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rategies to motivate and direct themselves toward desired outcomes ( Manz and Neck, 2002 ). Consequently, we expected that participants in the individual coaching would have higher goal attainment than participants in the self-coaching or group training condition (Hypothesis 3.2) and participants in the group training ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.497 | 0.82 | ["motivation", "war_conflict"] | 430 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.330754 | [
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in the self-coaching condition (Hypothesis 3.3). In accordance with the hypotheses on goal attainment, we hypothesized that participants in the intervention groups (individual coaching, self-coaching, group training) would reduce procrastination more than participants in the control group (Hypothesis 4.1). However, we ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.43 | 0.83 | [] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.330895 | [
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ining condition (Hypothesis 4.2) and participants in the group training condition to reduce procrastination more than participants in the self-coaching condition (Hypothesis 4.3). According to empirical findings, we have already noted that coaches show transactional and transformational leadership behavior, and that th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.517 | 0.812 | ["leadership", "philosophy"] | 435 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331112 | [
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iveness ( Mühlberger and Traut-Mattausch, 2015 ). But how do coaches’ transactional and transformational leadership behaviors influence coaching success? Some evidence comes from research on the effects of leadership behaviors on followers’ values, beliefs, and attitudes, demonstrating that transformational leaders enh... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.655 | 0.83 | ["leadership", "philosophy", "motivation", "ethics"] | 450 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331289 | [
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2003 ; Gagné and Deci, 2005 ; Sun et al., 2012 ). According to self-determination theory (SDT, Gagné and Deci, 2005 ), there are basic psychological needs that underlie intrinsic motivation, such as the need to feel competent, autonomous and related. With respect to the working environment, the support of followers’ au... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.542 | 0.848 | ["motivation", "agents"] | 459 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331379 | [
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rease positive outcomes ( Gagné and Deci, 2005 ). Transformational leaders create an autonomy-supportive interpersonal climate by acknowledging followers’ perspective, providing choice, reflecting feelings, providing rationales for requested behaviors, and encouraging self-regulation ( Baard et al., 2004 ), resulting i... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.627 | 0.822 | ["leadership", "decision_making", "motivation", "education", "philosophy"] | 439 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331436 | [
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., 2001 ; Hetland et al., 2011 ; Conchie, 2013 ). It is obvious that the type of communication through which transformational leaders create a climate of autonomy is parallel to the communication applied by coaches in coaching conversations. Thus, we would expect similar effects for the coaching behaviors on clients’ e... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.493 | 0.846 | ["leadership", "communication", "war_conflict", "philosophy"] | 484 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331507 | [
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ctional (contingent reward) leadership behaviors. Although leadership literature mainly placed emphasis on the link between transformational leadership and autonomous forms of motivation, we postulate that the same process by which leaders have their effects on followers also applies to transactional leadership behavio... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.478 | 0.852 | ["leadership", "philosophy", "motivation", "agents", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331563 | [
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ctively supports the coachee in finding own solutions to attain his or her personal goals, the responsibility for goal attainment is still left with the coachee ( Schein, 2003 ; Rauen, 2005 ). To sum up, we state that coaches’ leadership behaviors and coaching effectiveness are closely related to coachees’ experiences ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.511 | 0.852 | ["leadership", "motivation"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331618 | [
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roup training on the evaluation criteria would be mediated by the coach’s transactional and transformational leadership behaviors and the coachee’s perceived autonomy support and intrinsic motivation (Hypothesis 5). Figure 1 presents our proposed theoretical model. FIGURE 1. Open in a new tab Proposed theoretical model... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.647 | 0.842 | ["leadership", "motivation", "philosophy"] | 503 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331679 | [
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motivation) has an effect on coaching outcomes . Materials and Methods Design In this field study, a one-factorial between-subjects design with four experimental conditions (intervention: individual coaching vs. self-coaching vs. group training vs. control) was used in order to obtain data on the evaluation criteria re... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.458 | 0.814 | ["education", "motivation"] | 412 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331731 | [
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k, 1959/1994 ) at pretreatment and posttreatment. Participants Participants were students of the University of Salzburg who regularly procrastinate on academic tasks. They were recruited by flyers and online for an intervention program. Psychology students received credit in return for research participation. A total ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.82 | ["education"] | 435 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331782 | [
