Pub Date : 2021-03-16DOI: 10.1080/17521882.2021.1898427
Theresa Quinn, Sok-ho Trinh, J. Passmore
ABSTRACT LEGO® SERIOUS PLAY® (LSP) within a positive psychology (PP) framework is an under-researched, creative group-work tool that aims to develop positive qualities through the creation of Lego models, metaphors and storytelling. The paper’s purpose is to explore the potential use with individual coaching clients as a means to opening up coaching conversations. A qualitative research study was conducted using interpretative phenomenological analysis as its methodology with the aim to explore individuals’ experiences of using LSP in coaching sessions to determine its value within a PP framework. Five participants took part in the coaching sessions, followed by semi-structured interviews where they were invited to reflect on their experience of the sessions. Three superordinate themes were identified with participants experiencing the creation of greater awareness and insights, having the time to think and a sense of emotional security. Lego was an enabler for creating new awareness and insights within the individual, by creating a psychologically safe environment, where ideas emerge in a way that allows more time to think, being in flow and a further opening of the coaching conversation.
{"title":"An exploration into using LEGO® SERIOUS PLAY® (LSP) within a positive psychology framework in individual coaching: an interpretative phenomenological analysis (IPA)","authors":"Theresa Quinn, Sok-ho Trinh, J. Passmore","doi":"10.1080/17521882.2021.1898427","DOIUrl":"https://doi.org/10.1080/17521882.2021.1898427","url":null,"abstract":"ABSTRACT LEGO® SERIOUS PLAY® (LSP) within a positive psychology (PP) framework is an under-researched, creative group-work tool that aims to develop positive qualities through the creation of Lego models, metaphors and storytelling. The paper’s purpose is to explore the potential use with individual coaching clients as a means to opening up coaching conversations. A qualitative research study was conducted using interpretative phenomenological analysis as its methodology with the aim to explore individuals’ experiences of using LSP in coaching sessions to determine its value within a PP framework. Five participants took part in the coaching sessions, followed by semi-structured interviews where they were invited to reflect on their experience of the sessions. Three superordinate themes were identified with participants experiencing the creation of greater awareness and insights, having the time to think and a sense of emotional security. Lego was an enabler for creating new awareness and insights within the individual, by creating a psychologically safe environment, where ideas emerge in a way that allows more time to think, being in flow and a further opening of the coaching conversation.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"67 1","pages":"102 - 116"},"PeriodicalIF":1.3,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75390413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-11DOI: 10.1080/17521882.2021.1897637
Christian van Nieuwerburgh, M. Barr, Alexandra J. S. Fouracres, Tia Moin, Charlotte R. Brown, C. Holden, Cornelia Lucey, Philippa. Thomas
ABSTRACT The COVID-19 pandemic has highlighted the importance of organisations attending to the wellbeing of their employees, and workplace coaching has already been shown to improve performance and enhance wellbeing. Positive psychology coaching (PPC) is an emerging intervention that considers wellbeing an integral part of the coaching intervention. There is currently a gap in our understanding of how PPC is experienced by people affected by the pandemic and its restrictions. To address this gap, an Interpretative Phenomenological Analysis (IPA) design was used to explore the lived experience of six employees of a UK-based financial services company who received PPC while working from home (WFH) during the COVID-19 pandemic. The study provided an insight into how PPC can lead to positive outcomes for employees, with the findings being presented through five themes: valuing opportunity for safe reflection; increasing awareness; alleviation of negative emotions; re-energised by identifying a way forward; and renewed confidence. The study contributes to our awareness of how participants experience an intervention that intentionally integrates performance improvement and the enhancement of wellbeing.
