Effects of E-Coaching self-management model on health behavior change in perimenopausal women / 中华健康管理学杂志

Objective:To analyze the influence of E-Coaching self-management model on health behavior change in perimenopausal women.Methods:In this randomized controlled trial, 230 perimenopausal women who participated in health management prograam in the Health Management Center of Hangzhou Wuyunshan Hospital from January 2020 to October 2021 were selected as study objects by convenience sampling method. The subjects were divided into the experimental group and the control group with random number table (115 cases in each group). The experimental group was managed by health coaches with E-Coaching self-management model, and the control group was routinely managed by health managers. The intervention lasted for 6 months. Finally, 29 cases were lost to follow-up due to the failure of the subjects to comply with protocol requirements or voluntary withdrawal. So, a total of 201 subjects were included in the analysis (107 cases in the experimental group and 94 cases in the control group). χ2 test and t test were used to analyze the differences in modified Kupperman symptom score, perimenopausal knowledge and belief, regular exercise and dietary healthy behavior stage between the two groups. And the influence of E-Coaching self-management model on health behavior change in perimenopausal women was analyzed too. Results:After the intervention, the total score of modified Kupperman scale and the scores of insomnia, anxiety and fatigue in the experimental group were all lower than those in the control group [(7.36±2.91) vs (10.01±2.78) points, (0.49±1.13) vs (1.27±1.20) points, (0.80±0.99) vs (1.68±1.39) points, (0.67±0.55) vs (0.93±0.64) points]( t=6.553, 4.785, 5.219, 3.013, all P<0.05); and the total score of knowledge and belief questionnaire and the score of knowledge or belief dimension in the experimental group were significantly higher than those in control group [(25.15±1.55) vs (21.05±1.64) points, (9.61±0.56) vs (9.03±0.68) points, (15.54±1.53) vs (12.02±1.28) points] ( t=-18.238, -6.570, -17.801, all P<0.05). After the intervention, the proportions of the experimental group in the precontemplation and contemplation stage of exercise and diet were both significantly lower than those before intervention ( χ2=116.616, 139.964, both P<0.001), and were lower than those in the control group (the proportion of precontemplation stage of exercise was 7.5% vs 38.3%, and the contemplation stage of exercise was 26.2% vs 34.0%, χ2=38.330; the proportion of precontemplation stage of diet was 3.7% vs 23.4%, and the contemplation stage of diet was 18.7% vs 29.8%, χ2=25.399; all P<0.001). After the intervention, the proportion of the subjects in the preparation stage and action stage the experimental group were significantly higher than those before intervention ( χ2=116.616, 139.964, both P<0.001), and were higher than those in the control group (the proportion in preparation stage of exercise 18.7% vs 8.5%, and the action stage of exercise 47.7% vs 19.1%, χ2=38.330; the proportion in preparation stage of diet 20.6% vs 14.9%, and the action stage of diet 57.0% vs 31.9%, χ2=25.399; all P<0.001). Conclusion:E-Coaching self-management model can improve women′s perimenopausal symptoms in certain degrees, it improves their understanding of perimenopausal knowledge, enhances self-management beliefs and promotes healthy behavior changes.

Processos de reflexividade dos psicólogos do esporte e coaches: um estudo fenomenológico / Reflexivity processes of sport psychologists and coaches: a phenomenological study / Procesos de reflexividad de psicólogos del deporte y coaches: un estudio fenomenológico

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)

The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)

El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)

Gender inequality in table tennis: an analysis of women coaches in certification courses

Abstract Aim: This study aimed to investigate the presence of women coaches in table tennis certification courses carried out by national and international federations. Methods: We carried out an analysis on documents extracted from the official websites of the Brazilian Table Tennis Confederation (CBTM) and the International Table Tennis Federation (ITTF). Those documents presented the certificated coaches by each organization. We also collected information about the location of the coach according to the five macro-regions of Brazil. Results: We found a greater frequency of men (89.3%) compared to women (10.7%) in ITTF courses and, in Brazil, we also found a higher rate of men (83.7%) compared to women (16.3%) certified by CBTM. We found no increase in women's participation in ITFF courses over the years. In both national and international courses, most of the women coaches (international = 36%; national = 46.4%) were from the Southeast, while few women coaches were found in the Northeast and North. Conclusion: The findings of our study reveal that the training process of table tennis coaches is still mostly occupied by men. We also found a discrepancy between the macro-regions of the country where most women coaches are from the Southeast. CBTM managed to almost double the women's representation among coaches (from 10.7% to 16%) due to the policy that has been adopted in an attempt to increase the number of women in the sport. We highlight the importance of gender equality policies to improve women coaches' participation in table tennis.

Coaching Comunicativo Grupal en Adultos Mayores para el Envejecimiento Saludable / Communicative Group Coaching in Older Adults to Promoting Positive Ageing

El coaching es un proceso de acompañamiento de personas para el cumplimiento de sus metas y desarrollo de habilidades, entre ellas la comunicación, como indicador de calidad de vida y de socialización. Se decidió, por lo tanto, realizar la aplicación de un programa de coaching comunicativo grupal para determinar, objetivamente, las mejoras que se producirían en un grupo de personas mayores. Objetivo: Se planteó como objetivo general desarrollar un programa de coaching comunicativo grupal para favorecer el envejecimiento saludable en un grupo de personas mayores de un centro comunitario de la Región Metropolitana de Santiago de Chile. Metodología: El estudio fue de carácter cuantitativo, cuasiexperimental, exploratorio y longitudinal realizándose durante los meses de enero y febrero de 2020. Se trabajó con 6 personas mayores a quienes se les aplicó inicialmente el cuestionario WHO-QOL (Urzúa & Navarrete, 2013), que mide calidad de vida en las personas mayores, con un eje comunicativo, realizándose posteriormente 6 sesiones de coaching comunicativo grupal. Al finalizar el proceso, se realizó la reaplicación del mencionado cuestionario. Resultados: Al comparar los resultados de pre y post evaluación con WHO-QOL, se obtuvieron resultados estadísticamente significativos en todas las esferas, en particular de los parámetros de salud psicológica y relaciones sociales. Con todo lo anterior, se releva la importancia de contar con nuevas herramientas en el trabajo con personas mayores, en particular el trabajo del fonoaudiólogo coach que, al acompañar procesos de calidad de vida desde la comunicación, ayudará a potenciar el envejecimiento saludable

