Authors Coaching Reflections - Essay Example

Coaching Reflection: Interview session Name Institution Instructor Date ‘Change is the most constant thing in this world’ is a common phrase in managing people. This means that human beings and processes are constantly undergoing change and that change cannot be evaded but most likely postponed. Some changes might be gradual while others might be rapid. In most cases, rapid changes are most conspicuous as they involve drastic measures. Gradual changes can go without being noticed. Over the course of my life, I have undergone a number of changes both in my education, personal growth, attitude behaviours, leisure activities, reading styles, classes, tutors and lecturers, knowledge, diet, school, dress style, lifestyle, shopping mall, friends, relationship among many others. These are some of the most obvious changes that many people go through. Some are voluntary while some are involuntary and others are meticulously planned while others are spontaneous. When people who undergo or are planning to go through major changes, they are likely to seek professional help in form of coaching in order to achieve various set goals. I have planned and taken time to think about changes in my personal life. One of them has to do with my fitness levels as an Arakan martial arts trainee. Early last month, I was invited to undertake my first belt grading. This means that I have to up my game and fitness levels. Consequently, I have enrolled in extra classes and recruited a private trainer. All these changes can be matched up to managing change theories in personal lives. This paper therefore is a reflection of my personal change relating to my fitness matched up to relevant theory learned in class. As a normal human being, I am naturally configured to change to suit different situations. Rational human beings modify their behaviour based on experiences which inform them on the need to change or not to change. This is identified as learning in life coaching. Driscoll (2005, as cited by Law et al., 2007, p. 53) defines learning as “a persisting change in performance or performance potential that results from experience and interaction with the world.” As an Arakan trainee, I know that my martial arts skills are still green but are on an upward trajectory. I am gradually learning through my training. The martial arts classes however, are not limited to physical fitness and personal defense skills only. The class also targets matters of self-discipline, self-restraint, spiritual and emotional development. This differs widely from the gym classes that have I attended in the past. having targeted this wholesome change, I contemplated yoga but turned it down because it did not meet my goals. The major goal for my martial arts training it to keep fit and improve my self-defense and fighting skills. On top of that, I need to be fit and develop some body muscle and not just being able to stretch as is the case with yoga. In setting goals, Grant (2006) cautions that goals are not a homogenous concept as assumed by many people but instead they are multifaceted with multiple layers. In recognition of this complexity, a number of theories are designed to help coaches and coachees identify goals. The GROW model, which was formulated by Galleyway (1974 cited in Parsloe & Wray 2000) details procedures of formulating goals. The name GROW is an acronym for the technique’s four stages; goals, reality, options and will to act. It calls for defragmentation of goals into their basic achievable elements. From these stages, goals for performance must be set. For instance, in my case, I have identified my fitness to involve mental, spiritual and emotional fitness. Such defragmentation enabled me to choose martial arts as opposed to just gym or yoga alone. Therefore, in settling for the Arakan martial arts lesson, I considered the fact that I want to develop some muscles, be physically fit, improve my self-defense and fighting skills, learn the ideals of martial arts including self-discipline, and spiritual and emotional development. I want to learn how to tame my temper, be more patient and also develop self-restraint and self-discipline. These are some of the ideals that I have admired in martial arts professionals. My choice to enroll in martial arts coaching lessons was thus informed purely by my personal goals. However, in line with the GROW technique, my coach assisted me in making realistic goals. In the very first day I enrolled, the coach insisted that I write down what I wanted to achieve. At first, I saw this as unnecessary since it was me who was paying for the services. This move corresponds with reality phase. This phase involves the coach assisting the client make a realistic evaluation of the current position and the context in which they are operating in (Parsloe & Wray 2000). Learning takes place with the assistance of a coach. In my own understanding and the current context, my coach is there to facilitate attainment of my goals. First, I have to know what I want to accomplish in enrolling in martial arts lessons. The coach in this case acts as a teacher in imparting knowledge and skills about the art and at the same time assisting me with my journey to fitness. My most critical reason for enrolling in the classes was to keep fit as I felt the gym was unidirectional. I came to learn through a friend that martial art is more all-rounded as it strives to developing individuals physically, intellectually and spiritually and . Such personal goals and dimensions of martial arts thus give the coach a more involving role to play and the interaction goes beyond coaching. According to Hawkins and Smith (2006) Coaching is the focused application of skills that deliver performance improvement to the executive’s work in his or her organisation, through robust support and challenge. The coaching process should yield learning and personal development for the executive, and help them to contribute more of their potential. This collaborative relationship will be short-term and practically focused, and will be marked by clear, strong feedback (cited from Hawkis 2008) Clearly, my interaction with my trainer and me as a trainee falls under coaching from the above definition. Since it happens under sports, it is sports coaching. So as to effect and support that upward trajectory, a new workout program for me is on top of the agenda. I need a workout program that will enhance my fitness levels. In the past, I have attended training lessons on six days per week. One of options that I have is to increase the intensity of my workout programs to match the upcoming task. A new workout program