{"title":"Experience of positive psychology coaching while working from home during the COVID-19 pandemic: an Interpretative Phenomenological Analysis","authors":"Christian van Nieuwerburgh, M. Barr, Alexandra J. S. Fouracres, Tia Moin, Charlotte R. Brown, C. Holden, Cornelia Lucey, Philippa. Thomas","doi":"10.1080/17521882.2021.1897637","DOIUrl":"https://doi.org/10.1080/17521882.2021.1897637","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has highlighted the importance of organisations attending to the wellbeing of their employees, and workplace coaching has already been shown to improve performance and enhance wellbeing. Positive psychology coaching (PPC) is an emerging intervention that considers wellbeing an integral part of the coaching intervention. There is currently a gap in our understanding of how PPC is experienced by people affected by the pandemic and its restrictions. To address this gap, an Interpretative Phenomenological Analysis (IPA) design was used to explore the lived experience of six employees of a UK-based financial services company who received PPC while working from home (WFH) during the COVID-19 pandemic. The study provided an insight into how PPC can lead to positive outcomes for employees, with the findings being presented through five themes: valuing opportunity for safe reflection; increasing awareness; alleviation of negative emotions; re-energised by identifying a way forward; and renewed confidence. The study contributes to our awareness of how participants experience an intervention that intentionally integrates performance improvement and the enhancement of wellbeing.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"67 1","pages":"148 - 165"},"PeriodicalIF":1.3,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79539148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1080/17521882.2021.1881575
Simmy Grover, A. Furnham
ABSTRACT In all 545 executive coaches completed a number of tests online which assessed their dark-triad, trait emotional intelligence, self-monitoring traits as well as measures of perceived career satisfaction and perceived coaching effectiveness. We tested twelve hypotheses concerning direct and mediated effects of the three individual difference variables on the two outcome variables. Emotional intelligence and Narcissism were most closely related to self-rated efficacy while Machiavellianism and Psychopathy was most closely associated with career satisfaction. Limitations and implications are noted as well as recommendations for practice.
{"title":"The Dark Triad, emotional intelligence, self-monitoring and executive coach effectiveness and satisfaction","authors":"Simmy Grover, A. Furnham","doi":"10.1080/17521882.2021.1881575","DOIUrl":"https://doi.org/10.1080/17521882.2021.1881575","url":null,"abstract":"ABSTRACT In all 545 executive coaches completed a number of tests online which assessed their dark-triad, trait emotional intelligence, self-monitoring traits as well as measures of perceived career satisfaction and perceived coaching effectiveness. We tested twelve hypotheses concerning direct and mediated effects of the three individual difference variables on the two outcome variables. Emotional intelligence and Narcissism were most closely related to self-rated efficacy while Machiavellianism and Psychopathy was most closely associated with career satisfaction. Limitations and implications are noted as well as recommendations for practice.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"15 1","pages":"22 - 42"},"PeriodicalIF":1.3,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79632000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-02DOI: 10.1080/17521882.2021.1890167
Fiona L. Cosgrove, S. Corrie, R. Wolever
ABSTRACT This study explores the ‘personal benefits’ of training reported by graduates of a health and wellness coach training programme. In particular, we investigated reported benefits, areas of life affected by the training, and whether changes occurred in health and wellness or more broadly. Using a semi-structured interview design, we incorporated an atheoretical qualitative approach to data collection and analysis. Thematic analysis was used at a semantic level to identify the major themes. The findings indicate a blend of personal and professional benefits for the graduate. As a result of participation in the programme, graduates gained greater self-knowledge, and better connection with others. They also improved their professional optimism and noted positive changes in personal health and wellbeing. Further research is needed to see if trainees from other health and wellness coach training programmes report similar personal benefits, and to identify key training elements instrumental to generating these benefits.