Coaching is the process of accompaniment of people to fulfill their goals and develop skills including communication, as an indicator of quality of life and socialization. Aim: It was therefore decided to carry out a group coaching program to determine, objectively, the improvements that would occur with the use of coaching. It was generally aimed at determining the effect of group coaching on the perception of quality of life and healthy aging in a group of older people. In addition, they set out as specific objectives: to identify the quality-of-life factors of a group of elderly people using the WHO-QOL instrument; apply a group coaching program, aimed at healthy aging, to a group of elderly people and contrast the quality of life factors of a group of elderly people through the WHO-QOL instrument, following the development of the coaching program group, relative to the initial application. Methodology: The study was descriptive, non-experimental and transectional during the months of April and May 2019. It worked with 6 elderly people belonging to the community center of Parque los Reyes, in the commune of Santiago de Chile. They were initially given the WHO-QOL questionnaire, which measures quality of life in the elderly, and then 6 group coaching sessions with that same group. Consequently, at the end of the process, the said questionnaire was reapplied. Results: When comparing pre ­ and post-evaluation results with WHO-QOL, statistically meaning results were obtained, from the psychological health and ambient parameters, which are measured by the questionnaire. With all of the above, the importance of having new tools in working with older people is replayed, in particular the work of the coach speech therapist who, by accompanying quality of life processes from communication, will help promote healthy aging.

Coaching profissional versus coaching vocal: similaridades e diferenças / Professional coaching versus vocal coaching: similarities and differences

RESUMO Objetivo essa Comunicação Breve descreve coaching/coach profissional e faz um contraponto com o coaching/coach vocal. O objetivo desse artigo é trazer clareza nessas duas apresentações de coaching, contribuindo para o uso correto e diferencial dos termos em questão. Método seis professores de um curso de pós-graduação, fonoaudiólogos e/ou coaches profissionais e/ou coaches vocais reuniram-se e compartilharam suas percepções e experiências em coaching profissional ou vocal e no ensino de estratégias de coaching para profissionais que atuam na área da voz. Um quadro de semelhanças e diferenças entre as duas atribuições, tanto quando ao processo de intervenção como quanto à formação profissional. Resultados seis aspectos fundamentais foram identificados para caracterizar as apresentações de coaching profissional e vocal: credencial, atuação, processo, conhecimento básico, parceria para resultados e título profissional. Conclusão o coaching profissional é um processo estruturado que exige formação certificada, com indivíduos credenciados por associações qualificadas e tem como objetivo facilitar mudanças positivas na vida dos clientes, melhorando a qualidade do pensamento para desenvolvimento de habilidades pessoais e profissionais. Já o coaching vocal é uma função não estruturada, que não exige formação certificada, podendo ser desenvolvida por diversos profissionais da saúde ou pedagogia vocal, com o objetivo de melhorar a performance vocal e/ou comunicativa de indivíduos usuários de voz artística ou não artística, cantada ou falada. Particularmente, quanto ao coaching vocal, sugere-se a manutenção da identificação profissional pela formação acadêmica ou atuação profissional de base, acrescentando-se o termo coach vocal, como qualificador.

ABSTRACT Purpose This Brief Communication describes the professional coaching/coach counterpointed by the vocal coaching/coach. The aim is to introduce and explain these two coaching perspectives for a correct and specific use of the terms. Methods Six undergraduate professors, speech language pathologists - SLP and/or professional coaches and/or vocal coaches met and shared their perceptions and experiences in professional or vocal coaching and in teaching coaching strategies to professionals working in the voice field. A chart was set encompassing the similarities and differences between the two attributions, both in terms of the intervention process and professional training. Results Six fundamental aspects were identified to characterize the two coaching presentations, both professional and vocal, namely: credentials, performance, process, basic knowledge, partnership for results, and professional title. Conclusion Professional coaching involved a structured process that requires certified training with individuals accredited by qualified associations aiming to facilitate positive changes in clients' lives and improve for the understanding of how personal and professional skills are developed. Conversely, vocal coaching can be characterized as an unstructured function that does not require accredited training, executable by various health or vocal pedagogy professionals for improving voice and/or communicative performance of artistic or non-artistic individuals , sung or spoken voice users. Particularly regarding vocal coaching, it is suggested that the professional is identified throughout the academic training or basic professional performance, thus adding the term vocal coach as a qualifier.

17. Coaching and Medical Professionalism Education / 医学教育

Coaching is considered a systematised method of training high-performing athletes and musicians and is characterised by the provision of interpersonal support through interactive dialogue towards set goals. The word “coach” can be traced back to 15th century Europe when the town of Kocs in Hungary produced high-quality four-wheeled carriages that were used in many places, and the word “coach” came to mean a carriage. The word coach is also said to have come to be used to refer to the interpersonal support techniques used to transport important people and their belongings to their destinations. Coaching has since been widely adopted in the business world in Europe and the USA and began to spread in Japan in the late 1990s. In the medical world, literature on coaching has increased since around 2000, and coaching is now used in medical communication, hospital management and medical education. In this series of articles, examples of the introduction of coaching into professionalism education will be introduced from two perspectives: coaching for individuals and coaching for medical teams.

