The purpose of this study was to investigate the influence of neuroscience instruction on coach self-efficacy and self-reported coaching behaviors within the coaching dyad. This study used a qualitative research design employing in-depth, one-on-one interviews with life coaches. Purposeful, criterion sampling was used to select seven coaches who were certified by the International Coach Federation (ICF) and were graduates of a neuroscience-related educational program. Data concerning their experiences with neuroscience and coaching was collected using semi-structured interviews with primary open-ended interview questions and secondary prompts. Data saturation was determined when no new data emerged, no new themes were developed, and no new coding occurred. Data analysis disclosed seven distinct themes that contributed to the development of a theoretical model that represented the influence neuroscience instruction had on study participants. This model illustrates the professional and personal benefits that participants accrued through their neuroscience instruction, which included improved coach self-efficacy, as well as the use of neuroscience information within the coaching dyad throughout the four clusters of ICF core coaching competencies: setting the foundation, co-creating the relationship, communicating effectively, and facilitating learning and results.
|Commitee:||Owen, Julie, Samaras, Anastasia|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Neurosciences, Instructional Design, Higher education|
|Keywords:||Affective neuroscience, Coaching, Cognitive neuroscience, Core coaching competencies, Life coaching, Self-efficacy|
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