{"title":"An exploration of personal benefits reported by students of a health and wellness coach training programme","authors":"Fiona L. Cosgrove, S. Corrie, R. Wolever","doi":"10.1080/17521882.2021.1890167","DOIUrl":"https://doi.org/10.1080/17521882.2021.1890167","url":null,"abstract":"ABSTRACT This study explores the ‘personal benefits’ of training reported by graduates of a health and wellness coach training programme. In particular, we investigated reported benefits, areas of life affected by the training, and whether changes occurred in health and wellness or more broadly. Using a semi-structured interview design, we incorporated an atheoretical qualitative approach to data collection and analysis. Thematic analysis was used at a semantic level to identify the major themes. The findings indicate a blend of personal and professional benefits for the graduate. As a result of participation in the programme, graduates gained greater self-knowledge, and better connection with others. They also improved their professional optimism and noted positive changes in personal health and wellbeing. Further research is needed to see if trainees from other health and wellness coach training programmes report similar personal benefits, and to identify key training elements instrumental to generating these benefits.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"29 1","pages":"85 - 101"},"PeriodicalIF":1.3,"publicationDate":"2021-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88249816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-15DOI: 10.1080/17521882.2021.1890166
J. Martenstyn, A. Grant
ABSTRACT Mental contrasting with implementation intentions (MCII) and solution-focused coaching (SFC) questions are self-coaching interventions that share similar theoretical constructs and stimulate constructive thinking in terms of idealised future outcomes and realistic appraisal of one’s current situation. However, no research has compared the efficacy of these two self-coaching methodologies. This experiment aimed to compare the effect of MCII and SFC questions on goal-directed outcomes. We conducted an online experiment where 113 undergraduates described an important personal problem, completed pre-intervention assessment, performed a brief computer-guided intervention of MCII or SFC questions, and then completed post-intervention assessment. We found that MCII and SFC questions increased perceived goal progression, self-efficacy, and positive affect, and decreased negative affect, to a similar extent. Levels of problem clarity and solution-focused thinking were comparable at post-intervention between MCII and SFC questions. We observed two main differences between the interventions: (a) self-insight was higher following MCII than SFC questions and (b) expectations of success increased from SFC questions but remained unchanged from MCII. Our results suggest that coaches seeking to integrate evidence-based self-coaching methodologies into their coaching practice have scope to recommend either MCII or SFC questions as take-home exercises to help their clients maximise goal attainment.
{"title":"An online, comparative effectiveness trial of mental contrasting with implementation intentions (MCII) versus solution-focused coaching (SFC) questions","authors":"J. Martenstyn, A. Grant","doi":"10.1080/17521882.2021.1890166","DOIUrl":"https://doi.org/10.1080/17521882.2021.1890166","url":null,"abstract":"ABSTRACT Mental contrasting with implementation intentions (MCII) and solution-focused coaching (SFC) questions are self-coaching interventions that share similar theoretical constructs and stimulate constructive thinking in terms of idealised future outcomes and realistic appraisal of one’s current situation. However, no research has compared the efficacy of these two self-coaching methodologies. This experiment aimed to compare the effect of MCII and SFC questions on goal-directed outcomes. We conducted an online experiment where 113 undergraduates described an important personal problem, completed pre-intervention assessment, performed a brief computer-guided intervention of MCII or SFC questions, and then completed post-intervention assessment. We found that MCII and SFC questions increased perceived goal progression, self-efficacy, and positive affect, and decreased negative affect, to a similar extent. Levels of problem clarity and solution-focused thinking were comparable at post-intervention between MCII and SFC questions. We observed two main differences between the interventions: (a) self-insight was higher following MCII than SFC questions and (b) expectations of success increased from SFC questions but remained unchanged from MCII. Our results suggest that coaches seeking to integrate evidence-based self-coaching methodologies into their coaching practice have scope to recommend either MCII or SFC questions as take-home exercises to help their clients maximise goal attainment.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"84 1","pages":"60 - 84"},"PeriodicalIF":1.3,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79376151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-08DOI: 10.1080/17521882.2021.1884110
P. Halliwell, R. Mitchell, B. Boyle
ABSTRACT Due to concerns on the efficacy of formal leader development programmes such as low learning transfer back to the organisation, there has been an increasing shift towards individually owned leader development programmes within organisations. Whilst leadership coaching is one of these and is gaining in popularity, further studies are needed to validate its efficacy and explain its effect mechanisms. Drawing on adult learning theory and utilising a mixed-methods study design, we provide further evidence of coaching’s positive effect on organisational leaders and provide insights into how these occur. Thematic analyses of data obtained from nineteen semi-structured interviews indicate that through the coach supporting, listening and challenging the coachee, leadership coaching assists coachees to increase their self-awareness, confidence, clarity and focus, and adopt a wider perspective, and assists to explain coaching’s positive effect observed in our pretest-posttest study of 70 coached leaders. Combined, these results indicate leadership coaching closely resembles the ‘practices and discoveries’ facilitating intentional change and transformative learning which have been associated with desired and sustained change and provides strong support for coaching’s efficacy as a leader owned development intervention.
