Coaching psychology
Its aim is to increase performance, self-actualization, achievement and well-being in individuals, teams and organisations by utilising evidence-based methods grounded in scientific research.
[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.
[6][7] Despite these early developments, contemporary coaching psychology was only formally established at the beginning of the 21st century.
[16] Coaching psychology looks at this development as a process consisting of concrete positive changes in one's life.
[1][17] In Carl Rogers' person-centered therapy, the client-therapist relationship is a key element in facilitating growth.
[18] In particular, Rogers identified three key qualities in a good coach-client relationship: "realness" (genuineness), trust, and empathetic understanding.
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] 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.
[25] In coaching, encouraging positive emotions is emphasised in order to inspire clients to take concrete action towards their goals.
[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.
[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.
[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.
[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).
[34] Gestalt theory explains that people perceive events around us in a way that conforms to their personal ideas, beliefs and experiences.
[35] Study of psychopathology may also be important in developing the proper methods of coaching for mentally unhealthy individuals.
[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.
[37] SPACE is an acronym that stands for Social context, Physiology, Action, Cognition and Emotion.
[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 account the social context in which the behaviour occurs.
[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.
