Wellness Coaching COPY, Chapter 9: Design Thinking COPY, Client Assessment: Chapter 8 COPY, Coaching Review L12- L15 COPY

Mount Lasting Change

Ever-expanding spiral upward of continuous learning, development and growth. It starts with foundation level of Vision and ends with celebration of Best Self.

L14/ CH9: What supports relational flow?

Flow studies Reflective practitioner readiness to change emotional intelligence relational competence

Coaching is

Growth promoting relationship that elicits autonomous motivation increases the capacity to change, faciliting a change process, visioning, goal setting, and accountability to best support sustained change.

Vectorwellness.com has an HRA

HRA= Health Risk Assessment; Health plans and employers measure health and lifestyle status and readiness for change...

L 14/ Ch9: What is important to remember about identifying the topic?

The point is not to be "right" about the best topic to pursue, but rather to invite clients to look more deeply at what is alive in them. Regardless of whether the coach or client first names the topic, the key is to hold that topic as an opportunity for deeper connection and learning. The Generative Moment is the heart of the coaching conversation, and the client's heart determines the focus of the Generative Moment.

The ideal approach to coaching for each client is largely determined by what three areas?

Intelligence level Personality and preferred coaching style Their learning style

Describe the humanity category and name some of the associated strengths

Interpersonal strengths that involve "feeling" and befriending other's, love, kindness, Social intelligence

By devoting time to exploring the "vision level" the coach

Is valuable and enlightening; revisiting the Vision Level inspires change

L14/ CH9: What is the importance of brainstorming?

It is helpful to designate a particular time during the Generative Moment for brainstorming ideas, questions, or approaches. Brainstorming too early can overwhelm clients and provoke resistance. Whereas, failing to brainstorm at all can squander the potential of the Moment, either because no possibilities are generated or because one possibility takes over the energy of the conversation before others are considered. Running with the first idea that comes up is not only limiting, but also may be dangerous. As French philosopher Emile Chartier writes, "Nothing is as dangerous as an idea when it is the only one you have" (O'Hanlon & Beadle, 1997, p. 31). Basic protocols for successful brainstorming include: • Setting a time limit • Withholding judgment or evaluation of ideas • Encouraging wild and exaggerated ideas • Letting no idea go unsaid • Setting a minimum number of ideas or questions to generate • Building on the possibilities put forth by others • Combining and expanding ideas

According to Bandara, what are the four factors that move us towards unhealthy or unwise choices

The demands of every day life, which have never been greater; bewildering array of wellness guidelines, products, and services, making it difficult to create a personal formula;challenge of navigating the inevitable, obstacles to making changes, including confusion, resistance, and ambivalence; many of us have histories of repeated failure.

Coaching skills for Maintenance ( I still am)

Listening, inquiry, reflections, support, inspiration, modeling, improvisation, creativity, autonomous motivation

Coaching skills for Action ( I am)

Listening, inquiry, reflections, support, self-efficacy, normalizing, re engineering, environmental, design

L13/ CH8: How are the vision, 3 month, and weekly goals connected?

Long term: narrative, medium term: desired consistent behaviors, short term: specific and detailed

Describe the ACSM Risk Calculation

Low Risk - asymptomatic men less than 45 and women less than 55 who have no more than 1 heart-disease risk factor Moderate Risk - asymptomatic men less than 45 and women less than 55 who have no more than 2 heart disease risk factors High Risk - individuals with known cardiovascular,pulmonary, or metabolic disease or one or more signs and symptoms of these

The NVC model has four steps. What are they?

Make observations, not evaluations Express feelings, not thoughts Identify needs, not strategies make requests, not demands

Describe the process of designing three-month and weekly within a coaching session.

Making visions real, designing behavioral goals: when clients between the coaching relationship, they typically know more about what they want (the outcome) than about how they are going to get there (the behaviors). An example of a behavioral goal: enable clients to think about and identify the specific actions and behaviors they want to next in working toward their vision, answering the question, "now what." (page 132) There are other examples of behavior goals on pages 132 and 133.

True or False - founder W. Timothy Gallwey, coaching is "The art of creating an environment, through conversation and a way of being, that facilitates the process by which a person can move toward desired goals in a fulfilling manner"

TRUE

What is self-efficacy?

The belief that one has the capability to initiate or sustain a desired behavior

What is self-esteem?