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self-coaching, group training or a control group. If participants were unable to attend the prearranged training dates due to other commitments, they were randomly assigned to one of the other conditions. Fifty (37%) cases were excluded due to quitting the study or missing data; the remaining 84 participants allocated ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.46 | 0.842 | ["education"] | 461 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331840 | [
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(32%) group training, and 21 (25%) control group. The participants (20 men and 64 women) varied in age from 19 to 56 years. The average age of the sample was 25.95 years ( SD = 7.11). Procedure Figure 2 presents the study design. It includes information on the procedure and the size of the various conditions. The study... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.551 | 0.72 | ["education", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331892 | [
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ery participant received a registration package, which included an information letter regarding the specific intervention (only participants assigned to individual coaching, self-coaching, group training), a registration form, and an informed consent for participation and data collection. Prior to the interventions (t0... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.557 | 0.82 | ["philosophy", "education"] | 459 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.331958 | [
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g to their procrastination and learning behavior. Then an online questionnaire was used to assess demographics and gather baseline data about participants’ individual goals and procrastination. Participants in the intervention groups completed online evaluation questionnaires to assess mediator variables in the course ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.539 | 0.822 | ["education"] | 435 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332004 | [
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tion at the end of the intervention program (t2). 3 By contrast, after the assessment of baseline data at (t0), participants in the control group did not receive any further intervention; they only answered online evaluation questionnaires that were presented in parallel to the intervention group surveys. After data co... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.589 | 0.844 | [] | 475 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332047 | [
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to support attainment of their goals. 4 FIGURE 2. Open in a new tab Study procedure with time of assessment and the number of participants in the various conditions . Intervention Groups The individual coaching, self-coaching, and group training conditions consisted of three sessions of approximately 2 h each with 10 d... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.605 | 0.84 | ["education"] | 436 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332100 | [
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ual and desired state and setting personal goals. Session 2 addressed the identification of dysfunctional cognitions and patterns of behavior as well as the development of useful strategies. Session 3 aimed at working out an action plan and considering potential obstacles to goal attainment. Optionally, all participant... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.554 | 0.832 | ["communication", "crisis"] | 449 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332156 | [
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regarding the implementation of the action plan. To avoid a bias in data collection due to benefits resulting from the follow-up meeting, appointments were arranged after participants had completed the last questionnaire. Coaches and trainers were blind regarding the study hypotheses and investigated variables. We used... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.405 | 0.822 | ["salary", "education"] | 422 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332211 | [
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e content and procedures of the individual units. Coaches were eight master’s students in psychology who had successfully completed a professional 1-year education program (for education concept see Braumandl et al., 2013 ). Trainers were three master students in psychology that were involved in designing the training ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.638 | 0.848 | ["education", "career", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332259 | [
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ecting on the progress toward the attainment of these goals, and developing an individual approach that related to the client’s personal goals. The first coaching session proceeded as follows: (1) introduction of coach and coachee, (2) clarification of coaching relationship, (3) support of the coachee during goal setti... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.623 | 0.844 | ["networking", "war_conflict", "family"] | 489 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332315 | [
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terns associated with procrastination situations. The second coaching session included (1) a review of the previous session and (2) a discussion of the first take-home exercise, both focusing on the coachee’s goals, and (3) receipt of the second take-home exercise. The aim of the exercise was to work out an individuali... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.585 | 0.866 | ["family"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332364 | [
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e, both focusing on the coachee’s goals, and (3) coachee’s feedback on the coaching process. At the beginning and end of each session, the coachee rated his or her progress toward goal attainment. Self-coaching The structure and materials used in the self-coaching condition were equivalent to those used for individual ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.628 | 0.836 | ["war_conflict", "philosophy"] | 432 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332422 | [
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structions in the form of a self-coaching manual. Participants received the self-coaching units by email and were told to return the completed units to the sender (i.e., the contact person). It was up to the participants themselves to set goals, reflect on the exercises, and identify the relevance of the insights for t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.614 | 0.842 | ["philosophy"] | 454 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332488 | [