{"title":"Leadership coaching’s efficacy and effect mechanisms – a mixed-methods study","authors":"P. Halliwell, R. Mitchell, B. Boyle","doi":"10.1080/17521882.2021.1884110","DOIUrl":"https://doi.org/10.1080/17521882.2021.1884110","url":null,"abstract":"ABSTRACT Due to concerns on the efficacy of formal leader development programmes such as low learning transfer back to the organisation, there has been an increasing shift towards individually owned leader development programmes within organisations. Whilst leadership coaching is one of these and is gaining in popularity, further studies are needed to validate its efficacy and explain its effect mechanisms. Drawing on adult learning theory and utilising a mixed-methods study design, we provide further evidence of coaching’s positive effect on organisational leaders and provide insights into how these occur. Thematic analyses of data obtained from nineteen semi-structured interviews indicate that through the coach supporting, listening and challenging the coachee, leadership coaching assists coachees to increase their self-awareness, confidence, clarity and focus, and adopt a wider perspective, and assists to explain coaching’s positive effect observed in our pretest-posttest study of 70 coached leaders. Combined, these results indicate leadership coaching closely resembles the ‘practices and discoveries’ facilitating intentional change and transformative learning which have been associated with desired and sustained change and provides strong support for coaching’s efficacy as a leader owned development intervention.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"83 1","pages":"43 - 59"},"PeriodicalIF":1.3,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89123467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-29DOI: 10.1080/17521882.2021.1879188
Isabell Diermann, Silja Kotte, A. A. Müller, H. Möller
ABSTRACT Coaching is increasingly used as an HRD intervention. Initial research suggests the importance of coaching behaviour, especially at the beginning of a coaching engagement, for coaching success. However, findings are scarce as to how coaches proceed during the initial phase in coaching and recent reviews therefore call for research that investigates how coaches determine the focus of the coaching intervention. Therefore, our study aimed to answer the questions of what and how regarding coaches’ approach to the ‘initial exploration’. We conducted 20 semi-structured interviews with workplace coaches. Qualitative content analysis revealed a broad range of contents addressed, methods applied, and principles that guide coaches during the initial exploration. Moreover, we identified specific patterns for categorising coaches’ approaches. Concerning the content coaches address, we identified three dimensions: coachees’ areas of life (private vs. professional, with the latter including individual vs. social vs. organisational aspects), temporal focus (past, present, future), and perspective (solution- vs. problem-orientation). We integrate our findings into a taxonomy of the initial exploration in coaching and thereby provide a basis for future research as well as a guide for reflection and decision-making for coaches, coachees, and organisational sponsors.