is needed to transform me from just a mere martial arts trainee to a belt holder in martial arts if I pass the test. I feel like I am preparing for a test and beyond that test, I will not be the same person as I will be transformed. This is well captured by one of the theories of coaching transformative learning theory. Transformative learning allows an individual to gauge his or her learning needs based on experience (Lennard, 2007). Having attended gym classes before, I was able to acknowledge that I needed to have something better than the gym. My reason for joining the gym had also been informed by my experiences. Having been mocked and bullied way back in elementary school, I figured that gaining a bigger and more muscular physique would restore my confidence. I reflected on the experiences in elementary years and I was very motivated to “correct” something. I felt that had been somehow bigger like the bullies, maybe they would not have picked on me. Furthermore, I could be more assured of my own safety in case of danger where strength was required. This kind of reflections has been recommended by a number of coaching experts and authors. One of them, Cox (2006) considers reflection to be a key pillar in transformative learning. She writes that transformative learning takes place when people reflect on their values, their beliefs, principles and reevaluate them so that new or improved values are achieved. Having attended the martial arts classes for several months now, I have gained enough experience to know that I need to train more if I am to achieve the belt grading. I have learned and observed from other trainees that to attain belt grading in martial arts requires serious skills, training and improved physical fitness. Having been invited to test for the belt grading, I have enrolled into gym classes and enlisted an additional trainer five days of the week. Such strategies can only be employed by a person with experience in the particular field or by observation. This aspect in coaching is captured by the experiential learning process. Kolb (1984, as cited by Cox, 2006) says that individuals learn best through experience. This model posits that learning takes place in four major steps namely: concrete experience, reflective observation, abstract conceptualization and active experimentation. The first stage of the model, concrete experience was applicable in various. For one, I had experience in martial arts and was aware of the fact that the fitness requirements were higher as one progressed on the various ranks available. With my past experience in the gym, I knew that going back to the gym would give me extra stamina to pursue my martial arts goal. Therefore, my choice to return to gym classes was motivated by my desire to achieve the goal of improved stamina to enable me pass by belt grading test. So one may ask how did I get to know that the higher levels of martial arts training are more rigorous and requires more stamina? This is where the active observation applies. Kolb (1984) says that this stage of learning involves watching others or observing one’s own experience. In my case I did both. I observed and seen that the type of training I am being put through in the martial arts classes has been incrementally becoming difficult and challenging with time. I have therefore figured out that if I am to achieve my goals, then I need to change also. I have also keenly observed that the kind of exercise some of the already belt graded trainees are being put through in the last one month are quite difficult. They require anyone to be extra fit if one is to accomplish them. The stage of Abstract conceptualization has occurred to me though not in a very obvious manner. This entails my assumption that I need more muscle to accomplish the task ahead. Though there is no guarantee that being more heavily built amounts to better martial arts skills, I have conceptualised that a stronger bicep means a stronger force or thrust in my punching. The last stage of active experimentation is also evident in my case. Kolb (1984) says that this stage of experiential learning involves individuals using theories to solve problems and make decisions. I have been able to apply the theory that my output will be determined by my inputs. This means that the more I put into my training, the more I achieve in my fitness. Despite attending the martial arts classes for six days every week, I have enlisted an additional trainer for five days of the week till the end of this year and also including gym session at least twice a week. With all the effort and resources I have put into my martial arts, I hope that it will bear fruits. While this activity has been entirely for my own private good, it has enabled me reflect very well on the interactions with coaches in other sectors of life coaching. As an aspiring life coach, I have used my interactions with the coach and fellow trainers to reflect on my learning. As a coachee, I am experiencing first-hand how my future clients, though not in sports would feel. One issue that stuck out especially was being asked to write down my expectations and goals in a martial arts training session. However, upon reflection, that was a very important learning lesson for me as a person and for my career. References Cox, E. (2006). The adult learning approach to coaching. In D. R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken, NJ: Wiley. Flaherty, J. (2005). Coaching: Evoking excellence in others. Boston, MA: Elsevier Butterworth- Heinemann. Grant, A. M. (2006). An integrative goal-focused approach to executive coaching. In D. R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp. 153-192). Hoboken, NJ: Wiley. Hawkins, P. (2008). The coaching profession: Some of the key challenges. Coaching: An International Journal of Theory, Research and Practice, 1(1), 32-33. Kolb, D. (1984). Experiential learning: experience as the source of learning and development. New York: Prentice-Hall Law, H., Ireland, S., & Hussain, Z. (2007). The psychology of coaching, mentoring and learning. Chichester, UK: Wiley. Lennard, D. (2007). Coaching Models: A Cultural Perspective: A Guide to Model Development: for Practitioners and Students of Coaching. London: Routledge. Parsloe, E. (1992). Coaching, mentoring and assessing: A practical guide to developing competence. London: Kogan Page. Parsloe, E., & Wray, M. (2000). Coaching and mentoring: Practical methods to improve learning. London: Kogan Page. Section 1, (2013). Introduction to the coaching industry Stober, D. R., & Grant, A. M. (Eds.). (2006). Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken, NJ: John Wiley & Sons. Read More