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standard training commonly employed in business. Therefore, the structure was equivalent to individual coaching, but the methods and materials had to be applicable to a group setting. Training was characterized by the systematic acquisition of knowledge and skills that relate to the reduction of procrastination. The fi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.427 | 0.844 | ["education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332538 | [
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elf-coaching/training/goal attainment process?”). Items were rated on a 10-point scale ranging from 1 ( not at all satisfied ) to 10 ( very satisfied ). Satisfaction was measured at t2 (α = 0.90). A multiple-choice test containing 14 questions (e.g., “Which statement about procrastination is true?”) was created to chec... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.564 | 0.68 | ["management", "decision_making", "motivation", "education"] | 460 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332593 | [
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l and motivation, and time management techniques. Each item had four answers with between one and four correct alternatives. Participants got one point for every item answered completely right. They got no points for partially or completely incorrect items. Acquired content-related knowledge was assessed at t2. Goal at... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.537 | 0.864 | ["management", "motivation", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332645 | [
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nging from 1 ( not at all achieved ) to 10 ( fully achieved ). Participants rated their degree of actual goal attainment (“As of right now, to what extent have you attained this goal?”) for up to three goals. Goal attainment was assessed at t0 and t2. To assess state procrastination , we used a 12-item subscale of the ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.524 | 0.852 | [] | 439 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332692 | [
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erman translation by Helmke and Schrader, 2000 ). The subscale measures state procrastination in terms of delay, concentration deficits, and lack of energy. Participants had to rate how frequently in the last week they had engaged in procrastination-related thoughts and behaviors (e.g., “Put off the completion of a tas... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.508 | 0.704 | [] | 449 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332738 | [
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was measured at t0 (α = 0.75) and t2 (α = 0.89). Mediator Variables The following mediators were measured during the intervention program (t1) between pre- and posttreatment 7 : Transactional and transformational leadership behaviors of the coach, trainer, or contact person were measured with an adapted version of the ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.628 | 0.834 | ["leadership", "philosophy"] | 433 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332792 | [
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; German translation by Felfe and Goihl, 2002 ). Transformational leadership behaviors (α = 0.93, 12 items, e.g., “The coach helped me find new ways to reach my goals”) and the transactional leadership behavior contingent reward (α = 0.83, 4 items, e.g., “The coach made it clear that I am responsible for attaining my g... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.626 | 0.698 | ["leadership", "war_conflict", "philosophy"] | 410 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332844 | [
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anging from 1 ( not at all ) to 5 ( frequently ). To assess participants’ perceptions of the degree to which their coach, trainer, or contact person supported autonomy , we used an adapted version of the Work Climate Questionnaire (WCQ, Baard et al., 2004 ). Participants answered 15 items (α = 0.90, e.g., “My coach lis... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.419 | 0.87 | [] | 433 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332889 | [
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ng from 1 ( not at all true ) to 7 ( very true ). Items were translated into German and back-translated into English by a native speaker to ensure accurate interpretation. The degree of participants’ perceived intrinsic motivation was assessed with a short intrinsic motivation scale (Kurzskala Intrinsischer Motivation,... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.533 | 0.88 | ["motivation", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.332945 | [
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on a 5-point scale from 1 ( not at all ) to 5 ( very much ). Results Effectiveness of Interventions To test the hypotheses on the effectiveness of individual coaching, self-coaching, and group training, the intervention programs were evaluated by comparing the degree of content-related knowledge and satisfaction at pos... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.602 | 0.852 | ["education"] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333005 | [
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rating of goal attainment and procrastination at posttreatment (t2) and pretreatment (t0). Significant main effects were followed up by post hoc comparisons using Fisher’s least significant difference test. Table 1 presents the means and standard deviations of the dependent variables at pretreatment (t0) and posttreatm... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.377 | 0.83 | [] | 449 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333055 | [
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(Time 0, Time 2) and mediator variables (Time 1). Study variable Condition Individual coaching Self-coaching Group training Control group M SD M SD M SD M SD Time 0 variables Goal attainment 2.91 1.44 3.15 1.57 2.81 1.42 3.19 2.06 Procrastination 2.70 0.46 2.70 0.38 2.57 0.46 2.65 0.68 Time 1 variables TFL 4.15 0.55 3.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.629 | 0.742 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333108 | [