The belief that one has value and self-worth as an individual (the evaluation of self)

Describe the process of designing and coaching agreement with the client:

The coach can briefly share his or her biography but should avoid talking too much about themselves, so not to take the focus off the client agenda for coaching. (page 126)

Describe the MCLP action level

behavioral steps problem solving rewards

Describe the "Mount Lasting Change" pyramid

base - vision and purpose for the change next level - plan to achieve vision next level - the doing process top- sustaining new behaviors

The client is in the driver's seat:

be sure clients understands that they can turn away from any challenge or goal. It is always their choice. The job of the coach to find the balance between challenging clients to do more than they think they can do while encouraging a scaled back of our goals that are out of reach. (page 136)

L12/Ch7: What are different learning styles?

note taker, detail oriented (why as well as what), holistic (big picture), affective (emotion/ involvement), observer (watch/ listen), self-directed, thinker (reason)

Visions are best written in the ____ and in the ______

present, client's voice

What supports relational flow?

being fully engaged and stretching reflective practitioner readiness to change emotional intelligence relational competence

Internal vrs External motivation

external - doing it for someone else - leads to guilt, frustration, anger, quitting internal - doing it for self - internal or intrinsic motivation

L12/ CH7: What are heart disease risk factors?

family history, cigarette smoking, sedentary lifestyle, obesity, hypertension, dyslipidermia, pre-diabetes

Coaching competencies for contemplation

find strong motivators, understand their challenges, identify solutions and strategies

The more opportunities people have to witness and relate to others who are doing what they want to do, the more likely it is that they will __________

initiate and sustain that behavior themselves

Agree on coaching principles:

it is important for coaches and client to agree and commit to some key principles for coaching programs before and during the first coaching session. Some examples of these agreed to principles and pages 127 and 128.

Examples of visions:

my wellness vision is that I have healthy eating habits and set a good example for my children. I look better and feel youthful. Although many clients tend to choose a standard structure paragraph, some may resonate acronyms or bullets points. Similar to the following examples: Stable, True to self, Resilient, Optimistic, Nurtured by nature, Grateful, which spells STRONG. (page 132) Describe the process of designing three-month and weekly within a coaching session.

Three core coaching skills

mindful listening, open-ended inquiry, perceptive reflections

Which being skills are central to coaching presence?

mindfulness, empathy, warmth, affirmation, clam, zest, playfulness, courage and authenticity

Amplified reflection

minimize or maximize what the client says in order to evoke disagreement in the direction of change talk

Describe the role of the coach:

most of the time; the coaches will listen, ask questions, and reflect what they are hearing in ways that promote clients learning, growth and movement. (page 127)

L15/ CH10: Who defines progress?

the client

Designing weekly experiments:

weekly goals enable clients to take small manageable steps toward their longer-term goal. Achieving these stepping stones is often a breakthrough in building a clients confidence. In addition to ensuring that goals are challenging, specific, measurable, and motivating, goals should: consider what is needed to support success, have client measure confidence, and measure goal importance. (page 134 & 135) Also table 9:5-designed first experiments/goals on page 135 has some helpful information about goals.

Decisional Balance

weigh pros and cons of a particular behavior or behavioral change (pros must out-weigh the cons)

The more coaches try to persuade clients of __________ the more________coaches evoke, which decreases_______

what they "should" do, resistance, readiness to change

To be accountable means that the client commits to give an account on_________

what they did what happened what worked what didn't work what they want to do differently next time

Asking for feedback on coaching sessions by use of the following questions will be helpful:

what was the most valuable part of today's session? How could future coaching sessions best support your path? Is there anything you would like to change and about our session? What can I do differently to serve you better? (page 139)

AI and MI are ________approaches, best used_______to generate outstanding client results

complimentary, in tandem

L12/ CH7: What are the steps of AI?

■ Define ■ Discover ■ Dream ■ Design ■ Destiny

L12/ CH7: What are steps to creating a compelling vision?

■ Define and discover: What do I want? (not what I don't want) ■ Not the time to analyze why they are where they are ■ Explore generative conditions related to what they want, past successes ■ Connect to motivators

L14/ CH9: What is the connection between a generative moment and NVC?

■ Evaluation, thoughts, strategies and demands NVC encourages us to use if we wanted to express empathy understand and connect with another human being to first use: observations, feelings, needs, and requests. ■ Generative moment topic is a need.