How to Give Effective Feedback that Encourages Reflection Using Elements of Coaching: Introduction and Japanese Translation of the R2C2 Model / 医学教育

To improve resident performance in clinical practice, the R2C2 model was developed for supervisors who need to guide their residents’ reflection. It consists of four stages: Relationship building, exploring Reactions, exploring Content, and Coaching. It has been shown to effectively engage residents in reflective, goal-oriented discussions and in developing a Learning Change Plan with their supervisors. This paper introduces the Japanese translated version of the model and the evidence of its use.

Coaching interno: do discurso gerencialista ao sequestro da subjetividade / Internal coaching: from managerial discourse to subjectivity kidnaping

Este artigo analisa como a instrumentalização do coaching pelas organizações, enquanto prática gerencial, propicia a reprodução de preceitos gerencialistas que se alinham ao sequestro da subjetividade do trabalhador. Para tal, efetuaram-se entrevistas semiestruturadas com 11 gestores que conduziam tal intervenção no ambiente de trabalho. A interpretação dos dados fundamenta-se na Análise Crítica do Discurso, textualmente orientada. Embora o coaching no trabalho suscite reflexividade, tal prática encontra-se a serviço do ideal gerencialista, reafirmando o ideário social de culto ao desempenho, que propaga auto (e alta) responsabilização individual. O paradoxo é que a subjetividade - hiper solicitada para dar lugar a uma "subjetividade realizadora" - foi representada discursivamente como entrave ao desenvolvimento pessoal, o qual é indissociado de anseios organizacionais. Por fim, discute-se o papel da resistência no bojo do referido processo de intervenção.

This article analyzes how the instrumentalization of coaching by organizations, as a managerial practice, provides the reproduction of managerial precepts that are in line with the kidnapping of the worker's subjectivity. To this end, semi-structured interviews were carried out with 11 managers who conducted such intervention in the workplace. Data interpretation is based on the textual oriented Critical Discourse Analysis. Although coaching at work raises reflexivity, such pratice is at the service of the managerial ideal, reaffirming the social ideal of performance worship, which propagates individual self (and high) responsibility. The paradox is that subjectivity - hyper-requested to give way to a "fulfilling subjectivity" - was represented discursively as an obstacle to personal development, which is inseparable from organizational concerns. Finally, the role of resistance within the aforementioned intervention is discussed.

Por um refinamento dos saberes disponíveis: Dimensões para a articulação das Filosofias de Treinadores / For a refinement of available knowledge: Dimensions for an articulation of Coaching Philosophies / Para un refinamiento de los saberes disponibles: Dimensiones para la articulación de las Filosofías de Entrenadores

Em certa medida, está suficientemente claro na literatura que a articulação das filosofias de treinadores é uma tarefa a priori, que antecede e sustenta a prática. Da mesma forma, também está posto que articular filosofias claras e definitivas seria um elemento imprescindível na prática de treinadores. Neste texto, a partir de um outro olhar do termo experiência, mais precisamente a partir do filósofo e pedagogo espanhol Jorge Larrosa, pretende-se não apenas questionar os dois pressupostos como ultrapassá-los de alguma forma, apresentando sete dimensões práticas: abertura, coerência, incompletude, paixão, pluralidade, realismo, subjetividade, a partir das quais se podem articular as filosofias de treinadores, por um outro olhar da experiência. Dessa forma, talvez seja possível tornar o processo de articulação de filosofias não apenas mais palpável, como também mais humano (AU).

To some extent, it is clear enough in the literature that the articulation of Coaching Philosophies is an a priori task, which precedes and sustains practice. Likewise, it is also clear that articulating clear and definitive philosophies would be an essential element in coaches' practice. In this text, from another perspective of the term experience, more precisely from the Spanish philosopher and pedagogue Jorge Larrosa, it is intended not only to question the two assumptions but to overcome them in some way, presenting seven practical dimensions - openness, coherence, incompleteness, passion, plurality, realism, subjectivity: from which Coaching Philosophies can be articulated, from another perspective of experience. In this way, it may be possible to make the process of articulating philosophies not only more palpable, but also more human (AU)

Hasta cierto punto, está bastante claro en la literatura que la articulación de las filosofías de los entrenadores es una tarea a priori, que precede y sostiene la práctica. Asimismo, también está claro que articular filosofías claras y definitivas sería un elemento esencial en la práctica de los entrenadores. En este texto, desde otra perspectiva del término experiencia, más precisamente del filósofo y pedagogo español Jorge Larrosa, se pretende no solo cuestionar los dos supuestos sino superarlos de alguna manera, presentando siete dimensiones prácticas: apertura, coherencia, incompletitud, pasión, pluralidad, realismo, subjetividad, desde donde se pueden articular las filosofías de los entrenadores, desde otra perspectiva de la experiencia. De esta forma, puede ser posible hacer que el proceso de articulación de filosofías no solo sea más palpable, sino también más humano (AU).