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Time 2 variables Satisfaction 7.52 1.33 6.21 1.75 6.59 1.79 5.23 2.08 Content-related knowledge 2.90 1.29 2.75 2.17 4.30 1.65 – – Goal attainment 6.96 1.49 5.15 2.08 6.07 2.24 5.62 2.22 Procrastination 1.89 0.61 2.15 0.71 1.99 0.63 2.42 0.83 Open in a new tab TFL, transformational leadership behavior; TAL, transactiona... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.61 | 0.7 | ["leadership", "motivation", "education", "philosophy"] | 508 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333155 | [
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tential differences in the baseline measurements. One-way analyses of variance (ANOVAs) showed that the four groups were equivalent at baseline on actual state of goal attainment for the main goal, F (3,80) < 1, p = 0.847, η 2 = 0.01, and procrastination, F (3,80) < 1, p = 0.806, η 2 = 0.01. Satisfaction Hypothesis 1.1... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.547 | 0.708 | [] | 466 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333211 | [
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her than among participants in the control group. A one-way ANOVA revealed a significant effect of intervention on satisfaction, F (3,80) = 6.37, p = 0.001, η 2 = 0.019. Post hoc analyses indicated that participants’ satisfaction was significantly higher for individual coaching ( M = 7.52, SD = 1.33), p < 0.001, and gr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.449 | 0.738 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333262 | [
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ly higher compared to self-coaching ( p = 0.035). However, group training did not significantly differ from self-coaching ( p = 0.528), which partly supports Hypothesis 1.2. Content-Related Knowledge Hypothesis 2 posited that participants in the group training condition would achieve higher scores in a multiple-choice ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.434 | 0.836 | ["management", "decision_making", "motivation", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333312 | [
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oaching, self-coaching, and control group conditions. As only five multiple-choice tests were returned by the participants of the control group, their data could not be included in the analysis. In individual coaching, five cases were excluded due to missing values. A one-way ANOVA revealed a significant effect of inte... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.427 | 0.708 | ["decision_making", "ethics", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333370 | [
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e-choice test were significantly higher for participants receiving group training ( M = 4.30, SD = 1.65) compared to individual coaching ( M = 2.90, SD = 1.29), p = 0.006, and self-coaching ( M = 2.75, SD = 2.17), p = 0.010. There was no statistically significant difference between the individual coaching and self-coac... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.602 | 0.704 | ["decision_making", "education"] | 478 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333420 | [
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nt Participants set up to three individual goals. Their first goal represented the main goal and was well documented in all conditions. As not all participants set a second or third goal or, especially in the self-coaching and control group, documented changes of second or third order goals from t0 to t2, we could not ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.416 | 0.838 | [] | 428 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333467 | [
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nt progress was analyzed only for the first goal. 8 In Hypothesis 3.1 we stated that participants in the intervention groups would have higher goal attainment than participants in the control group. A one-way ANOVA revealed a significant effect of intervention on goal attainment for the main goal, F (3,80) = 2.79, p = ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.612 | 0.724 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333516 | [
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M = 4.04, SD = 1.74) compared to the control group ( M = 2.43, SD = 2.46), p = 0.025. The self-coaching ( M = 2.00, SD = 2.16, p = 0.607) and group training ( M = 3.22, SD = 2.73, p = 0.228) conditions did not significantly differ from the control group, thus partly supporting Hypothesis 3.1. Hypothesis 3.2 predicted t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.469 | 0.73 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333563 | [
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ng condition and Hypothesis 3.3 posited that participants in the group training condition would have higher goal attainment than participants in the self-coaching condition. The increase in goal attainment was higher for the individual coaching condition than for the self-coaching condition ( p = 0.014), but the group ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.602 | 0.838 | [] | 452 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333617 | [
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in the self-coaching condition (Hypothesis 4.3). Individual coaching did not significantly differ from the self-coaching ( p = 0.230) and group training conditions ( p = 0.193), and there was no statistically significant difference between the group training and self-coaching condition ( p = 0.888). These findings reje... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.651 | 0.694 | ["leadership", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333666 | [
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nd Effectiveness To test Hypothesis 5, that coaches’ transactional and transformational leadership behaviors would influence participants’ experiences and, in turn, that these experiences would explain the difference in the effectiveness of the intervention programs, we performed serial multiple mediation analyses with... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.619 | 0.83 | ["leadership", "philosophy", "war_conflict"] | 467 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333722 | [
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interval (95% BC CI) and 5,000 bootstrap samples. Transformational leadership behavior, transactional leadership behavior (contingent reward), perceived autonomy support, and intrinsic motivation were used as mediators. On the basis of previous results, we first employed Contrast A (individual coaching vs. self-coachin... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.639 | 0.822 | ["leadership", "motivation", "war_conflict", "philosophy"] | 461 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333776 | [