Define Relation Flow

Relational flow happens when coaches and clients perceive themselves as being in sync and engaged in generative, independent dialogue

What activities help you get into the coaching mindset?

Relaxation technique, review of goals, formulating open-ended questions, practice mindfulness

Dos of coaching

Renew your trust and report and the beginning of every session; Begin every session by asking the client how they feel now; Empathize with the clients feelings and needs; Look for experiences to explore their best experiences, core values, and heartfelt wishes; Be a great listener

What steps are included in the Before the Session checklist for an initial coaching session?

Review the assessment Practice mindfulness Remember mindful is listening, inquiry, reflection and formulate ideas

Growth promoting relationship and showing of acceptance and expressing empathy are opportunities that come from

Reviewing assessment information

What are 7 areas of well-being are covered by a holistic well-being assessment?

Energy Health Weight management Nutrition Emotional and mental fitness Life satisfaction Physical activity/exercise

Describe the International Coaching Federation Core Coaching Competencies

Establishing trust and intimacy; active listening; powerful questioning

Only ________ in _______engage in all of the top six health behaviors

1 in 20

How is coaching differ from training?

1) No expert hat (2) approaches the future as opposed to the past (counseling) (3) Different ethics with wc than counseling (4) confidentiality

Name and discuss the five basic principles of AI

1) Positive principle - positive actions and outcomes from positive energy and emotions 2) Constructive principle- positive energy and emotions stem from positive interactions and conversations 3) Simultanelty principle - positive interactions and conversations stem from positive reflections and questions 4) Anticipatory principle - positive questions and reflections stem from positive anticipation of the future 5) Poetic principle - positive anticipation of the future stems from positive attention in the present

L15/ CH10: What are keys to the session opening?

1- establish trust and rapport 2- introduce yourself 3- describe your objectives for the first coaching session - to learn more about their priorities, strengths, goals, motivators, challenges, and resources - to help them develop a plan, including a vision, 3 month behavioral goals and several first week goals.

L15/ CH10: What three things determine the approaches you use for coaching?

1-their intelligence level 2- their personality and preferred coaching style 3- their learning style

L12/ CH7: What areas does the well being assessment cover?

1. Energy - Such as levels of energy throughout a typical day, including energy boosters and energy drains Confidential Page 6 of 49 5/1/2009 2. Life satisfaction - Such as sense of purpose, joy, gratitude, work satisfaction, and personal relationship satisfaction 3. Mental and Emotional Fitness - Such as coping skills, resilience, sleep patterns, stress levels, emotional status, social activity/support, and personal loss 4. Weight Management - Such as Body Mass Index, height, weight and waist measurement 5. Physical activity / exercise - Such as frequency and types of physical activity 6. Nutrition - Such as intake frequency of healthy snacks, whole grains, fruits and vegetables, water, soft drinks, alcoholic beverages, and trans fats 7. Health - Such as blood pressure, cholesterol, heart rate, relationship with a physician, women's/men's health issues, frequency of illness, medications, tobacco use, and personal/family health history.

L12/ CH7: What are the steps to discussing the wellbeing assessment?

1. Establish trust and rapport 2. Connect with whats alive 3. Use AI to discover success, strength, framework, and wishes 4. Discover learning modes and styles.

L15/CH10: What are important steps prior to the initial coaching session?

1. Get into the right mindset 2. Remind yourself these key points: - confidence is contagious - what we appreciate appreciates - listen until i don't exist - tell the truth - trust my intuition

Why Set Goals?

1. Goals serve a directive to function; they direct attention and effort toward goal-relevant activities and away goal-irrelevant activities. 2. Goals have an energizing function. 3. Goals affect persistence. 4. Goals affect action indirectly by leading to the discovery, and use of task-relevant knowledge and strategies. Until clients are ready, willing, and able to take action, it is important for coaches to stay in listening and inquiry mode and to assist clients with developing "thinking about," "feeling about" and "learning about" goals that will increase their readiness to change in a particular area. (page 133

L13/ CH8: What are important points to remember when reviewing goals during coaching sessions?