The major goal for my martial arts training it to keep fit and improve my self-defense and fighting skills. On top of that, I need to be fit and develop some body muscle and not just being able to stretch as is the case with yoga. In setting goals, Grant (2006) cautions that goals are not a homogenous concept as assumed by many people but instead they are multifaceted with multiple layers. In recognition of this complexity, a number of theories are designed to help coaches and coachees identify goals.

The GROW model, which was formulated by Galleyway (1974 cited in Parsloe & Wray 2000) details procedures of formulating goals. The name GROW is an acronym for the technique’s four stages; goals, reality, options and will to act. It calls for defragmentation of goals into their basic achievable elements. From these stages, goals for performance must be set. For instance, in my case, I have identified my fitness to involve mental, spiritual and emotional fitness. Such defragmentation enabled me to choose martial arts as opposed to just gym or yoga alone.

Therefore, in settling for the Arakan martial arts lesson, I considered the fact that I want to develop some muscles, be physically fit, improve my self-defense and fighting skills, learn the ideals of martial arts including self-discipline, and spiritual and emotional development. I want to learn how to tame my temper, be more patient and also develop self-restraint and self-discipline. These are some of the ideals that I have admired in martial arts professionals. My choice to enroll in martial arts coaching lessons was thus informed purely by my personal goals.

However, in line with the GROW technique, my coach assisted me in making realistic goals. In the very first day I enrolled, the coach insisted that I write down what I wanted to achieve. At first, I saw this as unnecessary since it was me who was paying for the services. This move corresponds with reality phase. This phase involves the coach assisting the client make a realistic evaluation of the current position and the context in which they are operating in (Parsloe & Wray 2000). Learning takes place with the assistance of a coach.

In my own understanding and the current context, my coach is there to facilitate attainment of my goals. First, I have to know what I want to accomplish in enrolling in martial arts lessons. The coach in this case acts as a teacher in imparting knowledge and skills about the art and at the same time assisting me with my journey to fitness. My most critical reason for enrolling in the classes was to keep fit as I felt the gym was unidirectional. I came to learn through a friend that martial art is more all-rounded as it strives to developing individuals physically, intellectually and spiritually and .

Such personal goals and dimensions of martial arts thus give the coach a more involving role to play and the interaction goes beyond coaching. According to Hawkins and Smith (2006) Coaching is the focused application of skills that deliver performance improvement to the executive’s work in his or her organisation, through robust support and challenge. The coaching process should yield learning and personal development for the executive, and help them to contribute more of their potential. This collaborative relationship will be short-term and practically focused, and will be marked by clear, strong feedback (cited from Hawkis 2008) Clearly, my interaction with my trainer and me as a trainee falls under coaching from the above definition.

Since it happens under sports, it is sports coaching. So as to effect and support that upward trajectory, a new workout program for me is on top of the agenda. I need a workout program that will enhance my fitness levels. In the past, I have attended training lessons on six days per week. One of options that I have is to increase the intensity of my workout programs to match the upcoming task. A new workout program is needed to transform me from just a mere martial arts trainee to a belt holder in martial arts if I pass the test.

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