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ffects on the dependent variable goal attainment. Second, we employed Contrasts A and B (individual coaching vs. group training, self-coaching vs. group training as a covariate) as independent variables to examine the effects on the dependent variable satisfaction. Means and standard deviations of the mediator variable... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.411 | 0.706 | [] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333827 | [
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oal attainment for Contrast A, b = 2.04, SE = 0.80, t (60) = 2.55, p = 0.013. The effect was non-significant when the potential mediators transformational leadership behavior, perceived autonomy support, and intrinsic motivation were added to the prediction, b = 0.92, SE = 0.90, t (60) = 1.03, p = 0.308. For Contrast A... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.651 | 0.708 | ["leadership", "motivation", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333881 | [
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motivation was significant in a positive direction, b = 0.21, SE = 0.14, 95% BC CI [0.05, 0.72]. Moreover, the total effect of individual coaching on goal attainment for Contrast A was non-significant when the potential mediators transactional leadership behavior, perceived autonomy support, and intrinsic motivation we... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.645 | 0.708 | ["leadership", "motivation"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333932 | [
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hing via transactional leadership behavior, perceived autonomy support, and intrinsic motivation was significant in a positive direction, b = 0.10, SE = 0.07, 95% BC CI [0.02, 0.35]. Furthermore, the indirect effect of individual coaching via perceived autonomy support and intrinsic motivation was significant as well, ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.629 | 0.684 | ["leadership", "motivation"] | 416 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.333983 | [
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r the path coefficients see Figure 3 ). FIGURE 3. Open in a new tab The effect of intervention group on goal attainment via coaching behaviors (transformational or transactional leadership behavior) and coachee experiences (perceived autonomy support and intrinsic motivation). † p < 0.10, ∗ p < 0.05, ∗∗ p < 0.01, ∗∗∗ p... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.625 | 0.724 | ["leadership", "motivation", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.334036 | [
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SE = 0.56, t (60) = 2.31, p = 0.024, and Contrast B, b = 0.93, SE = 0.46, t (60) = 2.01, p = 0.049. The effects for both contrasts were non-significant when the potential mediators transformational leadership behavior, perceived autonomy support, and intrinsic motivation were added to the prediction, b = -0.25, SE = 0.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.643 | 0.736 | ["leadership", "philosophy", "motivation"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.334092 | [
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ndividual coaching via transformational leadership behavior, perceived autonomy support, and intrinsic motivation was significant in a positive direction, b = 0.36, SE = 0.16, 95% BC CI [0.16, 0.95] and b = 0.21, SE = 0.09, 95% BC CI [0.08, 0.49]. Moreover, the total effect of individual coaching on satisfaction was no... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.641 | 0.704 | ["leadership", "motivation", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.334390 | [
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ivation were added to the prediction, b = -0.24, SE = 0.39, t (60) = -0.61, p = 0.550 and b = 0.09, SE = 0.30, t (60) = 0.28, p = 0.777. For Contrasts A and B, the bootstrapped indirect effect of individual coaching via transactional leadership behavior, perceived autonomy support, and intrinsic motivation was signific... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.644 | 0.718 | ["leadership", "motivation"] | 441 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.334508 | [
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and b = 0.09, SE = 0.06, 95% BC CI [0.00, 0.27]. Furthermore, the indirect effect of individual coaching via perceived autonomy support and intrinsic motivation was significant, as well, for Contrast A, b = 0.38, SE = 0.19, 95% BC CI [0.11, 0.87] and Contrast B, b = 0.23, SE = 0.14, 95% BC CI [0.02, 0.61] (for path coe... | https://pmc.ncbi.nlm.nih.gov/articles/PMC4853380/ | Comparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.612 | 0.708 | ["motivation"] | 411 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.334586 | [
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017) [ 55 ] Tried to understand the attributes perceived as important for identifying skilled youth performance in soccer in Australia Modified Delphi method with initial interview and two rounds of questionnaires Modified Delphi method N = 20 coaches Sport, talent identification soccer (Australia) Recruiters perceived... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.577 | 0.664 | ["philosophy", "interview"] | 412 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578244 | [
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tors) and ( n = 40 venture capitalists) Business, entrepreneurship early-stage financing (24 European countries) Early-stage investors prioritised competence and cooperativeness, with coachability being particularly valued. Entrepreneurs who signalled both traits, especially coachability, enhanced their perceived fundi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.581 | 0.792 | ["education"] | 405 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578484 | [
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Sports Med . 2025 Jul 12;55(9):2147–2189. doi: 10.1007/s40279-025-02267-6 Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components Stephen MacGabhann Stephen MacGabhann 1 Faculty of Health, Research Institute for Sport and Exercise, University of... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.62 | 0.85 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578560 | [
