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\"Lis Paice's positivity shines through on every page of this book. She writes in a beautifully simple and accessible style. The book will be a tremendous introduction for those setting out on the same path as new coaches, or for more experienced coaches who want to compare their journey with hers.\" Dr John Launer, Honorary Consultant and Senior Clinical Lecturer at the Tavistock Clinic, London, UK \"I love this book. I've not seen a book before that uses the experience of the one who is learning rather than just telling you how to do it. It will be so useful in taking away the inevitable anxiety that comes when you are about to learn a new skill - and learn it in public. The author's honesty about her own pitfalls will help you know what to expect, and the light bulb moments that she has as she progresses will undoubtedly light up the occasional bulb for you too. It might be a book about learning, but it's also a book that outlines the skills of coaching in a whole new way.\" Jenny Firth-Cozens, Imperial College London, UK \"This is a marvellous record of the journey recorded by a senior doctor-educationalist as she strived to gain the skills of a coach. Any new coach will find it difficult to put down as it will resonate with many of their own first reflections. She is open about her mistakes from the start. On her first day of coach training she had a moment of kairos, and she set her goal to train to the highest level, which she continues to do.\" Dr Rebecca Viney, Coaching and Mentoring Lead, London Deanery, UK \"There are many books on coaching that give advice on what coaches should do. This book is different. Describing herself as a 'self-critical learner', Liz traces her journey into becoming a coach, telling a uniquely honest story, 'warts and all' that all of us can learn from. This is like reading someone's personal, reflective diary, rather than a recipe book on 'how to coach'. The result is both engaging and highly illuminating.\" David E Gray, Professor of Leadership and Organisational Behaviour, University of Greenwich, UKYou can't summarize if you haven't been listening.Coach and client share the encounter, not the experience.The better you get, the less you say.The client is the hero, not the coach. Coaching is a skill for life. This frank account of one leader's journey to become a coach is a must have for beginner coaches. It will strike a chord with anyone who has been on a similar journey or has just begun professional training, discovering the disappointments, triumphs and surprises of learning to coach and coming to their own personal insights. Lis Paice's easy conversational style and rich supply of real-life examples make this an enjoyable read even for the absolute beginner. The questions she raises about coaching will also stimulate reflection for experienced coaches, trainers and supervisors.Topics include: What coaching is all aboutHow coaching differs from other ways of helpingWhat the role of the coach entailsGetting to grips with the principles of coaching;Learning by experience why the rules matterTrying out different tools and techniquesFinding ways of helping the client to new perspectives and insightsAvoiding complacency

This book offers an approach to business and executive coaching that properly aligns the practice in the culture of business through the use of a relational \"coaching axis\" that helps to manage the complexity of the organisation and the individual as dual clients. Business and executive coaching occurs within an organisational context with the goal of promoting success at all levels of the organisation by affecting the actions of those being coached (Worldwide Association of Business Coaches, 2007). This form of coaching is distinct from other types in two ways, firstly it is focused on achieving business outcomes, and secondly, both the individual being coached and the sponsoring organization are simultaneously the client. This book explains how a coach manages the complexity of helping these two clients by acting as a narrative bridge between their stories. It offers a relational approach which resists remedial or curative notions born from coaching's human science roots and instead aligns to workplace realities.

This comprehensive practitioner guide provides an accessible evidenced based approach aimed at those new to coaching and who may be undertaking coach training for a ­certificate in coaching or professional credentials or accreditation with the AC, ICF, EMCC, CMI or ILM. The book will also be useful for those who want to enhance their coaching skills. The Coaches' Handbook is edited by Jonathan Passmore, an internationally respected expert and executive coach, with chapters from leading coaching practitioners from across the world. The book is divided into seven sections. Section one examines the nature of coaching, its boundaries, the business case for coaching and how organisations can build a coaching culture. Section two focuses on deepening our self-understanding and understanding our clients, the non-violent communications mindset and the coaching relationship. Section three focuses on the key skills needed for coaching including goal-setting, powerful questions, active listening, using direct communications and the role of silence, emotions and challenge in coaching. Section four offers a range of coaching approaches including behavioural, person-centred, solution-focused, psychodynamic, neuroscience, narrative, positive psychology, out-door eco-coaching, team coaching, careers coaching and integrated coaching. Section five focuses on fundamental issues in coaching such as ethics and contracting and evaluation. Section six explores continuous professional development, reflection and the role of supervision, as well as how to establish your coaching business. The final section contains a host of coaching tools which practitioners can use to broaden their practice. Unique in its scope, this key text will be essential reading for coaches, academics and students of coaching. It is an important text for anyone seeking to understand the best practice approaches that can be applied to their coaching practice, including human resources, learning and development and management professionals, and executives in a coaching role.

