The Differences Between Teaching, Coaching, Mentoring and CounsellingĪlthough teaching, coaching, mentoring and counselling all share some key characteristics and skills, they are nonetheless quite different and it’s important to be aware of the differences. After all, it’s difficult to try to improve a skill if you don’t know that you lack it. In fact, if you think about it too hard, you may not be able to do it.Ĭoaches need to identify the stage at which an individual is at to use the right sort of language to help them move to the next stage. You no longer have to think about how you do it, but just do it. You have learned how to something so well that it has become hard-wired into your brain. You have learned how to do something, but you still need to think about it in order to do it.Īn example would be the child who can ride a bicycle but falls off if they stop watching where they are going. You have become aware that you lack a particular skill.Īn example might be the child who has seen other children riding bicycles, or heard someone speaking another language, and therefore wishes to learn. You don’t know that you don’t know about something.Ī good example would be a child who has never seen a bicycle, or has no idea that any language exists other than their own. One useful model for learning is the Competence Cycle, a four-stage model that can help you identify your competences: Sometimes that means distracting it, and sometimes it’s about exploring the ‘worst case scenario’ and removing the fear. The essential part of coaching, then, is to help people to learn to silence that inner voice and allow their instincts, or their subconscious, to take over. Gallwey’s real insight was that this didn’t just apply to tennis, but that individuals generally did have the answers to their own problems within themselves. The individual relaxed and their tennis improved immediately. This activity has no relevance in itself, but the simple act of focusing on it distracted the inner voice and enabled the capable body to take over. Gallwey used the example of asking people to focus on the height at which they hit the tennis ball. It turns out that often the body has a very clear idea of what to do when internal dialogues are suppressed. His insight was that coaches could help individuals to improve their game by distracting them from their inner dialogue and, in particular, the critical voice that said "Not like that! Concentrate on your hands! Angle it differently!".īy distracting that inner voice, the body could take over. He suggested that the biggest obstacles to success and achieving potential were internal, not external. ![]() Gallwey’s book, The Inner Game of Tennis, revolutionised thinking about coaching. No discussion of coaching would be complete without mention of Timothy Gallwey and his insights into the ‘ inner game’. John Whitmore, in Coaching for Performance. It is helping them to learn rather than teaching them. Coaching is unlocking a person’s potential to maximise their own performance.
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