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3 , Phillip Newman Phillip Newman 1 Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT Australia Find articles by Phillip Newman 1 , Jeremy Witchalls Jeremy Witchalls 1 Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT Au... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.534 | 0.71 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578638 | [
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Find articles by Rebecca Dowse 3 , Gordon Waddington Gordon Waddington 1 Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT Australia Find articles by Gordon Waddington 1 , Stephen Cobley Stephen Cobley 2 Discipline of Exercise and Sport Science, School of Health Science... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.524 | 0.706 | ["education", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578721 | [
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Cobley 2, ✉ Author information Article notes Copyright and License information 1 Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT Australia 2 Discipline of Exercise and Sport Science, School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.513 | 0.702 | ["education", "philosophy"] | 506 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578792 | [
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ng author. Accepted 2025 Jun 13; Issue date 2025. © The Author(s) 2025 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the origina... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.511 | 0.836 | ["innovation", "philosophy"] | 430 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578853 | [
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in permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . PMC Copyright notice PMCID: PMC12476389 PMID: 40650865 Abstract Background As an inter-individual psychological and behavioural construct, coachability is hypothesised to be a fundamenta... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.624 | 0.804 | ["education", "innovation", "philosophy"] | 419 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.578922 | [
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ent within sport, business and education domains. Despite its perceived importance, consensus on a precise definition and its exact dimensional components has yet to be established. Objectives This systematic review aimed to: (1) establish consensus on a common definition and (2) identify consistent constituent compone... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.448 | 0.844 | ["education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579039 | [
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ey literature) from sources spanning 5 decades were identified. Results Findings revealed variable definitions of coachability that evolved with respective theoretical and investigatory paradigm shifts. Nonetheless, throughout, coachability was consistently considered a multi-component construct. Literature supported t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.6 | 0.824 | ["philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579119 | [
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rcoming setbacks ; Feedback seeking ; Feedback receptivity ; and Feedback implementation. For each component, evidence illustrating psychological and behavioural features resonating with higher and lower component presence was identified. Identified components were also validated through independent interviews with spo... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.555 | 0.824 | ["interview"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579185 | [
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individual’s willingness and ability to seek, receive and act upon constructive feedback to persistently foster self-development and enhance performance in a given domain . Conclusions Given the limited assessments, methodologies and instruments available, research is recommended to refine and validate assessment instr... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.63 | 0.822 | ["networking", "philosophy"] | 510 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579310 | [
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ility optimisation strategies to benefit personal development within domain contexts. Key Points Coachability is defined as an individual’s willingness and ability to seek, receive and act upon constructive feedback to foster self-development and enhance performance across sport, business and educational domains. Six c... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.441 | 0.826 | ["philosophy", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579451 | [
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in Overcoming Setbacks, Feedback Seeking, Feedback Receptivity and Feedback Implementation. As a multi-component construct, coachability has potential explanatory value in accounting for cognitive and behavioural individual differences associated with (sub-)optimal learning and development outcomes across multiple doma... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.437 | 0.82 | ["education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579575 | [
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alidate coachability components and explore its optimisation for learning and performance outcomes. Open in a new tab Introduction A Brief Historical Background In their seminal text “Problem Athletes and How to Handle Them”, Ogilvie and Tutko [ 1 ] introduced ‘coachability’ to the vernacular of the sport psychology an... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.634 | 0.842 | ["motivation", "education", "philosophy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579641 | [
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onses and motivation-driven behaviours, Ogilvie and Tutko [ 1 ] proposed coachability as a psychological construct capable of elucidating and interpreting observable variations in athletic behaviour and accomplishment: “One of the most critical qualities for achieving greatness in athletic pursuits. Those who are deeme... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.623 | 0.844 | ["motivation", "career", "rhetoric"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579704 | [
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contention that less successful athletes failed to acquire or consistently demonstrate desirable coachability owing to the presence of three types of psycho-social barriers. These ranged from acute emotions to more enduring sub-conscious factors, including forms of psychological inhibition, psycho-social problems or pa... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.422 | 0.802 | ["philosophy"] | 416 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579765 | [
