Sentence examples for trainer behaviour from inspiring English sources

Following baseline, trainers received instruction (written and verbal) concerning (in correct trainer behaviour and response prompting.

The results showed that instruction and video feedback were highly effective in improving correct trainer behaviour.

It should be noted that both player and sports trainer behaviour and knowledge may have changed since data were collected for this study in 2007-2008.

We investigated the effectiveness of instruction and video feedback on correct trainer behaviour and the use of prompt sequences of 10 direct-care staff during one-to-one training with 10 young children with severe intellectual disability.

Supervision was provided during regular weekly staff meetings and included the discussion of difficult situations in the group sessions, coaching and conducting role plays with alternative trainer behaviour.

Anticipation of a single positive result could have influenced the trainer's behaviour, thereby unintentionally influencing the dog's response.

The trainers introduced behaviour change strategies (including goal setting, action planning, barrier identification, social support, self-monitoring, advance planning for relapse prevention and contingent rewards), as the need arose, with regular repetition during the supported sessions.

This study expands on the literature on feedback giving by adding two factors that impact on feedback-giving behaviour: trainers' neuroticism and task perception.

In particular it is unclear whether direct intervention by specialist lifestyle trainers to facilitate behaviour change can add significantly to intensive management by core multidisciplinary primary care teams.

During three 8 h sessions, with 2-week intervals, four nurses were trained by two experienced trainers (a psychologist/cognitive behaviour therapist, and a general practitioner) on how to apply the intervention.

Questions about trainers' feedback-giving behaviour in relation to the three dependent variables (frequency, quality of content and consequential impact) were put to trainees because we were more interested in trainees' perceptions of the feedback they received than in trainers' perceptions of the feedback they provided.