1. Helpclientssetgoalsthatareneithertoochallengingnortooeasyona week to week basis. If goal achievement is consistently less than 60%, the goals may be too ambitious. If consistently greater than 80% achievement, the goals may not be sufficiently ambitious to be engaging. Play with this to help clients into the flow zone. 2. Whenreviewingweeklygoals,startbyaskingclientsabouttheirbest experiences with their goals. 3. Encouragetheclienttoquantifythepercentofgoalachievement,rather than the percent of goal failure. 4. Askfordetailsaboutwhatworkedtomakethegoalsuccessful(e.g.what they liked, how they felt, etc.) 5. Askwhattheylearnedinstrivingtowardthegoal. 6. Whenthingsdidn'tgoasplanned,askclientswhattheycouldhavedone differently or if the goal is still important. This might lead to a Generative Moment (see Chapter 9). 7. Checkonprogresstowardthree-monthgoalsandrevisitthehealth, fitness, and wellness vision at least once per month. 8. If the client's circumstances change significantly, revisit and revise the three-month and weekly goals to fit with the new circumstances. (You may even need to revisit and revise the vision).

L14/ CH9: What are the 5 steps to the generative moment?

1. Identify and clarify the topic to work on. 2. Get permission to work on the topic now. 3. Uncover the Heart of the Matter - what is really going on here. Confidential a. Use AI to Connect with the Positive. b. Use MI to Overcome Reluctance, Ambivalence, and Resistance. 4. Move forward: brainstorm options. 5. Design action plans.

L12/ CH7: The assessment can provide initial information about a clients:

1. Priorities - An assessment can be designed to calculate, or allow clients to indicate, their areas of highest priority. For example, on a scale of 0-10 (highest), the client may indicate that focusing the coaching program on improving life satisfaction is a 10 (highest priority) while improving nutritional habits is a 5 (of average priority). 2. Confidence - Similarly, the assessment may include a method for clients to indicate the strength of their belief in their ability to make a behavior change. This information enables the coach to more appropriately design opportunities for the development of self-efficacy by working with the appropriate personal, environmental, and behavioral factors (see Chapter 6). 3. Readiness for change - It is beneficial for an assessment to create an awareness of the client's stage of change within the various areas (see Chapter 3). When it comes to moving a client forward, each of the five stages of change (pre-contemplation, contemplation, preparation, action and maintenance) require a different approach for exploration. Knowing where a client stands in terms of their readiness is critical for setting goals that are appropriate to the client's stage of change and for building self efficacy.

L12/ CH7: Other benefits of completing the wellbeing assessment include:

1. Trust and rapport - When building trust with a new client, an online or paper assessment provides them with a safe space in which to first tell their "story." 2. Honoring personality preferences - Clients with a preference for introversion, will tend to be more comfortable communicating personal information in writing, at least initially, than those with a more extroverted preference. 3. The written word - There is power in providing clients with an opportunity to see a qualitative and quantitative summary of their state of well-being. For the same reasons that writing down goals is important, seeing the information collectively can be both affirming and a powerful motivator for action.

A coaching client completed the Quickie Well-Being Assessment (1 Rarely-4Most of The Time). With 7 to 9 questions in 3 sections (Mind, Body and Life and Work). See Figure 8.3 page 117. Client scores 56. What does this mean?

56= Novice well-being on the way to becoming a well-being.

Name the core coaching compentencies

Establishing trust; active listening; powerful questioning

Describe the Trans Theoretical Model

A blue-print for effecting self change in health behaviors

Define Motivational Interviewing

A client-centered, directive method for motivating change by exploring and resolving ambivalence

L13/ CH8: What type of goals should clients set?

A key factor in assisting clients to change their behaviors is to set behavioral goals

Define non-violent communication

A process for enhancing empathetic connection and honest understanding between people

What is the ABCDE model of disputation?

A- Adversity B- What you believe about it C- What the consequences are D-by disrupting exaggerations, unhelpful beliefs and unnecessary consequences E- You allow yourself to be energized by a compelling vision of what is possible in the future

L12/CH7: What 3 theories are used in design thinking?

AI, MI, TTM

Describe the courage category and name some of the associated strengths

Emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal, persistence, integrity, vitality

What is appreciative inquiry?

