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Coaching psychology

Coaching psychology is a field of applied psychology that applies psychological theories and concepts to
the practice of coaching. Its aim is to increase performance, achievement and well-being in individuals,
teams and organisations by utilising evidence-based methods grounded in scientific research.[1] Coaching
psychology is influenced by theories in various psychological fields, such as humanistic psychology,
positive psychology, learning theory and social psychology.

Coaching psychology formally began as psychological sub-discipline in 2000 when the first "coaching
psychology" course was offered at the University of Sydney. Since then, learned societies dedicated to
coaching psychology have been formed, and peer-reviewed journals publish research in coaching
psychology. Applications of coaching psychology range from athletic and educational coaching to
leadership and corporate coaching.

Contents
History
Early history
21st century
Theoretical influences
Humanistic psychology
Positive psychology
Theories of learning
Other influences
Models
GROW
PRACTICE
SPACE
Other models
Coaching education
Applications
Athlete coaching
In education
Professional ethics and regulation
See also
References
External links
Coaching psychology societies
Coaching psychology periodicals

History
Early history

Early applications of psychological theory and practice to coaching (in particular, athletic coaching) can be
traced to the 1920s.[2] In 1926, Coleman Griffith published The Psychology of Coaching: A Study of
Coaching Methods in the Point of View of Psychology.[2] Based on observations of football and basketball
teams, Griffith discussed a wide variety of aspects of coaching such as spectator effects, over-coaching
problems, principles of learning.[3] Griffith has been noted as "America's first sport psychologist" and a
pioneer applying the science of psychology to coaching.[4] Years later, more texts on coaching psychology
began to emerge. In 1951, John Lawther of Penn State University published Psychology of Coaching.[5]
The earliest book in WorldCat with the term "coaching psychology" in the title is Modern Coaching
Psychology by Curtiss Gaylord, published in 1967.[6][7]

21st century

Despite these early developments, contemporary coaching psychology was only formally established at the
beginning of the 21st century.[4] In January 2000, Anthony Grant implemented the first "coaching
psychology" unit of study at the University of Sydney and his doctoral dissertation set the stage for further
research to establish the field of coaching psychology as an evidence-based discipline.[8][9] Many coaching
psychologists consider Grant as a pioneer in the field.[4][10]

Further development began in 2006 when the Australian


Psychological Society (APS) held a conference that founded the
Interest Group in Coaching Psychology (IGCP). Outside Australia,
Stephen Palmer of the British Psychological Society (BPS) formed the
Special Group in Coaching Psychology (SGCP).[4] Both the IGCP
and the SGCP aimed to further develop the profession of coaching
psychology in terms of theory and application by providing a platform The logo of the Australian
for sharing relevant research and experiences among coaching Psychological Society (APS),
psychologists.[4][1][11] Since the establishment of the IGCP and which founded the Interest Group
SGCP, more international societies dedicated to coaching psychology in Coaching Psychology (IGCP).
have been established in Europe, the Middle East and South Africa. [4]
On December 18, 2006, the International Society for Coaching
Psychology (ISCP) was founded in order to promote the international development of the field.[4][12]

Currently, there are a number of peer-reviewed journals dedicated to literature and research on coaching
psychology. For instance, The Coaching Psychologist (since 2005) is provided by the SGCP.[13] The IGCP
and IGCP jointly publish the International Coaching Psychology Review (since 2006).[14] Coaching
Psychology International (since 2009) is published by International Society of Coaching Psychology.[15]

Theoretical influences

Humanistic psychology

The humanistic approach to psychology is regarded as a large contributor to coaching psychology.[3] Both
humanistic and coaching psychology share the common view of the human as self-actualising. That is,
whenever given the opportunity, humans will seize the capacity to improve themselves.[16] Coaching
psychology looks at this development as a process consisting of concrete positive changes in one's life.
Furthermore, this process of growth is undertaken by both the client and the coach who facilitates self-
actualisation in their clients.[1][17]

In Carl Rogers' person-centered therapy, the client-therapist relationship is a key element in facilitating
growth.[17] Thus, the relationship between the coach (the facilitator) and the client (the learner) is
crucial.[18] In particular, Rogers identified three key qualities in a good coach-client relationship: "realness"
(genuineness), trust, and empathetic understanding.[17][18] Additionally, an important distinction is made
between working on the client and working with the client. A coach must be willing to collaborate and
actively engage with the client in order to understand their experiences and make choices that promote
growth.[17] When this is achieved, the coach-client relationship becomes an active partnership.[19]

Additionally, according to Rogers, growth in a client is attained through unconditional positive regard.[20]
Coaches must empathise with their clients in order to understand their experiences and viewpoints.[1] To
achieve this, the coach must be able to understand their clients not only on an intellectual level, but also on
an emotional level.[17] Along with empathy, coaches must be able to accept their clients for who they really
are since individuals need to feel valued for their "true selves" in order to self-actualise.[1]

