The Coaching Workshop
Evidence-based coaching skills for rehabilitation professionals
What is the difference between an instruction and a cue?
How beneficial is it to provide demonstration before practice?
What is the difference between internal and external focus instructions?
What type of feedback is beneficial for learning?
How much feedback is beneficial for learning?
What can therapists do to motivate people to do more practice?
This workshop focuses on developing coaching skills for use in rehabilitation settings with patients/clients. Being able to teach effectively is an essential skill for professionals working in rehabilitation and other areas of health. This workshop will enable professionals to reflect on and improve their coaching skills and practise strategies to optimise rehabilitation outcomes.
Skills that may be used as examples include standing up, walking, reaching, manipulating objects such as cutlery, writing, eating, getting out of bed and dressing. Videotaped examples will be used for analysis. Content can be applied to other skills that health professionals may need to teach (eg skills taught in acute medical/surgical wards, home and residential settings). Content will be applicable to health professionals who teach students, novice practitioners, family members and attendant carers.
During the workshop, research will be presented and practical examples of strategies to optimise a learner’s attention using demonstration, effective instruction and cues including goal-oriented instructions, different types and timing of feedback, how to motivate learners with cognitive impairments and/or who dislike practice/exercise, and the role of measurement.
By the end of the workshop, learners will be able to:
people who have difficulty concentrating or dislike exercise
Reflect on and improve
their individual coaching skills
|8.30||Overview of the day/lecture notes; introductions|
|8.45||Coaching basics (lecture): Stages of motor learning, using demonstration, verbal instructions and cues|
|9.30||Practical: Teach a motor skill, watch videotape, small groups|
|10.10||Practical: Analyse videotaped therapy session, small groups|
|11.00||Practical: Line drawing exercise with feedback, 5 groups|
|11.30||Giving feedback (lecture): Types, internal/external focus, timing and quantity of feedback, concurrent v delayed/terminal feedback, knowledge of performance (KP) and results (KR)|
|1.15||Motivating learners (lecture): What motivates learners, experiences of learners; internal/external motivation; self-efficacy; mastery; self-management, role of measurement and charting progress and rewards;|
|1.45||Practical: Analyse videotaped therapy session, small groups|
|2.15||Other factors to consider when coaching (lecture): Strategies to make learning easier for people with cognitive impairments including environmental changes to reduce instructions and talking, errorless learning and backward chaining|
|3.00||Practical: Teaching a motor skill|
|3.30||Practical: Planning a structured coaching session|
|4.00||Q&A time and ‘where to from here’? Review of skills learned, peer review, community of practice|
|4.30||Evaluation and finish|