An approach for motivating change that focuses on exploring and amplifying strengths. It focuses on strengths and possibilities in order to help clients rise above and outgrow their problems

Define change talk and resistance talk

Any talk by the client that makes the case for change (or for not staying the same). Any talk by the client that argues against the case for change or for staying the same

Discuss the source of generative moments and how to leverage moments for significant progress

As clients become awakened and aroused (whether they get especially excited, ambivalent, or resistant) coaches and clients have a unique opportunity to take risks, expand perspectives and challenge assumptions. The more clients can discover new perspectives, capacities, and actions that will meet their needs, the more progress they will make in moving towards their visions

L13/ CH8: Goals must be scaled to a stage of change, why?

As indicated in the Transtheoretical Model (see Chapter 3), behavioral goals must be scaled appropriately to a person's stage of change. Moving too quickly into action planning, particularly with clients in the early stages of change, will ultimately prove counterproductive. Until clients are ready, willing, and able to take action, it is important for coaches to stay in listening mode and to assist clients to develop "thinking about," "feeling about," or "learning about" goals that will increase their readiness to change in a particular area. Examples of such goals, drawn from the Transtheoretical Model (TTM), Appreciative Inquiry (AI) and Motivational Interviewing (MI) (Chapters 3-5), include: • Remembering the best experiences one has had with health, fitness, and wellness. • Identifying the core values that govern one's life. • Noticing one's energy in different environments. • Thinking about and writing down the components of a wellness vision. • Learning about the things that improve health, fitness, and wellness. • Weighing the pros and cons of change vs. staying the same. • Thinking about the importance of making a change. • Imagining what it would feel like to be in perfect health.

What does decisonal balance involve?

Evaluating the pros and cons of change

L12/ CH7: How can the assessment help with "red flags"?

Assessments can help identify "red flags" or support a coaching discussion on the topic of physical health issues (e.g. medical care gaps, injury, or contraindications to exercise) or mental health issues (depression or other mental health concerns) where a referral may be important or even critical. Any coach who is helping a client set goals in the area of exercise, regardless of credentials, should be aware of guidelines for safety around beginning an exercise program, and when exercise testing is recommended before starting to exercise (see ACSM guidelines later in this chapter). Be aware of any "red flags" such as health risks, injuries, or other health concerns that might require a physician release before engaging in regular exercise. If exercise will be a part of the coaching program, a physician release form can be provided to the client to give to his/her physician (see Appendix C for a sample physician release form). Guidelines pertaining to the need for medical clearance and exercise participation are available from the American College of Sports Medicine (ACSM). Those guidelines and the ACSM risk classification are adapted and summarized below.

What may be included in an assessment? (Give an overview.)

Assessments may provide the following information/ or the following information may be part of an assessment:_______________________________________________

Identify assessments to use with clients:

Assessments that could be used with clients include: The Quality of Life Inventory, DISC, Myers- Briggs Type Indicator, Positivity Ratio, Self Compassion Scale, Quickie Well-Being Assessment, VIA (Values in Action), Wellcoaches Wellbeing Assessment (check name of assessment), Decisional Balance, Transtheoretical Model of Change...

Coaches____________ clients towards their goals, not _________, in a fulfilling manner

Assist, push

How often should you review 3 month goals?

At least monthly

Describe a few coaching styles

Authoritative - tell them what to do Nuturing - Gentle compassionate Entertaining - respond to humor Pace - No nonsense, time oriented, straight forward Educator- lots of questions, need info

What are the universal needs?

Autonomy Connection Honesty Meaning Peace Physical well-being Play

Outline the INITIAL Coaching checklist

Before the session Session Opening Expectation setting Discuss assessment Create a vision Design three month goals Design weekly goals Session close

What steps are included in the DESIGN FIRST WEEK goals checklist?

Choose important steps toward 3MGs Assist client in developing SMART behavior goals Use confidence rulers Explore strengths and supports Ask client to restate and commit to goals Affirm the client's ability to achieve goals

Describe the justice category and name some of the associated strengths

Civic strengths that underlie healthy, community life. Citizenship, fairness, and leadership

L15/ CH10: What are components of the coaching contract for the client?

Client: • I want to improve my level of health, fitness, or wellness. • I am ready to take responsibility to make and sustain changes in at least one area. • I am ready to invest at least three months to make improvements. • I will be open and honest, and I will share personal information that is relevant to health and wellness. • I am ready to become more self-aware. • I am open to suggestions and trying new things. • I understand that setbacks are normal on the path of change and necessary in order to establish new behaviors. • I will be punctual and responsive.

L 14/ CH9: What is the importance of rulers and MI tools?

