Plan and deliver coaching programs

This assessment is divided in 2 files (workbook and project)

1.Establish coaching program requirements
1.1 Clarify needs and expectations of participants.
1.2 Identify special requirements according to participant needs, including characteristics of junior participants.
1.3 Assess readiness of participants and confirm appropriate developmental goals.
1.4 Identify and assess constraints and risks associated with designing learning programs for participants according to relevant legislation and organisational policies and procedures.
1.5 Determine resources required for delivering the coaching program.
1.6 Select delivery methods to suit group or individual learning needs and participant characteristics.

2.Develop a coaching program
2.1 Design a coaching program that reflects participant characteristics, provides appropriate sequencing of skill acquisition and is inclusive of all participants.
2.2 Document coaching programs in appropriate detail and required formats.
2.3 Seek agreement on program plan from senior coaches where required.
2.4 Confirm availability of appropriate resources and equipment with senior coaches where required.

3.Deliver the program
3.1 Communicate instructions and relevant information in a manner suitable to participants.
3.2 Analyse individual participant and group progress against program goals and apply appropriate strategies to address performance issues.
3.3 Devise skill development progression and regression activities according to needs of individuals and groups.
3.4 Seek feedback from participants regarding their progress during the program and modify as required.
3.5 Identify risks to participant safety and take action to minimise risk.
3.6 Monitor venue, environment and equipment for availability, damage or deterioration and modify program as required.

4.Facilitate individual and group learning
4.1 Establish a coaching facilitation relationship with group using appropriate communication and interpersonal skills.
4.2 Initiate relationships with and between learners to foster a positive learning environment.
4.3 Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment.
4.4 Recognise and manage inappropriate behaviour to maintain effective learning environment according to relevant legislation and organisational policies and procedures.

5.Identify and implement strategies to improve coaching
5.1 Seek feedback on quality of coaching, and areas for improvement.
5.2 Evaluate personal experience and feedback from others to identify opportunities for improvement.
5.3 Research current and emerging trends in coaching.
5.4 Revise coaching program to incorporate improvements.

Module: ALMOST SHAKESPEARE

1.                  ‘Shakespearean offshoots often come close to that least valued form of literary appreciation: character criticism.’ (C. Desmet) Discuss.

2.                  ‘It goes almost without saying that the Shakespearean texts being reworked by other writers would need to be well known, both for the interrelationships and interplay to be identifiable and for those in turn to have the required impact on readers or spectators.’ (J. Sanders) How far does knowledge of the ‘original’ text help readers to appreciate and understand an ‘offshoot’?

3.                  ‘Re-visionary texts almost invariably have a clear cultural-political thrust, demanding that past texts’ complicity in oppression be revised and re-visioned as part of the process of restoring a voice, a history and an identity to those hitherto exploited, marginalised and silenced by dominant interests and ideologies.’  (P. Widdowson) Discuss.

Effects of oxytocin on correlation between eating and loneliness

Description

2 hypotheses: H1: People who are lonely will eat more; H2: There will be an effect of oxytocin on amount of food eaten. Q: What will be the correlation between scores on loneliness and the amount of food eaten after 20 units of oxytocin?

Please state in a narrative how you accomplished each of the following. These are the steps in searching for evidence: 
1.Determine the best keywords and other terms to use for searching databases.
2. Identify the best databases to search.
3. Decide the best strategies for searching, including exclusions, inclusions, and operating delimiters.
4. Evaluate the level, validity and quality of the evidence.
5. Record the search strategy and results. (You will probably do many searches, but the instructor would like to see a picture of your best search with terms used, limits placed, years searched). You can download this search or copy and paste into Word or take a screen shot. To take a screen shot, most Windows computers have the snip option. Click the Start button and type in the search box “snip tool.” An option will appear asking if you want full page, rectangles etc. Click on the full page option.
6. Remember to SAVE your search as you will be using references identified in the Week 4 assignment and for your capstone project.