Caracterização do perfil de profissionais atuantes em processos de coaching e o trabalho em comunicação / Characterization of the profile of professionals working in communication and coaching processes / Caracterización del perfil de los profesionales que trabajan en el área de la comunicación en

Introdução: o método coaching é utilizado sob diferentes modalidades e ambientes, mostrando efetividade. Constituído por diversas estratégias e conteúdos, um dos temas principais de seus programas de treinamento é a comunicação, pilar dos comportamentos e atitudes sociais adequados e eficientes. Vários profissionais, entre eles o fonoaudiólogo, participam de modo ativo deste processo. Objetivo: identificar e descrever o perfil de 21 profissionais que participam de processos de coaching em trabalho com a comunicação. Método: estudo descritivo, realizado por meio da aplicação de um questionário elaborado com questões abertas e fechadas, visando ao levantamento dos conteúdos relativos à formação do profissional, áreas de atuação, a formação em coaching, a presença de um instrutor-fonoaudiólogo em cursos de especialização, temas sobre comunicação incluídos nos planos de cursos de formação, itens da prática em comunicação e lugar de inserção profissional. Análise descritiva simples por porcentagem. Resultados: são profissionais com diferentes formações originais complementadas pela formação específica em coaching, com atuação prática em diferentes nichos; os conteúdos trabalhados nesta formação visam à adequação e controle do comportamento, emoções e, principalmente, da comunicação, sobretudo em estratégias de assertividade, não violência e expressividade, sem instrutores-tutores com formação original em fonoaudiologia. Conclusão: pesquisas sobre este tema são importantes e necessárias, pois indicam a especificidade das atuações profissionais em processos de coaching, entre eles o fonoaudiólogo.

Introduction: The coaching method has shown effectiveness when applied on different modalities and environments. Consisting of different strategies and content, communication is one of the main topics of its training programs, which is a pillar of appropriate and efficient social behaviors and attitudes. Several professionals actively participate in this process, including the Speech-language Pathologist. Objective: To identify and describe the profile of 21 professionals working in coaching processes with a focus on communication. Method: This was a descriptive study carried out through the application of a questionnaire prepared with open and closed questions, in order to survey the contents related to professional training, areas of expertise, training in coaching, the presence of an instructor-speech-language pathologist in training courses, topics on communication included in the training course plans, items of practice in communication and place of professional insertion. Simple descriptive analysis by percentage. Results: The study included professionals with different original backgrounds complemented by specific coaching training, with practical experience in different niches. The contents addressed in this training aim at the adequacy and control of behavior, emotions and, mainly, communication, especially in assertiveness strategies, non-violence and expressiveness, with no instructor-tutors with original training in speech-language pathology,. Conclusion: Further research on this topic is important and necessary, as they promote the specificities of professional activities in coaching processes, including the speech-language pathologists.

Introducción: el método coaching es utilizado bajo diferentes modalidades y entornos, mostrando efectividad. Integrado por diferentes estrategias y contenidos, uno de los ejes temáticos de sus programas de formación es la comunicación, pilar de las conductas y actitudes sociales adecuadas y eficientes. Muchos profesionales, incluso el logopeda, participan activamente en este proceso. Objetivo: identificar y describir el perfil de 21 profesionales que participan en procesos de coaching en el trabajo con la comunicación. Método: estudio descriptivo, realizado mediante la aplicación de un cuestionario elaborado con preguntas abiertas y cerradas, con el objetivo de revelar los contenidos relacionados a la formación profesional, áreas de especialización, formación en coaching, la presencia de un instructor logopeda en cursos de especialización, temas sobre comunicación incluidos en los planes de cursos de formación, prácticas de la comunicación y lugar de inserción profesional. Análisis descriptivo simple por porcentaje. Resultados: son profesionales con diferentes formaciones originales complementadas por la formación específica en coaching, con experiencia práctica en diferentes nichos, los contenidos trabajados en esta formación tienen como objetivo la adecuación y control del comportamiento, las emociones y, principalmente, la comunicación, especialmente en estrategias de asertividad, no violencia y expresividad, sin instructores-tutores con formación original en terapia del lenguaje. Conclusión: investigaciones sobre este tema son importantes y necesarias, ya que indican la especificidad de las actividades profesionales en los procesos de coaching, incluido el logopeda.

¿Qué es la Medicina del Estilo de Vida y por qué la necesitamos? / What is Lifestyle Medicine and why do we need it?

Medicina del Estilo de Vida (MEV), se define como la práctica basada en la evidencia, de asistir a individuos y familias en la adopción y mantención de conductas que mejoran la salud y calidad de vida, tales como alimentación saludable, realización de actividad física periódica, sueño reparador, manejo del estrés, cese del uso de sustancias tóxicas y una sólida red de apoyo social. Esta disciplina de la medicina, ha demostrado ser efectiva en la prevención, manejo y a veces reversión de las patologías que conllevan la mayor morbimortalidad global, tales como hipertensión arterial, diabetes mellitus tipo 2, enfermedad coronaria y obesidad. Es más, se estima que el 80% de las enfermedades crónicas no transmisibles podrían prevenirse llevando un estilo de vida más saludable. Ciertas barreras estructurales han hecho que la incorporación de la MEV en las mallas curriculares universitarias y establecimientos de salud sea más lenta de lo esperado, sin embargo, cada vez son más las instituciones académicas y prestadoras de salud que adoptan los principios de la MEV, y la aparición de sociedades médicas relacionadas a esta disciplina en casi todos los continentes, están acelerando el paso hacia una medicina más focalizada en tratar las causas de la enfermedad, en lugar de centrarse en lo sintomático

Lifestyle Medicine (LM) is the evidence based practice of assisting individuals and families to adopt and sustain behaviors that can improve health and quality of life. These include healthy diet, participating in regular physical activity, having good quality sleep, managing stress, avoiding risky substance abuse and building strong social connections. LM has demonstrated its effectiveness at preventing, managing and sometimes reversing the diseases that globally carry the biggest morbidity and mortality burden, such as hypertension, type 2 diabetes mellitus, coronary artery disease and obesity. More so, it is estimated that 80% of non-communicable chronic diseases could be avoided by living a healthier lifestyle. Certain structural barriers have made LM's incorporation into the medical curriculum and clinical practice slower than expected, however, more and more academic institutions and healthcare providers are adopting LM's principles. The appearance of medical associations related to this discipline in almost every continent is accelerating the pace towards a medicine that is more centered on the root-causes of disease, rather than focusing on symptoms