Clients are more likely to act on what they say, not what they hear.• The reasons they picked that particular number. • How they feel about the number they picked. • Why they didn't pick a lower number. Clients are more likely to act on what they say, not what they hear. • What would assist them to move to the next higher number? • What needs would be met by moving to the next higher number? IMPORTANT: The use of rulers, or any of the MI tools, will not work unless the intention of the coach is purely to understand the client's experience. The more coaches try to manipulate behavior or force an outcome, the more these tools will increase rather than decrease resistance. When that happens, they will work against rather than support the Generative Moment. Self-determination theory makes it clear that the human propensity for personal growth toward integration and cohesion only happens when change is freely chosen, in the moment, through the interplay of competence, autonomy, and relatedness (Markland, D., et. al., 2005). Table 9-3 summarizes how MI tools might be used to move things forward in a coaching conversation.

L15/ CH10: What is important to remember about the first coaching session?

Clients may be thrilled by the first coaching session, but don't take for granted that their satisfaction is sustained in future sessions. Keep getting feedback and fine-tuning the program. Request that clients email you any post-session thoughts in case they think of additional feedback later or they are not comfortable sharing something during the session. If you have doubts about the coaching chemistry, mention your concern. And ask if the feeling is mutual. If so, give the client permission to find another coach and offer to help with the process.

L15/ CH10: When you are discussing the assessment, what is important to realize?

Clients may not reveal critical information to you immediately. You may have to build trust in the coaching relationship before they feel comfortable enough to share key information.

L14/ CH9: What is a way to make the generative moment easier to target during the session?

Clients who share with their coaches in advance of coaching conversations (e.g., through email) the topics that arouse them may be able to move more quickly into Generative Moments. Then both clients and coaches are better prepared to pinpoint topics for Generative Moments. With or without advance preparation, however, coaches need to quickly establish a high-quality connection through mindful listening and appreciative questions.

Describe why it is important for coaches to practice self--care

Coaches need to take care of themselves (emotionally, physically, intellectually, socially and spiritually) to maintain health and balance, replenish energy and motivation and to grow as a person

L 14/ CH9: How do we know when a client has a therapeutic need?

Coaches work with functional people who want to reach their full potential rather than with dysfunctional people who want to work through psychological problems to become functional.

Define coaching

Coaching is a growth fostering relationship that enables clients to reach their goals and fulfill their visions

Describe the wisdom and knowledge category and name some of the associated strengths

Cognitive strengths that entail the acquisition and use of knowledge Creativity, Curiosity, Open-Mindedness, Love of Learning, Perspective

What mental health risks would necessitate a referral?

Depression, eating disorders, substance abuse, anxiety disorders

It is important to assess a client's __________in his/her ability to meet a goal using________

Confidence, confidence scale

Define and describe the difference and similarities between AI and MI

Define - express empathy Discover - support self efficacy Dream - developing Discrepancy Design - rolling with resistance Destiny - support self-efficacy

5D cycle

Define- topic and method of choice Discover- examples of desired outcomes Dream-what might be Design- set goals Destiny- realization

Describe design thinking and its connections to coaching:

Designed thinking, a concept born of a world of architects and artists, provides some important principles for co-creating plans with coaching clients. Like architects, coaches support clients in creating a clear vision of what they want to build and help make plans to create strong foundations and framework on which to build. The coach as a designer does not come to the design stage with a predetermined idea of what the client's vision and goals should be. Instead, to coaches honor the principles of design that rely on the following strategies: empathy, optimism, collaboration, and experimentalism. (p 125-126)

Describe the process of designing a vision within a coaching session:

Designed visions: Having clear goals is correlated with happiness and life satisfaction, whereas having a vision of one's best self-enhances well-being and increases hope. By connecting clients with a vision that considers their best experience, core values, and generative conditions, it becomes easier for clients to imagine the way forward to a target. Hence confidence grows too. (page 129)

Examples three- months behavioral goals that support desired outcomes.

Desired outcome: improve cardiovascular health so that I live a long, active life. Three-month behavioral goal: I will do three 30 minutes walking sessions each week, 60%-70% of my maximum heart rate with my friend Jane. (page 134) Also, there are other examples on page 134 of the desired outcome and three months behavioral goals: just as well as table 9.4 with three-months experiments/goals.

