Coaching is a form of development in which a person called a coach supports a learner or client in achieving a specific personal or professional goal by providing training and guidance. The learner is sometimes called a coachee. Occasionally, coaching may mean an informal relationship between two people, of whom one has more experience and expertise than the other and offers advice and guidance as the latter learns; but coaching differs from mentoring in focusing on specific tasks or objectives, as opposed to more general goals or overall development.
The issue is threefold. First, many executive coaches, especially those who draw their inspiration from sports, sell themselves as purveyors of simple answers and quick results. Second, even coaches who accept that an executive’s problems may require time to address still tend to rely solely on behavioral solutions. Finally, executive coaches unschooled in the dynamics of psychotherapy often exploit the powerful hold they develop over their clients. Sadly, misguided coaching ignores—and even creates—deep-rooted psychological problems that often only psychotherapy can fix.
An obvious area is volleyball and beach volleyball athletes, given that those were my sports. I’m also an expert at working with youth up-and-coming athletes, starting as young as nine years of age. I really enjoy working with athletes on the origin of their fear and providing tools for them to breakthrough whatever it is that’s preventing them from getting to the next level in their sport.
As an interdisciplinary subject, exercise psychology draws on several different scientific fields, ranging from psychology to physiology to neuroscience. Major topics of study are the relationship between exercise and mental health (e.g., stress, affect, self-esteem), interventions that promote physical activity, exploring exercise patterns in different populations (e.g., the elderly, the obese), theories of behavior change, and problems associated with exercise (e.g., injury, eating disorders, exercise addiction).
Make it descriptive rather than evaluative. This means that the feedback should focus on the facts, as opposed to saying what is good or bad. This also helps the recipient be less defensive. Instead of saying, “Your follow-through is poor,” it is more effective to say, “The team was in a real crunch today, trying to get the presentation slides to the client to be reviewed. I was counting on having the highlights of your report included in the presentation. This caused us to be late in getting the slides to the client. Next time we have a deadline like this, I’d like to see you deliver your portion on time.”
What can organizations expect when their employees receive coaching? Clark, a certified coach herself, said the area that receives the biggest impact from coaching is self-awareness. “Any opportunity for people to understand themselves better is a good thing,” she said. “Our job is to make sure people continue to develop personally as they hone their technical skills. Managers need to understand how they come across to others. Not only do they learn how to become more effective, they discover the negative impact of not changing.”
In 1996, as a result of a three-year research project led by Lindsay B. Yeates, the Australian Hypnotherapists Association (founded in 1949), the oldest hypnotism-oriented professional organization in Australia, instituted a peer-group accreditation system for full-time Australian professional hypnotherapists, the first of its kind in the world, which "accredit[ed] specific individuals on the basis of their actual demonstrated knowledge and clinical performance; instead of approving particular 'courses' or approving particular 'teaching institutions'" (Yeates, 1996, p.iv; 1999, p.xiv). The system was further revised in 1999.
Organizations must be in favor of and agree to provide resources to support the executive coaching, and recognize that it requires a long-term investment in order for the coaching and change to succeed. “Executives need follow-on coaching and reinforcement in order to sustain changes in behavior. In addition, professionals’ development should be kept separate from performance because the high level of trust and openness required for development would be compromised if these two essential processes are mixed.”
“I tried so many different smoking cessation products and programs over the past years. These included gums, patches, and pills. Finally, armed with a determination to quit, I decided to try hypnotherapy. I found The Miami Hypnosis Center on-line and it changed my life. I used to smoke like a chimney and enjoyed it like anything else, and now I’m happy to finally say that I am a non-smoker.” – Pasquale Pisana
Given the relatively free travel of information amongst European practitioners, sport psychology flourished first in Europe, where in 1965, the First World Congress of Sport Psychology met in Rome, Italy. This meeting, attended by some 450 professionals primarily from Europe, Australia, and the Americas, gave rise to the International Society of Sport Psychology (ISSP). The ISSP become a prominent sport psychology organization after the Third World Congress of Sport Psychology in 1973. Additionally, the European Federation of Sport Psychology was founded in 1968.
In 2002, the Department for Education and Skills developed National Occupational Standards for hypnotherapy linked to National Vocational Qualifications based on the then National Qualifications Framework under the Qualifications and Curriculum Authority. NCFE, a national awarding body, issues level four national vocational qualification diploma in hypnotherapy. Currently AIM Awards offers a Level 3 Certificate in Hypnotherapy and Counselling Skills at level 3 of the Regulated Qualifications Framework.
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The Masters in Executive Coaching is a pathway to becoming a fully accredited executive coach, while the Postgraduate Diploma in Organizational Supervision helps experienced coaches build their status as senior practitioners and supervisors of coaches and consultants. Take your career to the next level, learn about yourself as a coach, and network with some of the leading practitioners in the field.
Partnering for performance and clear agreements. Tied for fifth place, which makes sense because they are similar. Partnering for performance is described as: a relationship and agreements among individuals and groups that are characterized by mutual understanding, cooperation and responsibility to achieve a specific goal. Clear agreements are defined as: an understanding or arrangement between people regarding what is going to be done, by whom, how and by when.
A combination of physical education and psychology is essential for starting a sport psychology career. Some colleges and universities might offer sport psychology bachelor degree programs, which includes a blend of psychology courses and physical education courses. A sport psychology career, however, can also usually be started with a bachelor's degree in general psychology. A few aspiring sport psychologists, however, may even be able to begin their careers with a bachelor's degree in physical education.
The challenges can come from a few different aspects. There is the level of difficulty that clients have in overcoming obstacles that they may be facing. Then there are outside dynamics that can make a difference, such as pressure that athletes may feel from their family, relationships, coaches, or even the media. One of the biggest challenges is when an athlete may lack some of the motivation necessary to bring change or develop a necessary skill—perhaps it was their coach’s or family’s idea that they see a sports psychologist and they are still uncertain about whether or not they want to put in the time to address the mental side of their game. Sports psychology is not a magic formula for success. It is an approach to performance enhancement that requires motivation and participation by the athletes themselves. So when that cooperation and motivation are lacking, it is perhaps the biggest challenge.
Jump up ^ The accreditation criteria and the structure of the accreditation system were based on those described in Yeates, Lindsay B., A Set of Competency and Proficiency Standards for Australian Professional Clinical Hypnotherapists: A Descriptive Guide to the Australian Hypnotherapists' Association Accreditation System, Australian Hypnotherapists' Association, (Sydney), 1996. ISBN 0-646-27250-0  Archived 2009-09-12 at the Wayback Machine.