Longitudinal study of health and wellness coaching on health promotion lifestyle of highrisk people with stroke / 中国实用护理杂志

Objective:To explore whether health and wellness coaching can promote healthy lifestyle among highrisk people with stroke.Methods:The highrisk people with stroke admitted to the hospital were randomly divided into a test group (49) and a control group (49) by excel random function method.The control group was given telephone health education once a week, a total of 12 times last 3 months; On this basis, the test group carried out from every week to every months,a total of 8 timeshealth and wellness coaching, measuring the health promotion lifestyle (HPLP-Ⅱ) scale scores of the two groups of subjects at baseline, at the end of the intervention, and 3 months after the end of the intervention.Results:There was no statistical difference in the general demographic data of the two groups of subjects. Repeated measures analysis of variance showed that three months after the intervention, the two groups of subjects had statistically significant differences in nutrition, health responsibilities, physical activity, self-actualization, and health promotion lifestyle scores between the groups, time, and interaction ( F values were 12.131-502.649, P<0.01). There were no statistical differences in interpersonal relationship and stress coping dimensions ( P>0.05). Simple effect analysis found that at the end of the intervention, the two groups of subjects had only statistical differences between the self-actualization dimension and the total score of health promotion lifestyle ( P<0.01). Three months after the end of the intervention, the total scores of nutrition, health responsibilities, sports, self-actualization and health-promoting lifestyles of the two groups of study subjects were significantly different ( P<0.01). Conclusions:Health and wellness coaching can promote healthy lifestyle among highrisk people with stroke.

Strategies adopted in the defensive return by handball coaches from teams U-12 to U-18

Abstract Aims: to analyze the choices of handball coaches for structuring the defensive return throughout the teaching-learning process (U-12 to U-18 teams). Methods: Nineteen coaches from teams U-12 to U-18 from two leagues in the state of São Paulo were interviewed. The speeches from the semi-structured interviews were analyzed through thematic analysis, which produced two themes and their respective subthemes. Results: Most coaches structure their defensive return and emphasize content to make it difficult for an opponent to counterattack. A higher percentage of directed play was observed in teams U-12 and U-14, which suggests a possible early specialization process. In the U-16 and U-18 teams, higher percentages of free play were observed when compared to the others. In older teams, a higher percentage of directed play would be expected, mainly because these are stages with an increase in player specialization. Conclusion: The findings suggest that the simultaneous training of different teams may be leading to sports specialization procedures in the younger teams and, simultaneously, underestimating the possibilities in the older teams.

The structuring of the defensive phase of beach handball

Abstract Aims: To analyze the structuring elements of the defensive phase of beach handball based on the coaches' speeches. Methods: Five coaches of adult male and/or female teams that played the Beach Handball championship of Sao Paulo State were interviewed. For the analysis of the speeches, the Collective Subject Discourse method was used. Results: The defensive phase is structured from hierarchical aspects: numerical asymmetry (by the presence of the specialist player), defensive systems (influenced by the characteristics of the players of their own team and the opponents), and technical-tactical specific actions (defensive blocking, coverage, dissuading…). The numerical asymmetry and the defensive system are responsible for the choices of the technical-tactical actions. Conclusion: The defensive structuring elements are related in a hierarchical way, which provides a better understanding of beach handball by coaches and players.

Desenvolvimento da competência liderança de enfermeiros no ambiente hospitalar: efeitos de um processo de coaching integrativo / Development of nurses' leadership competence in the hospital environment: effects of an integrative coaching process

A liderança é uma competência que precisa ser desenvolvida durante a vida acadêmica e aprimorada ao longo da carreira profissional dos enfermeiros, propiciada pelas organizações de saúde ou pela busca individual planejada. O processo de coaching integrativo pode contribuir para o desenvolvimento da competência liderança e ocorre por meio de sessões com interação colaborativa, estimulando as potencialidades dos profissionais, o autodesenvolvimento e o autoconhecimento. Objetivo: analisar a competência liderança exercida por enfermeiros que atuam no ambiente hospitalar antes e após um processo de coaching integrativo. Método: estudo misto incorporado, por meio de um estudo quase experimental (QUANT), e coleta de dados qualitativos de forma complementar (qual). A primeira etapa (antes) consistiu na aplicação do Questionário de Autopercepção do Enfermeiro no Exercício da Liderança (QUAPEEL) para 46 enfermeiros e do Questionário de Percepção do Técnico/Auxiliar de Enfermagem do Exercício da Liderança (QUEPTAEEL) para 157 auxiliares e técnicos de enfermagem de um hospital do Sul do Brasil. Em seguida, realizou-se a intervenção, por meio de um processo de coaching integrativo, com enfermeiros selecionados pelas respostas dos questionários. A segunda etapa (após) ocorreu três meses após a intervenção e incluiu a aplicação dos mesmos questionários para os oito enfermeiros que completaram a intervenção, e com 36 auxiliares e técnicos de enfermagem de suas equipes. Realizou-se também uma entrevista semiestruturada com esses enfermeiros. Os resultados quantitativos foram processados por meio do software Statistica versão 7.0 e analisados por estatística descritiva e analítica. As entrevistas foram transcritas e analisadas pela análise de conteúdo, com apoio do software MAXQDA. Resultados: Na primeira etapa, identificou-se dificuldade na comunicação, e enfermeiros que não se autopercebiam como líderes. Após a intervenção, com o processo de coaching integrativo, as respostas dos questionários e das entrevistas mostraram que os oito enfermeiros passaram a se perceber como líderes, que desenvolveram habilidades e modificaram atitudes que levaram a uma liderança mais efetiva. O escore da avaliação da prática da liderança passou de uma média de 79 (DP=4.84) para 84,38 (DP=5.66) na percepção dos enfermeiros, e de uma média de 73,69 (DP=23.03) para 81,92 (DP=19.75) na percepção dos auxiliares e técnicos de enfermagem. Na análise qualitativa, evidenciou-se melhor prática da liderança com as categorias: Comunicação efetiva; Interação com o supervisor; Desenvolvimento de vínculo e confiança com a equipe; Autoconhecimento e autodesenvolvimento para a melhor prática da liderança. Considerações Finais: o processo de coaching integrativo proporcionou o desenvolvimento da competência liderança entre enfermeiros assistenciais. Estes profissionais, que antes demonstravam dificuldade na comunicação com a equipe, que por vezes apresentavam medo de experienciar atitudes novas para o enfrentamento e resolução das situações adversas, tornaramse encorajados, obtiveram melhor autoconhecimento e, por meio deste, desenvolveram habilidades e atitudes que implicaram em uma liderança mais reconhecida pela equipe e por eles mesmos.