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ed athletic cognitive and behavioural engagement. Despite Ogilvie and Tutko’s introduction, possibly because of being considered as more a personality-driven individual character difference [ 2 ], coachability received limited immediate attention from researchers, although practical sports coaching interest was somewha... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.548 | 0.832 | ["economy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579820 | [
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ietal and technology/industry organisational changes, research interest began to increase in the late 1990s to early 2000s. Importantly, coachability came to be viewed as a set of acquired competencies. Competencies were identified as being observable behavioural actions, with an underlying assumption of being malleabl... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.42 | 0.84 | ["economy"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579867 | [
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ing psychological functioning, including cognitive beliefs or attitudes as well as attentional, motivational and emotional control capabilities. Capability within each underlying competency was subsequently viewed as contributing toward an individual’s responsiveness to coaching instructions or social exchanges. How ha... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.455 | 0.828 | ["motivation", "war_conflict"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579919 | [
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the last 20 years, coachability has been described as an individual difference construct, with possibly multi-dimensional components, including a general positive attitude and openness toward receiving instruction [ 8 , 9 ], being accepting and integrating feedback [ 10 ], being engaged, committed and willing in the le... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.549 | 0.706 | ["war_conflict", "education"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.579973 | [
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hing advice/instruction to improve personal performance [ 9 , 11 , 14 ]. However, across and within related studies, coachability and underlying competencies were either examined exploratorily, were not the primary focus of investigation, were not consistently assessed using similar or standardised methodologies, and a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.47 | 0.832 | ["philosophy"] | 461 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580025 | [
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successful athletic performance [ 8 , 10 , 15 ]. Given the potential relevance of underlying coachability competencies to learning and performance, it is perhaps unsurprising that business and industry-related research interests have expanded. Within business management coaching, [ 16 ] it was suggested that individual... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.635 | 0.84 | ["philosophy", "management", "economy", "education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580075 | [
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g a desire to improve, being lifelong learners) with corresponding characteristics. Subsequently, several similar coachability-associated competencies seem to have been emphasised (e.g. willingness and capability to seek, receive and act upon feedback to enhance performance) as demonstrating high coachability. These co... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.458 | 0.832 | ["philosophy", "networking"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580127 | [
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17 ], employee commitment and pro-organisational behaviour [ 18 ], entrepreneurship [ 19 , 20 ], investor decision making [ 21 , 22 ], leadership effectiveness [ 23 ] and sales performance [ 24 ]. Why is Interest in Coachability Growing? In sport, re-emerging interest in coachability has likely grown hand-in-hand with ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.47 | 0.86 | ["leadership", "philosophy", "decision_making", "career"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580180 | [
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ng the factors leading to high achievement and the ability to identify individuals who demonstrate high responsiveness to such demands [ 28 , 29 ]. Similarly, understanding the individual factors and processes (e.g. coaching relationships) that contribute to maintaining overall mental health and well-being in highly de... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.597 | 0.85 | ["leadership", "networking"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580247 | [
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tematically develop both specific sport task-related physical and physiological capacities, but also a wide range of biomechanical, cognitive and psychological skills that underpin performance within the time frames available for such programmes [ 33 , 34 ]. Consequently, if athletes do not exhibit the characteristic b... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.475 | 0.84 | ["philosophy", "leadership", "negotiation"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580296 | [
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b-optimal or compromised, leading to potential performance, selection or contract loss for the athlete, alongside financial costs and resource allocation inefficiencies for the organisation [ 35 , 36 ]. Within business and educational settings, changes in technology, organisational and working practices have also led t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.578 | 0.83 | ["leadership", "negotiation", "education", "philosophy"] | 444 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580348 | [
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d productive in dynamic environments [ 37 , 38 ]. As a result, an increased emphasis on personal and professional skill development to meet evolving technology, market trends and job task demands has occurred [ 39 , 40 ]. Thus, at an individual level, in recruitment, performance evaluations and training programme situa... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.489 | 0.85 | ["career", "philosophy"] | 485 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580399 | [