Positive psychology

Positive psychology (developed by Martin Seligman and


others) dwells on the positive aspects of human
characteristics such as strength and competency.[17][21][22]
At its core, coaching psychology shares this focus; effective
coaching entails improving the performance and well-being
of the client.[23] Positive psychology thus provides a
foundation for coaching.[21] Coaching psychology has been
considered a type of applied positive psychology.[23]

Positive emotions motivate individuals to enhance their


abilities and competencies.[24] The broaden-and-build theory
by Barbara Fredrickson posits that positive emotions can play
a role in sparking not just motivation, but also actions that are
productive and beneficial.[25] In coaching, encouraging Martin Seligman is a psychologist who
positive emotions is emphasised in order to inspire clients to studies positive psychology.
take concrete action towards their goals.[17]

Aside from emotions, full engagement in activity is also a factor in maximising one's performance.[26]
Mihaly Csikszentmihalyi described this level of maximal involvement in a task as flow. In other words,
individuals experiencing flow are "in the zone".[17] Coaches play a role in setting an environment that
induces flow. This can be achieved through clear and consistent goal-setting.[26] Providing clear and
immediate feedback also keeps the client informed about whether their actions are helping achieve their
goals.[17] Coaches also help strike a balance between challenge and skills as tasks that are too easy or too
difficult for the client may hinder goal-achievement.[17][26]

Theories of learning

Operant conditioning (as described by B. F. Skinner) views learning as a process involving reinforcement
and punishment.[27] Coaches are encouraged to always reinforce healthy and productive behaviours
through verbal reinforcement, such as motivational words and images.[28] Intrinsic reinforcement (i.e.
reinforcement from within the individual) can also play a huge role in improving performance and
encouraging goal-directed action.[19] Though punishment can direct clients towards desired behaviours,
performance may be hindered by unwarranted side effects, such as anxiety and resentment towards the
coach.[19][27]

David A. Kolb's experiential learning theory posits that individuals learn through their experiences.[29]
Experiential learning is facilitated by self-reflection, self-assessment and action.[21] Coaches can encourage
critical self-reflection of experiences through "coaching logs" wherein coachees analyse their thoughts and
emotions in various incidents and circumstances.[21] This helps clients examine and challenge their own
beliefs, attitudes and behaviours.[21] Insight gained from this aids in transformative learning where trainees
develop an action plan for further self-improvement and increased performance based on their own
experiences.[17][29][30]

Lev Vygotsky described the zone of proximal development


(ZPD) as a space between what a person knows (an action
that can be performed easily) and what a person doesn't know
(what is considered difficult).[31] Vygotsky theorised that
learning is most effective within this zone.[32] Coaches
facilitate effective learning by providing coachees with
activities within the ZPD, which are neither too easy nor too
challenging (this is a process called scaffolding).[31][32]

Social learning theory also influenced coaching psychology.


According to Albert Bandura, observational learning occurs
when individuals learn from the people around them (called
models).[33] Coaches should be aware of their coachee's
The Zone of Proximal Development is
models as this can shape their attitudes and behaviour.[34]
located between what the learner can
Additionally, coaches should assess factors affecting
easily do and cannot do.
observational learning in their trainees, such as attention and
the frequency of the observed behaviour.[34]

Other influences

Gestalt theory explains that people perceive events around us in a way that conforms to their personal ideas,
beliefs and experiences.[3] Coachees must be guided in their awareness of their own attitudes and
experiences, which shape their perception of the world.[3] Concepts in social psychology such as
interpersonal influence and compliance emphasise the powerful role that social interactions play in shaping
thinking, performance, and behaviour in coachees.[19] Cultural psychology assists coaches in facilitating
growth and learning in clients from various cultural backgrounds.[35] Study of psychopathology may also
be important in developing the proper methods of coaching for mentally unhealthy individuals.[19]

Models
Coaching psychology has a large number of models and frameworks derived from psychological theories
and evidence.[1] These models are used in order to guide the practice of coaching psychology and to ensure
that coaching is informed by scientifically-proven concepts.[21]

GROW
The GROW model is considered one of the most popular behavioural coaching models.[3] Its four stages
outline the process of problem-solving, goal-setting and improvement of performance.[3][1] The name of
each stage varies slightly depending on the source.