Leadership is a competence that needs to be developed during the academic life, and refined along nurses' professional career, fostered by health organizations or planned individual search. The integrative coaching process takes place with sessions of collaborative interaction, and may contribute to the development of the leadership competence, encouraging professionals' potentialities, their selfdevelopment and self-knowledge. Objective: to analyze the leadership competence performed by nurses, who work at hospital settings, before and after a process of integrative coaching. Method: incorporated, mixed study, by means of a quasiexperimental study (quantitative), and qualitative data collection, in a complementary way. The first step (before) comprised the application of the Questionnaire on Nurse Self-Perception of the Exercise of Leadership (QUAPEEL, in Portuguese) to 46 nurses, and the Questionnaire on the Perception of the Nursing Technicians/Nurse Aides on the Exercise of Leadership (QUEPTAEEL, in Portuguese) to 157 nurse aides and nursing technicians of a hospital in Southern Brazil. Subsequently, an intervention was held, by means of a process of integrative coaching with nurses selected by their questionnaire responses. The second step (after) was held three months from the end of the intervention, entailing the application of the same questionnaires to 8 nurses who went through the intervention, and 36 nurse aides/nursing technicians from their teams. A semi-structured interview was also conducted with those nurses. The quantitative results from the questionnaires were processed by means of the Statistica 7.0 software, and analyzed by descriptive and analytical Statistics. The interviews were transcribed and analyzed by content analysis using the MAXQDA software. Results: In the first step, difficulty in communication and nurses who did not self-perceived as leaders were identified. After the intervention, using the process of integrative coaching, the questionnaire responses and interviews showed that those eight nurses started perceiving themselves as leaders, who developed skills, and changed attitudes, which led them to a more effective leadership. The score for the assessment of the leadership practice increased to an average of 84.38 (SD=5.66) from 79 (SD=4.84) in the nurses' perception, and an average of 81.92 (SD=19.75) from 73.69 (SD=23.03) in the nurse aides and nursing technicians' perception. Regarding the qualitative analysis, better practice of leadership was evidenced with the categories, as follows: Effective communication; Interaction with the supervisor; Development of bond and trust with the team; Self-knowledge and self-development for best leadership practice. Final Considerations: the process of integrative coaching resulted in the development of the leadership competence among the health care nurses. Such professionals, who formerly showed difficulty communicating with their team, sometimes evidencing fear of trying, of experiencing new attitudes to cope with and solve adverse situations, they became encouraged, with better self-knowledge, which made them develop skills and attitudes, resulting in better-recognized leadership by their team and themselves.

Entre o coaching philosophy e a experiência: a articulação das filosofias de treinadores por territórios de passagem / Between coaching philosophy and experience: the articulation of coaches' philosophies by passing territories / Entre el coaching philosophy y la experiencia: la articulación de la filosofía de entrenadores a través de territorios de pasaje

Em geral, na literatura de formação de treinadores, o uso da palavra experiência tornou-se comum, quase um truísmo. Por outro lado, os usos e os conceitos de experiência costumam ser os mesmos. Mas há um outro lugar, no qual a experiência é vista como isso que me passa - algo que forma o sujeito, que transforma o sujeito e que faz do sujeito da experiência o sujeito da formação. Este ensaio pretende estabelecer um vínculo entre essa noção de experiência e a formação de treinadores em geral e, particularmente, um vínculo entre essa noção de experiência com a articulação das filosofias de treinadores.

In general, in the coach education literature, the use of the word experience has become common, almost a truism. On the other hand, the uses and concepts of experience are usually the same. But there is another place, in which experience is seen as what happens to me - something that forms the subject, that transforms the subject and that makes the subject of experience the subject of formation. This essay aims to establish a link between this notion of experience and the training of coaches in general and, in particular, a link with the articulation of coaching philosophies.

En general, en la literatura de educación de entrenadores, el uso de la palabra experiencia se ha vuelto común, casi una verdad. Por otro lado, los usos y conceptos de la experiencia suelen ser los mismos. Pero hay otro lugar, en el que la experiencia se ve como lo que me sucede: algo que forma al sujeto, que transforma al sujeto y que hace que el sujeto de la experiencia sea el sujeto de la formación. Este ensayo tiene como objetivo establecer un vínculo entre esta noción de experiencia y la formación de entrenadores en general y, en particular, un vínculo con la articulación de las filosofías de entrenadores.