101 Coaching Strategies and Techniques provides focused, practical strategies to help the coach with their work. Each point provides a detailed explanation of the strategy together with potential pitfalls and solutions. Contributors from a range of coaching backgrounds are brought together to cover a number of issues faced by professional coaches including: confidence building developing specific skills and strategies group coaching problem solving and creativity self awareness the stuck client. 101 Coaching Strategies and Techniques will be a handy reference tool for busy coaches; the bite-sized strategies will also provide a useful guide for those in training. Part I: Confidence Building. Dickers , A Strengths and Skills Exercise. Dunbar , Achieving an Outcome by Exploring Metaphors. Swinburne , Acting Positively in Difficult Situations. Swinburne , Building General Confidence and Self-Esteem. McGeever , Celebration and Reward. McMahon , Coping Imagery. Dunbar , Creating a Stronger Feeling of Confidence (Or Any Other Positive Feeling or Resource) Using Clean Language. Melrose , Hold up A Mirror and The Client will Do The Rest. Shola Arewa , Moving Beyond Comfort Zones. McGeever , Power Music. McMahon , Rescue Remedy Breathing Exercise. McMahon , The Stand-Back Strategy. McMahon , The Step-Up Technique. Warner , Transition to a New Level of Responsibility. O’Connor , Unblocking Resistance or Fear. Part II: Developing as a Coach. Archer , Adding to the Data - Feelings. Cusack , Bringing Yourself into the Room. Melrose , Help your Client to Learn for Themselves, Not Doing The Work Yourself. Cooper , Managing and Maximizing Relationship with a Third Party Sponsor. Stevens , Managing Yourself During a Coaching Session. McGeever , Pre-Coaching Ritual. Campbell , Redefining the Meaning of Feedback and Creating a Unique Feedback Pattern. Cusack , Rusty or Out of Practice. Melrose , Sometimes Coping is as Good as It Gets. Shola Arewa , Three-Part Breathing Exercise. Part III: Developing Specific Skills and Strategies. Hicks , Attitude Awareness – Impact and Influencing. Warner , Building a High Performing Team. Stevens , Coaching for Confidence in Delivering Presentations. Hicks , Confidence Building with Body Language. Hicks , Creating an Impact at Work - Appearance. McGeever , Decisions by Intuition. Campbell , Enriching a Leader’s Influencing Style Through a Deepening Understanding of Their Impact on Others. Swinburne , Handling Poor Performance / Unacceptable Behaviour. Hicks , Impact – Voice. Grimley , Multi-Level Modeling. Hogbin-Mills , Success Role Modeling. Gorce-Bourge , The Frame Game. Grimley , The Swish Model. McMahon , Time Projection Imagery. Part IV: Focusing on the Future. Dunbar , Action Planning. Hogbin- Mills , Career Choice. Hogbin-Mills , Career Visioning. Champion , Future Vision. Grimley , New Behaviour Generator. Dickers , Visualizing Future Goals. Part V: Group Coaching. Adams , Box Process. Adams , Disruptive Thinking / Disruptive Marketing. Adams , Issue Processing. Archer , Leading As A Team. Adams , More / Less / Stop. Adams , Unlocking Creativity. Part VI: Problem Solving and Creativity. Dunbar , Finding your Niche (Using Clean Language). Hogbin-Mills , Job Decision Making. Cusack , Letting them Draw their Own Conclusions. Champion , Mind Mapping for Insight and Problem Solving Based on the Work of Tony Buzan. Warner , Well-Formed Outcomes. Part VII: Relationships. Gorce-Bourge , I’m Right – You’re Wrong. O’Connor , Influencing Strategy: Stepping into the Other Person’s Shoes. Grimley , The Meta Mirror. Hicks , The Meta Mirror. Gorce-Bourge , The Rope Game. Swinburne , Understanding Difference in Communication / Influencing Styles. Part VIII: Self-Awareness. Tod , A Life of Choice? Dickers , Articulating own Goals, Developing Goal-Setting Strategies. Hogbin-Mills , Career MOT. Hogbin-Mills , Career Reputation. Stevens , Coaching Glass Ceiling Clients. Campbell , Coordinated Management of Meaning. Dickers , Developing Independent Skills. Gorce-Bourge , Feed Back or Fight Back. Archer , Finding what Makes you Tick at Work. Champion , Force Field Analysis For Organizations and Individuals in Transition. Warner , Foxy Donkey Guide to Organizational Politics. Stevens , From Manager to Leader: The Transition Struggle. Swinburne , Identifying Work-Based Skills. Tod , Improving Performance by Accessing Emotions. Shola Arewa , Journal Writing. Dunbar , Noticing and Paying Attention to Metaphors. Melrose , People Will Not Change Unless They Want To - Locate the Desire to Change First. McGeever , Question of the Week. Cooper , Raising Awareness at the Start of a Coaching Relationship – Using 360-Degree Feedback. Champion , Stakeholder Mapping for Success and Influence. Campbell , The Daisy Model: A Framework to Generate a Vision of Who the Coachee Strives to be as A Successful Professional. Grimley , The Meta Model. O’Connor , Try an Experiment: What Happens When you Try. Cooper , Understanding how Life Previous Life Experiences Have an Impact on the Client and the Connection to the Behavioural Patterns They Demonstrate. O’Connor , Using Metaphor to Unlock your Thinking. O’Connor , Using Words to Connect with Thoughts and Feelings. Stevens , When a Client or Coach gets Stuck. Swinburne , Work / Life Balance: Changing Life Habits. Part IX: When a Client Gets Stuck. Dickers , Being Stuck is Part of the Creative Process. Shola Arewa , Get Out of Your Head and into Your Body. Cooper , Helping a Coachee become ‘Unstuck’. Shola Arewa , Recognize and Release Fear. Cusack , Reframing. Tod , Stuck. Champion , The Art of Reflective Practice. Gorce-Bourge , The Ball (Part 1) and the Mud (Part 2). Melrose , The Presenting Issue Isn’t Always the Real Issue. Cusack , Unsticking the Stuckness. Cooper , When a Client is Stuck. \"The book is a great list of coaching techniques and suggestions. In my opinion, the addition of therapeutic perspectives has a lot of potential for deepening the coaching process and so could provide long-lasting change for coaching clients. I expect the book to be very helpful for people working as coaches; counsellors working with EAPs or other short-term counselling might also find some of the activities useful.\" - Sue Lewis, Therapy Today, October 2010 \"Practitioners, coaches, managers, marketers, counsellors, politicians, public figures and non-scholars will learn from this book. No prerequisites are needed. Coaches who have to train players, new employees (or teenagers) will find here some inspiration, just like young parents who have to manage a crisis.\"— Yves Laberge, Division of Clinical Psychology Gladeana McMahon is Fellow and Chair of the Association for Coaching, UK. Her publications include Achieving Excellence in Your Coaching Practice and Essential Skills for Setting up a Counselling or Psychotherapy Practice . Gladeana was listed as one of the UK's 'top ten coaches' in the Independent on Sunday Anne Archer develops leadership and change capability in organisations in both the public and the private sector. She also facilitates coach training programmes, open and in-house, and provides 1:1 and group supervision. Anne works with leaders and coaches across the globe. She is Editor of the Association for Coaching bulletin and is a member of the ICF