PRACTICE

Stephen Palmer developed the PRACTICE model as a guide to problem-solving and solution-seeking.[1]
The issues are identified during first stage is Problem identification.[36] Next, Realistic goals are developed
with regards to the issues.[1][36] Afterwards, Alternate solutions that work towards the goals are
brainstormed.[1][36] The possible outcomes of the solutions are then critically evaluated during the
Consideration of consequences.[1][36] Following this, the best options are chosen during Targeting the
most feasible solution(s).[1][36] Then comes the Implementation of the Chosen solution(s).[1][36] The final
step is the Evaluation where coaches and coachees discuss the effectiveness of the solution and any lessons
learned from the experience.[1][36]

SPACE

The SPACE model is a bio-psycho-social framework based


on cognitive-behavioural psychology.[37][38] Its purpose is to
guide the coach in assessing and understanding the behaviour
of their clients during specific situations.[37] SPACE is an
acronym that stands for Social context, Physiology, Action,
Cognition and Emotion.[38] It can be further subdivided into
smaller frameworks: ACE and PACE. The ACE framework
examines the relationships between the action, emotions and
cognitions of the individual.[38] The PACE framework then
takes the ACE model and considers the physiological or
biological response that accompanies cognitions, emotions
and behaviour.[38] Finally, the main SPACE model takes into According to the SPACE model, actions
account the social context in which the behaviour are influenced by emotions, physiological
occurs.[37][38] reactions, cognitions and social contexts.

Other models

Other approaches such as the ABCDE cognitive model for problem-solving have been developed.[38] The
OSKAR, ACHIEVE and POSITIVE models stem from the GROW model that focuses on goal-setting,
solution-seeking, as well as nurturing coaching relationship.[36][38] For leadership coaching, LASER
(which stands for Learning, Assessing, Story-making, Enabling and Reframing) outlines a five-step process
for effective coaching.[38] The transtheoretical model of change (developed by James O. Prochaska and
others) and appreciative inquiry focus on understanding the process of change and encouraging clients to
act towards positive change.[1]

Coaching education

Applications
Athlete coaching

Coaching psychology influences training methods for athlete development.[18] It aims not only to improve
performance in sports, but also to develop athletes holistically.[39] Thus, factors affecting development such
as athlete motivation have been studied through cognitive, social and emotional theories.[40] One study
found that athlete narcissism impacts the effectiveness of performance expectations set by the coach.[41]
Physical and mental skill enhancement are also studied with cognitive-behavioural theories.[40] Research
has shown that effective goal-setting improves performance in sport.[42] Additionally, self-efficacy is also
an important factor affecting athlete development.[40] Thus, coaches are encouraged to increase self-
efficacy in athletes through positive feedback and being a model of self-confidence themselves.[43] Even
coaches' own beliefs about their skill level in coaching affect the development of self-efficacy in
athletes.[43]

In education

Coaching psychology can also be applied in schools.[37] It examines the most effective ways of educating
students grounded in psychological theory.[37] For instance, theories on motivation focus on the effects of
self-efficacy and motivation on student performance.[37] Improving teacher confidence and self-efficacy is
also an area of study for coaching psychologists.[4] Coaching psychology also guides students, teachers and
staff in effective goal-setting and goal-attainment.[44] Additionally, coaching methods like reciprocal peer
coaching (the process of teachers evaluating each other's performance) are encouraged because they
cultivate support and trust among educators.[45] Peer coaching in the classroom also provides a
collaborative environment for students, which is conducive for learning.[45][46]

Professional ethics and regulation

See also
Consulting psychology
Counseling psychology

References
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Family Life Coaching, Springer International Publishing, doi:10.1007/978-3-319-29331-8_2
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2. Griffith, Coleman (1926). Psychology of Coaching. New York, NY: Charles Scribner's Sons.
3. Palmer, Stephen; Whybrow, Alison (2007). Handbook of Coaching Psychology: A Guide for
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External links

Coaching psychology societies


International Society for Coaching Psychology (ISCP) (https://www.isfcp.net/)
Australian Psychological Society Interest Group in Coaching Psychology (APS IGCP) (http
s://groups.psychology.org.au/igcp/)
British Psychological Society Special Group in Coaching Psychology (BPS SGCP) (https://
www.bps.org.uk/member-microsites/special-group-coaching-psychology)
Swedish Coaching Psychology Group (http://www.coachandepsykologer.se/)
Society for Industrial and Organisational Psychology of South Africa Coaching Psychology
Special Interest Group (SIOPSA CPSG) (https://www.siopsa.org.za/)
Society for Coaching Psychology Italy (SCP Italy) (https://www.scpitaly.it/)
International Centre for Coaching Psychology Research (https://www.iscpresearch.org/)

Coaching psychology periodicals


Coaching Psychology: The Danish Journal of Coaching Psychology (https://tidsskrift.dk/inde
x.php/cp)
Coaching Psychology International (https://www.iscpresearch.org/resources/coaching-psych
ology-international/)
International Coaching Psychology Review (https://www.bps.org.uk/publications/internation
al-coaching-psychology-review)
The Coaching Psychologist
Coaching at Work (https://www.coaching-at-work.com/)
The International Journal of Evidence Based Coaching & Mentoring (http://ijebcm.brookes.a
c.uk/)
Coaching: An International Journal of Theory, Research and Practice (https://www.tandfonlin
e.com/toc/rcoa20/current)
International Journal of Mentoring and Coaching in Education (http://emeraldgrouppublishin
g.com/products/journals/journals.htm?id=ijmce)

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