Analysis of Factors Associated with Success Journey of Newly Entered Medical Students in a Rural Medical College of Haryana

Introduction: Competition for admission to medical collegein India is intense as the number of applicants for nationaleligibility cum entrance test (NEET) always exceeds theavailable seats. The choice of a career in the medical fieldis a complex personal decision influenced by a multitude offactors. Current study was done with the objectives to studysocio-demographic profile of newly selected medical students,to assess reasons of choosing medical stream as a career andto determine the association of socio-demographic and otherfactors with number of attempts taken by the medical studentsfor selection.Material and methods: This was a cross–sectional studycarried out among 96 newly entered medical students ofMaharaja Agrasen Medical College, Agroha (Dist. Hisar),Haryana. Appropriate statistical tests like chi-square (χ2)test and Fisher’s exact test were applied and mean, mode,percentages were also measured.Result: Out of total 39 students (40.6%) belonged to familywhere one or more member was in medical profession.However 86 students (89.6%) choose the medical professionby their own choice. Most of students (72.9%) were attendingregular classes during 11th & 12th in their schools. Maximumnumber of students (46.9%) cleared the NEET in their 2ndattempt. Maximum selection was in students who spent 9-12hours for study for preparation. Out of total 60.4% studentsspent 5-7 hours for sleep during preparation period. Out oftotal 91.7% students were joined coaching for preparationpurpose. Majority of students (67.7%) migrated from theirnative place for study purpose.Conclusion: In our study maximum students have chosenmedical profession because of their personal interest. Inpresent study maximum newly entered medical students werethose who have attended schools regularly in 11th and 12thclasses. Adequate sleep hours for students play constructiverole in favorable outcome.

COVID-19 and Brazilian handball coaches: impacts on training prescription and professional learning

Abstract Aims: This study aimed to analyze the influences of social isolation on the professional performance of Brazilian handball coaches and their expectations for the return of training sessions. Methods: Fifty-two handball coaches participated in this study (Mage=37.4 years; SDage=8.4), who coach U-8 to adult teams, and answered an online survey divided into two main sections: a) coaches' actions with athletes and/or teams throughout social isolation; b) professional learning during social isolation. Descriptive statistics were used for quantitative data analysis and Thematic Analysis for qualitative data analysis. Results: The coaches mentioned that the contact with the teams has been made mostly with WhatsApp (94.2%) and Google Meet or Zoom (75.0%), in which coaches mainly emphasize physical fitness (69.2%) and tactical knowledge (67.3%). For professional learning, coaches are participating in online lectures (96.2%), and virtual meetings (92.3%). Coaches also seek content mainly related to teaching approaches (82.7%), and specific handball exercises (75.0%). Regarding expectations after the social isolation, coaches reported concern about uncertainties for sports practice (restriction of physical contact, decreased incentives for teams, and competitions) and possible psychological benefits (motivation to practice, overcoming difficulties, and learning new resources). Conclusion: The coaches revealed the concern about maintaining the athletes' performance during the social isolation, the uncertainties for the future of the teams, and the difficulties to use different resources for training. We suggested that the courses for coaches emphasize aspects that enable the learning of new technologies (e.g. social networks, video edition, and research platforms).

What are life skills and how to integrate them within sports in brazil to promote positive youth development? / O que são life skills e como integrá-las no esporte brasileiro para promover o desenvolvimento positivo de jovens?

ABSTRACT Sport has been identified as a favourable tool for promoting positive youth development (PYD). Moreover, the development of life skills is highlighted for supporting youth to thrive in and beyond sport. Due to the limited discussions in Brazil regarding PYD and life skills both in research and in the structuring of sport programs, this paper aims to provide understanding to scholars, coaches, and sport stakeholders on the foundations of PYD and life skills and on how to integrate them within Brazilian sport contexts. Thus, after exploring the foundations and definitions related to PYD and life skills and the approaches to their facilitation in sport, the authors present a proposal based on three principles and five procedures. The principles include: (a) reflect and develop your philosophy, (b) cultivate a positive climate, and (c) develop meaningful relationships with your athletes. Further, the five procedures are: (1) select and discuss the life skill of the day; (2) practice the selected life skill, (3) integrate the life skill during the practice, (4) discuss and reflect on the life skill application and transfer to other contexts, and (5) create opportunities to facilitate life skills transfer. Practical examples are provided throughout the proposal to support coaches in applying these concepts in sport.

RESUMO O esporte tem sido apontado como uma ferramenta valiosa para promover o desenvolvimento positivo de jovens (DPJ). Além disso, o desenvolvimento de life skills destaca-se por auxiliar jovens a ter sucesso dentro e fora do contexto esportivo. Devido as discussões limitadas no Brasil acerca do DPJ e das life skills tanto no âmbito científico quanto na estruturação de programas esportivos, este ensaio teórico tem como objetivo fornecer entendimentos iniciais a acadêmicos, treinadores e gestores esportivos sobre as concepções que sustentam estas temáticas e como integrá-las no esporte brasileiro. Assim, após explorar as concepções e definições acerca do DPJ e das life skills e as abordagens para o desenvolvimento no esporte, os autores apresentam uma proposta baseada em três princípios e cinco procedimentos. Os princípios incluem: (a) reflita e desenvolva sua filosofia; (b) cultive um clima positivo e (c) desenvolva relações significativas com seus atletas. Já os procedimentos são: (1) selecione e discuta a life skill do dia; (2) pratique a life skill selecionada; (3) integre a life skill com as atividades do treino; (4) discuta e reflita a aplicação e transferência da life skill para outros contextos e (5) crie oportunidades para facilitar a transferência da life skill. Exemplos práticos são fornecidos ao longo da proposta para auxiliar treinadores na aplicação ao esporte.