{"title":"Initial exploration in workplace coaching: coaches’ thematic and methodological approach","authors":"Isabell Diermann, Silja Kotte, A. A. Müller, H. Möller","doi":"10.1080/17521882.2021.1879188","DOIUrl":"https://doi.org/10.1080/17521882.2021.1879188","url":null,"abstract":"ABSTRACT Coaching is increasingly used as an HRD intervention. Initial research suggests the importance of coaching behaviour, especially at the beginning of a coaching engagement, for coaching success. However, findings are scarce as to how coaches proceed during the initial phase in coaching and recent reviews therefore call for research that investigates how coaches determine the focus of the coaching intervention. Therefore, our study aimed to answer the questions of what and how regarding coaches’ approach to the ‘initial exploration’. We conducted 20 semi-structured interviews with workplace coaches. Qualitative content analysis revealed a broad range of contents addressed, methods applied, and principles that guide coaches during the initial exploration. Moreover, we identified specific patterns for categorising coaches’ approaches. Concerning the content coaches address, we identified three dimensions: coachees’ areas of life (private vs. professional, with the latter including individual vs. social vs. organisational aspects), temporal focus (past, present, future), and perspective (solution- vs. problem-orientation). We integrate our findings into a taxonomy of the initial exploration in coaching and thereby provide a basis for future research as well as a guide for reflection and decision-making for coaches, coachees, and organisational sponsors.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"14 1","pages":"4 - 21"},"PeriodicalIF":1.3,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73939331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-27DOI: 10.1080/17521882.2021.1877754
Micah Saviet, E. Ahmann
ABSTRACT Attention Deficit/Hyperactivity Disorder (ADHD) is associated with difficulty initiating and following-through with tasks. When coaching clients with ADHD (a type of coaching called ‘ADHD coaching’), providing for additional communication between coaching sessions may be an effective approach to support progress on goals a client has established. However, little is known about the process of between-session contact in ADHD coaching. This phenomonolgical study employed a focus group to explore the experiences and perceptions of eight experienced, self-identified ADHD coaches regarding their between-session communication with clients. Qualitative data was analyzed using thematic analysis, and four key themes pertaining to between-session communication emerged. Further research is needed to provide a more full understanding of this important component of ADHD coaching. PRACTICE POINTS This manuscript is particularly relevant to coaching for individuals with Attention Deficit/Hyperactivity Disorder (ADHD). This study provides a unique contribution to the coaching literature, and coaching practice, by exploring the under-examined topic of between-session communication between coach and client. Practitioners will understand the following aspects of between-session communication: • Its value and relevance to clients, particularly those with ADHD • Its purposes and functions • Common approaches to designing the agreement • Challenges that may be encountered
{"title":"ADHD coaches’ experiences with and perceptions of between-session communication with clients: a focus group","authors":"Micah Saviet, E. Ahmann","doi":"10.1080/17521882.2021.1877754","DOIUrl":"https://doi.org/10.1080/17521882.2021.1877754","url":null,"abstract":"ABSTRACT Attention Deficit/Hyperactivity Disorder (ADHD) is associated with difficulty initiating and following-through with tasks. When coaching clients with ADHD (a type of coaching called ‘ADHD coaching’), providing for additional communication between coaching sessions may be an effective approach to support progress on goals a client has established. However, little is known about the process of between-session contact in ADHD coaching. This phenomonolgical study employed a focus group to explore the experiences and perceptions of eight experienced, self-identified ADHD coaches regarding their between-session communication with clients. Qualitative data was analyzed using thematic analysis, and four key themes pertaining to between-session communication emerged. Further research is needed to provide a more full understanding of this important component of ADHD coaching. PRACTICE POINTS This manuscript is particularly relevant to coaching for individuals with Attention Deficit/Hyperactivity Disorder (ADHD). This study provides a unique contribution to the coaching literature, and coaching practice, by exploring the under-examined topic of between-session communication between coach and client. Practitioners will understand the following aspects of between-session communication: • Its value and relevance to clients, particularly those with ADHD • Its purposes and functions • Common approaches to designing the agreement • Challenges that may be encountered","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"20 1","pages":"127 - 141"},"PeriodicalIF":1.3,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73642515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-27DOI: 10.1080/17521882.2021.1879187
K. Leung, Mei Po Mabel Shek
ABSTRACT Video-based education has shown a positive impact on teaching and learning. Hence, it has been increasingly adopted, and one form of video-based education is the use of video annotation tools (VATs). However, the adoption of VATs in life coaching courses has rarely been observed. The present investigation aims to examine the effect of VATs on enhancing students’ level of reflective thinking and communication competence during coaching practices in a sample of seventy-three undergraduates enrolled in the course ‘Life coaching with the aid of peer support’. During the coaching practices, two coaching sessions were video-taped, and the videos were uploaded on an online platform. Students were instructed to use VATs to give peer comments based on the performances of their peers. Their reflective thinking level and communication competence were also examined. In addition, four students participated in focus group interviews to explore the effectiveness of VATs. Two dependent t-tests demonstrated that both reflective thinking level and communication competence improved over time. Implications of the adoption of VATs in teaching and learning were discussed.