Based on years of first-hand, practical experience this book shows you how to transform yourself from being just another coach into someone who stands out to your clients as the natural and only choice.As you read through the pages, you'll discover how to:* Identify your own, personal niche* The marketing techniques which work best for coaches* Anticipate your prospective clients' wants and needs* Work with coaching tools and models when planning your marketing strategy* Set your coaching rates and put packages together* Win business from individuals, sole traders and large organisations* Write press releases, brochures, websites, sales letters and much, much more!

When it comes to mentoring, peer coaching is an undervalued workhorse. It's effective, inexpensive, widely applicable, and relatively easy to implement. Many coaches consider it to be the next wave in professional development. Peer Coaching at Work draws on research and practice to deliver a hands-on guide to this powerful relational learning technique. The authors—all leaders in the field—present a rigorously tested three-part model for facilitating peer coaching relationships in one-on-one settings and in larger groups. With lively case studies, they define peer coaching as a focused relationship between equals who supportively learn from, actively listen to, and judiciously question each other, which leads to breakthroughs that may otherwise lie dormant in one's career. A fundamental guide for anyone with an interest in mentoring and transformational learning, this book is a must-have for the talent management bookshelf.

Background Acquiring the theoretical and practical knowhow of conducting patient and public involvement (PPI) in research is not part of the traditional curriculum of researchers. Zuyd University of Applied Sciences and Huis voor de Zorg, a regional umbrella patient organization, therefore started a 1.5‐year coaching programme. Objective To establish a community of practice by developing a PPI coaching programme for senior and junior health services researchers of Zuyd University. The context consisted of research projects conducted by the participants. Methods A participatory action research methodology. Data were collected from reports of thematic group meetings and individual sessions with participants, field notes and regular reflection meetings with the project team. Data were analysed by reflexive deliberation. Findings The programme comprised a kick‐off meeting (52 attendees), followed by 7 group meetings with 11 junior and 9 senior researchers. The project team constructed a serious game based on the concept of the participation ladder. Questions and concerns differed for junior and senior researchers, and separate tailored meetings were organized for both groups. Between group meetings, participants received individual assignments. Group meetings were accompanied by individual coaching sessions to provide tailor‐made feedback. The programme concluded with a combined meeting with all stakeholders. Conclusion Building a community of PPI practice through action research facilitates the development of a coaching programme that fosters social learning, empowerment and the development of a shared identity concerning PPI. The role and responsibilities of senior researchers should be distinguished from those of junior researchers.