Intervención clínica desde la psicología motivacional en una gimnasta joven de alta competición / Clinical intervention from motivational psychology in a highly competitive young gymnast / Intervenção clínica da psicologia motivacional numa jovem ginasta de alta competição / Intervention clinique de la psychologie motivationnelle dans une jeune gymnaste de haute compétition

Resumen Objetivo: Comprobar si se producen mejoras en las variables psicológicas de bienestar psicológico, autoeficacia y autoestima, en una gimnasta joven, aplicando una intervención psicológica basada en el modelo de coaching motivacional "La Jirafa de Cantón" Se espera que las mejoras se reflejen en datos cuantitativos de cuestionarios que recoge dichas variables, así como de forma cualitativa mediante la valoración de la gimnasta sobre la intervención realizada y sus efectos. Materiales y Métodos: Se empleó un diseño de caso único, con una joven de 12 años que practica gimnasia rítmica. La demanda vino de su entrenadora, quien percibía riesgos para su bienestar y salud mental. Se utilizó una metodología de triangulación metodológica, al combinar aspectos cuantitativos (medición pre y post de bienestar psicológico, autoeficacia y autoestima) y análisis cualitativo de las sesiones. Se empleó un protocolo de intervención, diseñado para el modelo, con las fases de identificación, intervención y seguimiento. Se realizaron un total de 11 sesiones. Resultados: Los resultados cuantitativos muestran un aumento de la puntuación en los cuestionarios de bienestar psicológico, autoestima y autoeficacia, apoyado por el análisis cualitativo favorable de las respuestas de la paciente. Conclusión: La intervención realizada se ha mostrado eficaz para mejorar las variables psicológicas medidas, en la percepción de la deportista de su ejecución deportiva, y en las percepciones de sus progenitores y su entrenadora. Intervenciones de este tipo se estiman necesarias para prevenir riesgos para la salud mental, sobre todo en deportes tan exigentes como es la gimnasia rítmica.

Abstract Objective: To demonstrate if there are improvements in the psychological variables of psychological well-being, selfefficacy and self-esteem, in a young gymnast, applying a psychological intervention based on the motivational coaching model the "Cantón's Giraffe". It is expected that the improvements will be reflected in quantitative data of questionnaires that include these variables, as well as qualitatively by the evaluation of the gymnast on the intervention performed and its effects. Method: A unique case design was used, with a 12-year-old girl who practices rhythmic gymnastics. The demand came from his coach, who perceived risks to his well-being and mental health. A methodology of methodological triangulation was used, combining quantitative aspects (pre and post measurement of psychological well-being, self-efficacy and self-esteem) and qualitative analysis of the sessions. An intervention protocol was used, designed for the model, with the identification, intervention and follow-up phases. A total of 11 sessions were made. Results: The quantitative results show an increase in the scores in the psychological well-being, self-esteem and self-efficacy questionnaires, supported by the favorable qualitative analysis of the patient's responses. Conclusion: The intervention carried out has been shown to be effective in improving the psychological variables measured, in the athlete's perception of her sport performance, and in the perceptions of her parents and her coach. Interventions of this type are considered necessary to prevent risks to mental health, especially in sports as demanding as rhythmic gymnastics.

Resumo Objetivo: Verificar a existência de melhorias nas variáveis psicológicas de bem-estar psicológico, autoeficácia e autoestima, numa jovem ginasta, após aplicação de uma intervenção psicológica baseada no modelo de coaching motivacional "La Jirafa de Cantón". Espera-se que as melhorias se refletem quantitativamente nas variáveis dos questionários, bem como qualitativamente pela perspetiva da ginasta sobre a valorização da intervenção realizada e os seus efeitos. Método: Foi utilizado um estudo de caso único, com uma jovem de 12 anos que pratica ginástica rítmica. A solicitação veio da sua treinadora, que percebeu os riscos para o bem-estar e a saúde mental. Utilizou-se uma metodologia de triangulação metodológica, combinando aspetos quantitativos (pré e pós-mensuração do bem-estar psicológico, autoeficácia e autoestima) e análise qualitativa das sessões. Elaborou-se um protocolo de intervenção com base no modelo, com as fases de identificação, intervenção e acompanhamento. Realizaram-se no total 11 sessões. Resultados: Os resultados quantitativos mostram um aumento nos escores de bem-estar psicológico, autoestima e autoeficácia, apoiados pela análise qualitativa favorável das respostas da participante. Conclusão: A intervenção realizada mostrou-se eficaz na melhoria das variáveis psicológicas medidas, na perceção do desempenho desportivo da atleta e nas perceções de seus pais e da sua treinadora Intervenções deste tipo são consideradas necessárias para prevenir os riscos à saúde mental, especialmente nos desportos exigentes como é o caso da ginástica rítmica.

Résumé Objectif: Vérifier si des améliorations se produisent dans les variables du bien-être psychologique, l'auto-efficacité et l'estime de soi, chez un jeune gymnaste, à travers l'application d'une intervention psychologique basée sur le modèle de coaching motivationnel "La Jirafa de Cantón". Les améliorations devraient être reflétées dans les données quantitatives des questionnaires contenant ces variables, ainsi que qualitativement par l'évaluation de la gymnaste sur l'intervention réalisée et ses effets. Méthode: Un design de caisse unique a été utilisé, avec une fille de 12 ans qui pratique la gymnastique rythmique. La demande émanait de son entraîneur, qui percevait des risques pour son bien-être et sa santé mentale. Résultats: Les résultats quantitatifs montrent une augmentation du score dans les questionnaires sur le bien-être psychologique, l'estime de soi et l'efficacité personnelle, étayées par l'analyse qualitative favorable des réponses du patient. Conclusion: L'intervention réalisée s'est révélée efficace pour améliorer les variables psychologiques mesurées, dans la perception de l'athlète de sa performance sportive, et dans les perceptions de leurs parents et de leur entraîneur. Des interventions de ce type sont jugées nécessaires pour prévenir les risques pour la santé mentale, en particulier dans les sports aussi exigeants tels que la gymnastique rythmique.