Sentences with phrase «about my coaching practice»

Looking forward to learning more about your coaching practice over at careermakeovercoach.com.

Not exact matches

About 95 % of managers Jolly has studied over the past 10 years, both in his MBA classes and his coaching practice, suffer from the ailment, defined as the constant need to do more, faster, even when there's no objective reason to be in such a rush.

The coach told her that most people think they can master a handstand in about two weeks of daily practice, but in reality, it takes about six months.

Most of the time he would call up track coaches at local schools and ask if he could have 20 minutes with the team before a practice so he could tell them about some new track shoes.

Every college coach talks about instilling «toughness,» but Malzahn did it by putting his players through full - contact, fully padded practices in eight of the 12 spring sessions, which is the most the rules allow.

Coach Franklin talked about Thorpe earlier this week, seems the DL are complaining that he's going too hard in practice.

Before practice that morning, local cameramen chatted about how the protocols were tightening up, everything changing over the last year with this new coach and the additional media attention.

«No,» Bowles, the Jets head coach, said of the alleged Decker / Marshall protest when asked about it after Wednesday's practice.

As I watched games and practices each week and spent extended time around the coaching staff, it was clear to me — as it has been to many others who have had the same opportunity — that the pro- gram is much less about athletes and sport and much more about people and growth.

So I did chuckle when Wenger complained about the goal after the game, when his own players were just putting into practice, what Wenger has been coaching them to do.

Alan Diaz / Associated Press Florida coach Will Muschamp was unhappy about a practice brawl that broke out on Thursday.

«I am excited every day to work with highly motivated athletes, and I appreciate the importance of educating our coaches and administrators about the medical implications of unsafe dieting practices,» she said.

The Pennsylvania Departments of Public Health and Education must develop and post on their websites guidelines and other relevant materials to inform and educate students, parents, and coaches about concussions, the nature and risk of concussion and traumatic brain injury (TBI), including the risks of continuing to play or practice after a concussion or TBI.

The Sudden Cardiac Arrest Prevention Act (2012) requires the Department of Education to develop and post on their websites guidelines and other relevant materials to inform and educate students participating in or desiring to participate in an athletic activity, their parents and their coaches about the nature and warning signs of sudden cardiac arrest, including the risks associated with continuing to play or practice after experiencing one or more symptoms of sudden cardiac arrest, including fainting, difficulty breathing, chest pains, dizziness and abnormal racing heart rate.

We spoke with Dr. Jason Youngman, a licensed psychologist in private practice in Miami, Fla., about kids who hate losing, and how parents and coaches can help a child learn from failure and disappointment that is an integral part of competing.

The Baltimore Ravens head coach on making sure young athletes have something positive from practice that makes them feel good and that they can talk about with their family

You have read about how to play and win, you have practiced your game moves, and even sat in with a coach for a few weeks to learn about the Super Bowl and what it might look like on game day.

If you have a serious concern about the way that games or practices are being conducted, or if you're upset about other parents» behavior, discuss it privately with the coach or with a league official.

Across the country, the NFL and its various partners, including USA Football, the National Athletic Trainers» Association, the Korey Stringer Institute, and the Professional Football Athletic Trzainers Society, are sharing best practices and recommendations with coaches, parents and players about contact restrictions, safety protocols and the importance of athletic trainers on the sidelines.

Whether you have a general question about parent coaching or a specific question about my practice, you will find me very open to sharing my experiences with you.

If you are serious about the sport, hire a guide or coach and at least start with the proper technique tools to practice.

In my wellness coaching practice, I work mostly with women who already know a lot about healthy eating.

I was wondering if you could share what you feel are the most important distinctions that you share in the 10 - Day Coaches MBA that new coaches, especially, don't understand, and haven't even thought of when they're thinking about starting their coaching practice or their coaching buCoaches MBA that new coaches, especially, don't understand, and haven't even thought of when they're thinking about starting their coaching practice or their coaching bucoaches, especially, don't understand, and haven't even thought of when they're thinking about starting their coaching practice or their coaching business.

