of this article presents the possibilities resulting from mutual cooperation of those two disciplines. The aim of this article is to search for the place and significance of coaching in adult education. The authoress presents the basic elements of coaching practice, such as: coach-client relations, a model of coaching communication, as well as coaching models and tools. She presents the advantages and possibilities of introducing those elements into the education of adults – in the context of change, illustrating the text with quotations of the real coaching clients. She also emphasizes the limitations of coaching practice, which however, do not eliminate the advantages of using this model in andragogy.
3

COACHING IN THE CREATION OF PRO-SOCIAL EFFICIENCY (Coaching w kreowaniu prospolecznej efektywnosci)

88%
Panfil R.
Organization and Management
|
2010
|
issue 140
105-121
EN
Globalization actuates social change with the result that in contemporary organizations, alongside classical methods of creating pro-social efficiency - i.e. management, direction and instruction - an increasingly significant role is being played by methods based on partnership relations and recognised competence, for instance counciling, consulting, mentoring and coaching. In this article the process of coaching is presented as an instrument of transforming influences, relations and structures present in task-orientated teams, as pro-social attributes of the team's actions - i.e. synergistic effects. Among the pro-social mechanisms that regulate the functioning of task -oriented teams, specific influences, relations and structures may be identified as potentially exercising either a positive or a negative influence on the efficiency of the team as a whole. The process of coaching makes use of actions that result in the transformation of influences and relations into effects; in other words, states and events favourably evaluated with respect to efficiency. Within a longer timeframe the process of coaching results in the structuralization of influences and relations, consequently increasing the significance of synergy for the efficiency of teams. This results in the arisal, within the context of the team, of a relatively stable social or organizational microstructure, constituting new quality in an ontological sense. Subjects making up the team lose their subjectivity as part of this microstructure.
4

INTERPERSONAL STYLE OF COACHING, MOTIVATIONAL PROFILES AND THE INTENTION TO BE PHYSICALLY ACTIVE IN YOUNG ATHLETES

88%
Valero-Valenzuela A., Manzano-Sánchez D., Moreno-Murcia J. A., Heredia León D. A.
Studia Psychologica
|
2019
|
vol. 61
|
issue 2
110 – 119
EN
The aim of this study was to assess the relationships among the motivational profile, the coach’s interpersonal style and the intention to be physically active in young athletes. A sample of 254 athletes (mean age of 12.81 years), who used to participate in official competitions, was used. The measurements taken were of the young athletes’ perception of the interpersonal style of the coach, satisfaction of basic psychological needs, motivation towards sports practice and intention to be physically active. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis revealed two profiles: one with high self-determined motivation and greater values of autonomy support, competence, relatedness and intention to be physically active, and another less self-determined cluster that showed low levels of competence, relatedness and intention to be physically active. It is suggested that adding some strategies based on autonomy support to training with athletes may ensure adherence to sports practice.
5
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Kreatywne i alternatywne myślenie w coaching’u oraz doradztwie naukowym w środowisku cywilnym i wojskowym

51%
Evangelu J. E., Gasparics Z.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2013
|
issue 1
147-158
EN
This article is based on the experience of long-term Coaching courses as a method of management, conducted in the Faculty of Economics and Management of University of Defence. It deals with the different positions of educational methods of coaching and mentoring in managerial practice. Authors used their long experience to show why managers in both civil and military environment fail to implement in their long-term leadership and management of the method of coaching and why they turn so often to the method of mentoring.
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