Planning, implementing and evaluating a training programme of intra- and interpersonal knowledge and skills for high performance coaches

Abstract

Emotional intelligence has been highly endorsed by coaches and coach developers as a prerequisite for successful coaching. Nevertheless, the training of intra-and interpersonal knowledge and skills (IIKS) which are related with emotional intelligence have not been well researched among high performance coaches (HPC). The aim of this study was to plan, implement, and evaluate a coach training programme which focused on developing high performance coaches ́ intra- and interpersonal knowledge and skills. This is a feasibility and acceptability study, and it was designed as an educational action research case study with mixed methods. Specifically, the present research aimed at assessing and rank-ordering methods that have the potential to improve the IIKS ́s in HPC ́s. The training programme used social emotional learning as a framework for the training, addressing areas such as self-awareness, self-management, social awareness, relationship skills and responsible decision making. The workshops dealt with specific interaction skills such as I-messages, active listening and problem solving skills, all of which are derived from Gordon ́s theory of interaction. The self-awareness element in the SEL framework was complemented with McAdams’ three-layered approach to personality psychology (i.e. traits, strivings, narratives). The main specific data collection methods used and assessed in the programme included life story interview, peer reflections, composing personal coaching practice framework, social emotional learning group workshops, home work with written reflections and trait emotional intelligence questionnaire. Acceptability and participant perceptions were assessed during and after the training programme. Researcher’s log was kept in all phases of the programme and this information was triangulated with the participant perceptions. Participants (n=8) were high performance coaches, coaching elite performers such as elite athletes and corporate c-level executives, consultants and entrepreneurs. The average high performance coaching experience of the participants was 9 years. The main finding in this study was that high performance coaches perceived the training of intra-and interpersonal knowledge and skills as beneficial for their coaching practice. The acceptability of the programme was high as indicated by positive perceptions of the workshops and most of the methods that were used. However, the individuals had different learning needs and preferences as indicated by high variance in perceptions of most beneficial methods in the programme. On average, the most preferred methods were listening skills training, the life story interview (LSI) and peer reflections. Many of the participants struggled with confrontative I-messages. Thus, exploring and training the articulation of one’s feelings in conflict situation may be useful and needed for HPC’s. However this notion needs further empirical support. The findings can serve to further narrow what is most relevant and efficient way to implement a high performance coach training programmes to advance the IIKS’s in this population.