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Coaching
Coaching is a form of development in which an experienced 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 by focusing on specific tasks or objectives, as opposed to more general goals or overall development.
The word "coaching" originated in the 16th century and initially referred to a method of transportation, specifically a horse-drawn carriage. It derived from the Hungarian word kocsi which meant a carriage from the village of Kocs, known for producing high-quality carriages. Over time, the term "coaching" transitioned from its literal transportation context to metaphorically represent the process of guiding and supporting individuals in their personal and professional development.
The first use of the term "coach" in connection with an instructor or trainer arose around 1830 in Oxford University slang for a tutor who "carried" a student through an exam. The word "coaching" thus identified a process used to transport people from where they are to where they want to be. The first use of the term in relation to sports came in 1861.
Mathematical coaches at Cambridge University became famous for preparing wranglers competing in the Mathematical Tripos (1780 to 1909). This contest over several days tested for well-scripted solutions to mathematical problems.
The development of coaching has been influenced by many fields of activity, including adult education, the Human Potential Movement in the 1960s, large-group awareness training (LGAT) groups (such as Erhard Seminars Training, founded in 1971), leadership studies, personal development, and various subfields of psychology.[need quotation to verify] The University of Sydney offered the world's first coaching psychology unit of study in January 2000, and various academic associations and academic journals for coaching psychology were established in subsequent years (see Coaching psychology § History).
Coaching is applied in fields such as sports, performing arts (singers get vocal coaches), acting (drama coaches and dialect coaches), business, education, health care, relationships (for example, dating coaches), trauma healing (mind, body, soul coaches), and mindset (for example, positive thinking coaches).
Coaches use a range of communication skills (such as targeted restatements, listening, questioning, clarifying, etc.) to help clients shift their perspectives and thereby discover different approaches to achieve their goals. These skills can be used in almost all types of coaching. In this sense, coaching is a form of "meta-profession" that can apply to supporting clients in any human endeavor, ranging from their concerns in health, personal, professional, sport, social, family, political, spiritual dimensions, etc. There may be some overlap between certain types of coaching activities. Coaching approaches are also influenced by cultural differences.
The concept of ADHD coaching was introduced in 1994 by psychiatrists Edward M. Hallowell and John J. Ratey in their book Driven to Distraction. ADHD coaching is a specialized type of life coaching that uses techniques designed to assist individuals with attention-deficit hyperactivity disorder by mitigating the effects of executive function deficit, which is a common impairment for people with ADHD. Coaches work with clients to help them better manage time, organize, set goals, and complete projects. In addition to assisting clients understand the impact of ADHD on their lives, coaches can help them develop "workaround" strategies to deal with specific challenges and determine and use individual strengths. Coaches also help clients get a better grasp of what reasonable expectations are for them as individuals since people with ADHD "brain wiring" often seem to need external "mirrors" for self-awareness about their potential despite their impairment.
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Coaching
Coaching is a form of development in which an experienced 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 by focusing on specific tasks or objectives, as opposed to more general goals or overall development.
The word "coaching" originated in the 16th century and initially referred to a method of transportation, specifically a horse-drawn carriage. It derived from the Hungarian word kocsi which meant a carriage from the village of Kocs, known for producing high-quality carriages. Over time, the term "coaching" transitioned from its literal transportation context to metaphorically represent the process of guiding and supporting individuals in their personal and professional development.
The first use of the term "coach" in connection with an instructor or trainer arose around 1830 in Oxford University slang for a tutor who "carried" a student through an exam. The word "coaching" thus identified a process used to transport people from where they are to where they want to be. The first use of the term in relation to sports came in 1861.
Mathematical coaches at Cambridge University became famous for preparing wranglers competing in the Mathematical Tripos (1780 to 1909). This contest over several days tested for well-scripted solutions to mathematical problems.
The development of coaching has been influenced by many fields of activity, including adult education, the Human Potential Movement in the 1960s, large-group awareness training (LGAT) groups (such as Erhard Seminars Training, founded in 1971), leadership studies, personal development, and various subfields of psychology.[need quotation to verify] The University of Sydney offered the world's first coaching psychology unit of study in January 2000, and various academic associations and academic journals for coaching psychology were established in subsequent years (see Coaching psychology § History).
Coaching is applied in fields such as sports, performing arts (singers get vocal coaches), acting (drama coaches and dialect coaches), business, education, health care, relationships (for example, dating coaches), trauma healing (mind, body, soul coaches), and mindset (for example, positive thinking coaches).
Coaches use a range of communication skills (such as targeted restatements, listening, questioning, clarifying, etc.) to help clients shift their perspectives and thereby discover different approaches to achieve their goals. These skills can be used in almost all types of coaching. In this sense, coaching is a form of "meta-profession" that can apply to supporting clients in any human endeavor, ranging from their concerns in health, personal, professional, sport, social, family, political, spiritual dimensions, etc. There may be some overlap between certain types of coaching activities. Coaching approaches are also influenced by cultural differences.
The concept of ADHD coaching was introduced in 1994 by psychiatrists Edward M. Hallowell and John J. Ratey in their book Driven to Distraction. ADHD coaching is a specialized type of life coaching that uses techniques designed to assist individuals with attention-deficit hyperactivity disorder by mitigating the effects of executive function deficit, which is a common impairment for people with ADHD. Coaches work with clients to help them better manage time, organize, set goals, and complete projects. In addition to assisting clients understand the impact of ADHD on their lives, coaches can help them develop "workaround" strategies to deal with specific challenges and determine and use individual strengths. Coaches also help clients get a better grasp of what reasonable expectations are for them as individuals since people with ADHD "brain wiring" often seem to need external "mirrors" for self-awareness about their potential despite their impairment.