Chronic kidney disease (CKD) imposes a significant global health and economic burden, impacting millions globally. Despite its high prevalence, public awareness and understanding of CKD remain limited, leading to delayed diagnosis and suboptimal management. Traditional patient education methods, such as 1-on-1 verbal instruction or printed brochures, are often insufficient, especially considering the shortage of nursing staff. Technology-assisted education presents a promising and standardized solution, emphasizing the need for innovative and scalable approaches to improve CKD-specific knowledge and health literacy. This study aimed to develop and evaluate the effectiveness of an innovative 12-unit virtual health coaching program delivered through interactive robots that is intended to enhance disease knowledge and health literacy among patients with CKD. A quasiexperimental design was used, and 60 participants were evenly assigned to experimental and comparison groups. However, due to attrition, 14 participants in the experimental group and 16 participants in the comparison group completed the study. The intervention involved a 12-unit program, with each unit lasting approximately 20 minutes to 30 minutes and delivered across 3 to 4 learning sessions, and participants completed 3 to 4 units per session. The program addressed key aspects of CKD-specific health literacy including functional, communicative, and critical literacy and CKD-specific knowledge including basic knowledge, prevention, lifestyle, dietary intake, and medication. Data were collected through validated pre and postintervention questionnaires. All 30 participants completed the program and subsequent evaluations, with outcome measures assessing changes in CKD-specific knowledge and health literacy. Postintervention analysis using generalized estimating equations, adjusted for age, revealed that the experimental group (n=14) had significantly greater improvements in health literacy (coefficient=2.51, Wald χ² =5.89; P=.02) and disease knowledge (coefficient=1.66, Wald χ² =11.75; P=.001) than the comparison group (n=16). Postintervention t tests revealed significant improvements in CKD-specific health literacy and disease knowledge (P<.001) between the experimental and comparison groups. Additional analyses identified significant group × time interactions, indicating improvements in communicative literacy (P=.01) and critical literacy (P=.02), while no significant changes were observed in functional literacy. Regarding disease knowledge, the experimental group demonstrated a significant improvement in medication (P<.001), whereas changes in basic knowledge, prevention, lifestyle, and dietary intake were not significant. This study demonstrated that interactive robot-assisted eHealth coaching effectively enhanced CKD-specific disease knowledge and health literacy. Despite the challenges posed by the COVID-19 pandemic, which constrained sample sizes, the findings indicate that this program is a promising patient education tool in clinical nephrology. Future research should involve larger sample sizes to enhance generalizability and examine additional factors influencing effectiveness.

Background School sports coaching is gaining recognition as a formal profession worldwide, highlighting its significant role in students’ holistic development. Given the complex social and cultural dimensions of the role, this study explores a coaching competence model tailored to the school context, emphasizing the need to consider both national and local frameworks to ensure effective implementation. In China, school sport coaches are responsible for both physical education teaching and sports training across all types of schools. Within the integration of sports and education, school sport coaches can expand their impact not only on student-athletes or athletes but also on general students in practice. Compared with physical education teachers’ perspectives, sports coaches’ competence development has rarely been studied. This study aims to develop a sustainable Chinese school sports coaching competence model. Methods The qualitative data were gathered mainly through semi-structured interviews. School sports coaches and related stakeholders ( N  = 22) were selected as participants using purposive sampling techniques. Grounded theory was employed to analyse the data via NVivo 11.0 software. Results The school sports coaching competence model comprises three categories consisting of 15 sub-categories, 92 concepts, and 317 labels. These categories are as follows: (a) Perception of identity, encompassing role of the coach, reflection on students, and understanding of policies; (b) Code of ethics, which includes sports virtues, sports-humanistic spirit, and principles of movement science; (c) Coaching excellence, comprising lifestyle and fitness strength, local sports development, teacher-coach partnership, leadership in extracurricular activities, safety and injury protection, athlete selection and training, instruction and demonstration, coaching reflective practice, and athlete-coach rapport. Conclusion Chinese school sport coaching competence model emphasizes the integration of sports and education for student development. It provides both local and national perspectives to enhance the professional development of school sports coaches’ community worldwide.