Social Science Coaching Philosphy Final Assignment

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Annotated Bibliography: Coaching Philosophy

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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