{"title":"Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence","authors":"K. Leung, Mei Po Mabel Shek","doi":"10.1080/17521882.2021.1879187","DOIUrl":"https://doi.org/10.1080/17521882.2021.1879187","url":null,"abstract":"ABSTRACT Video-based education has shown a positive impact on teaching and learning. Hence, it has been increasingly adopted, and one form of video-based education is the use of video annotation tools (VATs). However, the adoption of VATs in life coaching courses has rarely been observed. The present investigation aims to examine the effect of VATs on enhancing students’ level of reflective thinking and communication competence during coaching practices in a sample of seventy-three undergraduates enrolled in the course ‘Life coaching with the aid of peer support’. During the coaching practices, two coaching sessions were video-taped, and the videos were uploaded on an online platform. Students were instructed to use VATs to give peer comments based on the performances of their peers. Their reflective thinking level and communication competence were also examined. In addition, four students participated in focus group interviews to explore the effectiveness of VATs. Two dependent t-tests demonstrated that both reflective thinking level and communication competence improved over time. Implications of the adoption of VATs in teaching and learning were discussed.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"88 1","pages":"151 - 161"},"PeriodicalIF":1.3,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75196990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/17521882.2019.1707246
Ofer I. Atad, A. Grant
ABSTRACT Coaches are essentially in the business of facilitating change in others. Yet little is known about the changes that trainee coaches themselves go through as they learn coaching skills and theory. This study identifies some of the key inter- and intra-personal attributes that developed over a nine-month programme of coach-specific training, while comparing differences in impact on trainee coaches who have prior working experience as a therapist with those without therapist experience. The group as a whole had significant increases in satisfaction with life, mindfulness, solution-focused thinking, self-insight, and a need for self-reflection. The training had less impact in terms of inter- and intra-personal skills on experienced therapists than the non-therapists. Nevertheless, coach training is beneficial even for those with prior experience in working as a therapist. This study suggests that coach training typically induces a wide range of personal changes and development that are impactful on a deep personal level. Although therapists already have many of the so-called soft skills required in coaching, those from a therapeutic background still benefit considerably from coach training. One key area highlighted in this study is the need for those coming from a therapeutic background to increase their skills in problem disengagement.
{"title":"How does coach training change coaches-in-training? Differential effects for novice vs. experienced ‘skilled helpers’","authors":"Ofer I. Atad, A. Grant","doi":"10.1080/17521882.2019.1707246","DOIUrl":"https://doi.org/10.1080/17521882.2019.1707246","url":null,"abstract":"ABSTRACT Coaches are essentially in the business of facilitating change in others. Yet little is known about the changes that trainee coaches themselves go through as they learn coaching skills and theory. This study identifies some of the key inter- and intra-personal attributes that developed over a nine-month programme of coach-specific training, while comparing differences in impact on trainee coaches who have prior working experience as a therapist with those without therapist experience. The group as a whole had significant increases in satisfaction with life, mindfulness, solution-focused thinking, self-insight, and a need for self-reflection. The training had less impact in terms of inter- and intra-personal skills on experienced therapists than the non-therapists. Nevertheless, coach training is beneficial even for those with prior experience in working as a therapist. This study suggests that coach training typically induces a wide range of personal changes and development that are impactful on a deep personal level. Although therapists already have many of the so-called soft skills required in coaching, those from a therapeutic background still benefit considerably from coach training. One key area highlighted in this study is the need for those coming from a therapeutic background to increase their skills in problem disengagement.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"2 1","pages":"3 - 19"},"PeriodicalIF":1.3,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78464058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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