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nstrate responsiveness have become highly valued. Consequently, the literature in business and educational training now more explicitly considers coachability and associated constructs [ 41 ]. Systematic Review Rationale and Aims Coachability has received widespread recognition in several domains, yet a consensus upon ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.515 | 0.824 | ["education"] | 480 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580449 | [
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mpirical investigation and practical utilisation. Whilst likely understood as a multi-dimensional psychological and behavioural construct, the exact compositional nature of component dimensions also remains to be cohesively identified. The purpose of this systematic review was to (Aim 1) establish a consensus and a com... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.57 | 0.808 | ["philosophy"] | 414 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580504 | [
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entify constituent sub-component characteristics. By analysing the framing, definition and examination of coachability across various domains, this review sought to develop a more comprehensive understanding, identify research gaps and limitations, and thereby establish a foundation for future research and practical ap... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.591 | 0.812 | ["resume"] | 457 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580557 | [
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was synthesised using systematic review methods. The review was registered with PROSPERO (Reg No.: CRD42023495817) and used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses [ 42 ]. All study screening procedures were performed using Covidence systematic review management software (Covidence, 2020)... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.484 | 0.84 | ["management", "war_conflict", "education", "philosophy"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580609 | [
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opus, SPORTDiscus and Web of Science from 1966 until 31 May 2024. The search process was completed between December 2023 and May 2024. Keyword associated with the construct of interest was: coachab*. the population keywords were: athlete* AND/OR sportsperson* AND/OR student* AND/OR employee* AND/OR entrepreneur* AND/OR... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.566 | 0.832 | ["education"] | 478 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580671 | [
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elite sport* AND/OR education* AND/OR business*. following an initial search, authors (SMG, SC) removed duplicates and screened titles/abstracts. Then full-text studies were independently assessed for final review eligibility (by SMG, SC), with no uncertainty when aligned with inclusion or exclusion criteria. Inclusion... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.37 | 0.84 | ["education"] | 511 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580765 | [
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tative) and were published in a peer-reviewed journal between 1966 and January 2024 (inclusive); (ii) ‘grey literature’ such as dissertations and books between 1966 and January 2024 (inclusive); (iii) explicitly stated examination of coachability; (iv) examined coachability sub-component dimensions within sport, busine... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.512 | 0.834 | ["education"] | 496 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580844 | [
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f engagement in sport context were included (i.e. recreational to international levels). For business contexts, studies encompassing the examination of the current workforce were included; while in educational contexts, studies conducted at the secondary level and above (i.e. age 12 + years) were considered. Studies co... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.374 | 0.674 | ["career", "education"] | 439 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580897 | [
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c or post-working career settings, were excluded. Data Extraction Aligned with PROSPERO guidelines and the study’s aims, consistent information was extracted and entered into a summary table (see Table 1 ). Information extracted included: author(s) names; year of publication; study purpose(s)/aim(s); participant charac... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.338 | 0.832 | ["education", "philosophy", "career"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.580956 | [
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ction methods); study context examined (sport, education, business) and key summary findings (see Table 1 ). For Aims 1 and 2 , where a definition of coachability and/or coachability sub-components were discussed or examined within included studies, such information was also synthesised (see Table 2 ). Identified studi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.599 | 0.854 | ["philosophy", "education"] | 506 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.581009 | [
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ny discrepancy on information extracted. Table 1. Summary of study characteristics from a systematic review of identified studies Study Study purpose(s)/aim(s) Data collection methods Research design Participant characteristics Context examined Summary of main findings Ogilvie and Tutko (1966) [ 1 ] Book chapter focuse... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.578 | 0.844 | ["education", "philosophy"] | 503 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.581060 | [
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result from athlete uniqueness and individuality. Three personalities emerged of non-neurotic athletes who present coaching problems (i) lack of trust for authority, (ii) need for freedom and (iii) 'self-direction Ogilvie and Tutko (1968) [ 43 ] Examined the effects of high-level competition on personality traits N/A T... | https://pmc.ncbi.nlm.nih.gov/articles/PMC12476389/ | Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its Constituent Components - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.596 | 0.692 | ["social_justice", "family"] | 512 | Leader as Coach Developing Others | topic | 2026-03-27T02:00:13.581112 | [
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0.... |
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