11:17 Jeffrey Sooey: Now, some of the coaches that I've talked to about building a coaching business (or even a practice)... One of the resistance points that I found is, «You know, I'm a great coach.

But if the fear is so strong that no amount of coaching or practice will alleviate it, or if you spend a lot of time thinking and worrying about it, you may have a form of social anxiety disorder (also known as social phobia).

Without agreed upon standards for the training and practice of health and wellness coaches, the public and healthcare professionals are confused about what to expect from coaches and how they complement other professions.

Real coach training genius can come from more than one coach thinking about how to build their life coaching practices.

Unlike your coaching practice, however, mentoring is more about giving back than making a living.

Stephanie Feldman, FMCA's director of operations, will talk to attendees on Sunday, February 26, about how to boost their practices with Functional Medicine Health Coaches.

This is a concept that resonates with me deeply, as I have become more and more interested in personal development and mind management these past few years, a passion that has led me to create a podcast and a life coaching practice, for which I am about to get certified.

Off the airwaves you can find Liz breaking it down at a hip - hop dance class, daydreaming about brunch, taking long walks with her dog Kobe and husband Zach, or putting in hours on her aspiring financial coaching practice.

This course is about integrating enhancement of sleep into your coaching practice.

One of the best lessons about the athlete's brain can be found in a quote by Green Bay Packers» legendary coach Vince Lombardi: «Practice does not make perfect.

In my personal practice as a functional nutritionist, I have come to learn that coaching clients on sleep habits is just as important as talking about food.

The education provided a wealth of knowledge about eating psychology, case studies illustrating how to apply it in practice, coaching question sequences to get you started, lots of ideas about activities to engage the client, and some basic business knowledge.

Read about how you can develop your coaching practice to reach and help more clients.

In an industry saturated with under - qualified coaches, trainers and professional competitors who all preach about the methods and practices that have «worked for them», it's important to understand and consider the underlying reason certain approaches work.

Indianapolis, IN About Blog Evolving and growing the sport of football, USA Football is setting the standards and best practices to advance coach and player development.

Kansas City, MO About Blog The Transgender Institute, located in the heart of the Midwest in Kansas City, Missouri, is a gender therapy and coaching practice dedicated to serving the transgender population.

If you have questions about this commitment, send me a note at [email protected], and if you'd like to learn more about me and my coaching practice, click those links.

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

If a teacher tells their coach about something new that he or she wants to try in the classroom, the coach may know of another teacher within the district who is doing that same practice.

Think creatively about effective outlets where this practice could influence school culture: coaches and sports teams, freshman and senior trips, peer advisory groups, service groups, and extracurricular clubs and teams.

We quickly learned it would take about $ 800 to pay for the equipment and registration as well as require finding a coach, place to practice, and team members.

In Mindfulness at School Outside the Classroom, I talked about a how a school could broaden the practice to help students, coaches, and teachers adopt it nonacademic ways so that it doesn't seem like a stand - alone activity.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Coaches stop worrying about complex performance (i.e., real games) entirely, to concentrate on having students practice drills — at the expense of student engagement and genuine learning.

At the same time, though, courts have refused to apply the defense of assumption of risk when educators failed to provide adequate supervision such as where a competitor in a track and field meet was struck by an errant discus while standing in a safe zone; a student was injured during an indoor (American) football practice when he slipped on a wet gym floor where coaches failed to provide proper supervision or after another player was injured due to the lack of supervision at a practice; coaches did not warn a student sufficiently about the dangers of diving into a pool; coaches conducted a track practice in a high school hallway that unreasonably increased a student's risk of injury; and a coach lacked enough experience to provide adequate supervision to avoid injury to a cheerleader.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

Over the course of three consecutive days, participants learn about and practice a proven coaching model that empowers them to constructively improve their teachers» instructional practice.