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Lecturer(s)
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Bejtkovský Jiří, Ing. Ph.D.
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Hudecová Blanka, Mgr.
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Course content
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Motivating students to understand coaching principles, engage in self-reflection, and explore the DUO model. Introduction to sources such as ICF, EMCC, and their ethical codes and coaching competencies. Differentiation between coaching, mentoring, consulting, facilitation, and the role of mental coaching. Concepts of positive framing and reframing, as well as David Rock's SCARF model. Core GROW model, goal-setting and exploring possibilities, managing communication processes, formulating powerful questions, providing feedback, the Disney model, and SMART goals. Assessing client engagement with goal-setting processes, monitoring verbal and non-verbal cues, and holistic body perception. Understanding sensory perception through VAK-OG, establishing rapport, utilizing the body as a source of information, and employing techniques such as the balance wheel. Transformational coaching, focusing on the entire personality, handling associated and dissociated states, and providing clients with space for change. Exploring logical levels, roles, beliefs, metaphors, and the influence of storytelling. Emerging trends in coaching, including digitalization, networking, the balance between solitary and group coaching environments, and the importance of supervision.
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Learning activities and teaching methods
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- Home preparation for classes
- 44 hours per semester
- Participation in classes
- 14 hours per semester
- Term paper
- 10 hours per semester
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| learning outcomes |
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| Knowledge |
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| clarify the essence of coaching |
| clarify the essence of coaching |
| characterize the role of the coach |
| characterize the role of the coach |
| describe and characterize the individual phases of a coaching interview |
| describe and characterize the individual phases of a coaching interview |
| explain the essence of transformational coaching |
| explain the essence of transformational coaching |
| define new trends in coaching |
| define new trends in coaching |
| Skills |
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| apply coaching principles |
| apply coaching principles |
| differentiate between various coaching methods |
| differentiate between various coaching methods |
| formulate an order in a coaching conversation |
| formulate an order in a coaching conversation |
| apply new trends in coaching |
| apply new trends in coaching |
| provide feedback to the coachee |
| provide feedback to the coachee |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Skills |
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| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Teamwork |
| Teamwork |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Experience (self-experience) |
| Experience (self-experience) |
| Practice exercises |
| Practice exercises |
| Demonstration |
| Demonstration |
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Recommended literature
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MAGDALINSKI, T. Sport, Technology and the Body: The Nature of Performance (Ethics And Sport). London: Routledge. 2009.
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MARINHO, D. A., NEIVA H. P. The Use of Technology in Sport - Emerging Challenges. London: IntechOpen, 2018. ISBN 978-1-78984-483-2.
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MÜLLER, K. B. Inovace - vědění - instituce: k výzvám současné doby. Praha: Karolinum, 2017. ISBN 9788024636696.
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NOVOTNÝ, J. Sport v ekonomice.. Praha: Wolters Kluwer Česká republika, 2011. ISBN 9788073576660.
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VEBER, Jaromír. Digitalizace ekonomiky a společnosti: výhody, rizika, příležitosti. Praha: Management Press, 2018. ISBN 978-80-7261-554-4.
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