Distinguish between the doing and being skills of coachinngance

Doing skills are core competencies, active listening, open-ended inquiry, reflections, summarizing, silence, strengths, decisional balance, change talk, develop discrepancy, roll with resistance, rulers. working with emotions, best self Being skills - are not concrete, have to do with a presence, mindfulness, empathy, warmth, affirmation, calm, zest, playfulness, courage, and authenticity

L12/Ch7: How can you find out what learning style your client is?

Don't be afraid to ask clients directly about their preferred learning modes and styles. A direct question, such as, "What do you know about how you learn best?" can generate a treasure-trove of growth-promoting value. Although some clients won't have any idea, others will be able to tell you specifically what works for them. Be responsive to what you learn and go with what works when it comes to promoting client learning and growth.

L15/ CH10: What are the expectations of the first month?

Expectations: Enthusiasm, high motivation, openness, high achievement. Situation: Clients may tend toward being overzealous and unrealistic. Approach: Carefully monitor goals to help clients' keep them realistic. Situation: Clients are slow to become motivated and do not make noticeable progress. Approach: Address readiness to change or motivational problems through AI and MI (Chapters 4 and 5). Discover strengths, explore feelings, build self-efficacy, weigh the pros and cons of change, modify environmental conditions, try new strategies to overcome roadblocks, reconfirm or find new motivators.

Name 4 tools in health and wellness field designed to help us

Experts, assessments, resources, guidelines, technology; web tools;

What are the steps included in the CREATE VISION checklist for an initial session

Explain value of the vision Ask what is most important right now Identify strengths Discover motivators Ask about vision support Detailed description Use self-confidence ruler to assess and improve self-efficacy Discuss challenges and possibilities Previous positive experience Explore strengths and values to use Explore support (people, environments, resources, systems) Ask client to states and commit to the vision

What steps are included in the DESIGN THREE MONTH GOALS checklist?

Explore nature and values of setting 3MGs Brainstorm Choose several behavioral goals Confirm context between vision and goals Develop SMART goals

What are the steps included in the SESSION CLOSE checklist for initial coaching session?

Express appreciation for the client's work Discover and reflect on what was learned Confirm readiness, confidence, and commitment Ask for feedback Schedule next sesssion

What are the 4 general principles in MI?

Express empathy Develop discrepancy Rolling with resistance Support self-efficacy

What are the steps included in the DISCUSS ASSESSMENT checklist for initial coaching session?

Find something positive to share Ask what was learned by completing the assessment Ask what questions were generated by completing the assessment Gather missing info Discuss med history and possible need for physical release

What is positive re-framing?

Framing a client's experience in a positive light

What shifts can be employed to roll with resistance?

From correction to connection From competence to confidence From cause to capabilities From counter-force to counter balance

L 14/ CH9: What generates generative moments?

From our discussion, it sounds as though there are three potential topics which we could explore today (describe them succinctly) We have time to work through one topic - which one would you like to work on? What makes this topic the most important for our coaching today? What outcome would you like at the end of today's session? IMPORTANT: Client-driven Generative Moments represent a shift from traditional health education. It is not up to the coach to generate the moment. It is up to the client to show up with the energy to explore and the desire to learn. The client has that responsibility in every coaching session. Coaches enable clients to move positively forward by following the client's lead, paying careful attention to the client's feelings, needs, and desires through the use of empathy (NVC), inquiry (AI), and reflections (MI), Like a midwife supporting a mother through the transitional stages to delivery, it is not the coach's job to have the Moment but rather to support clients through the flow of the Moment.

Name the cognitive progress of change

Getting information, being moved emotionally, considering how your behavior affects others, self image, social norms

L14/ CH9: What is the most important thing to remember about generative moments?

Given their impact, Generative Moments can feel laden with pressure for new coaches to demonstrate great skill, wisdom, or technique. The most important thing to remember is that Generative Moments are about the client's needs and desires. By following the client's lead, coaches can ease their way into collaborative, co-creative conversations.

Discuss why we set goals

Goals affect performance through 4 mechanisms. 1. They serve a directive function (focus) 2. The serve as an energizing function (effort) 3. They affect persistence 4. They affect action by leading to arousal, discovery, knowledge, and strategies

What is Eustress?

Good stress. Engaged but not over-whelmed

Using the Wheel of Life... clients rate their satisfaction on a scale from 0-10 (10 being totally satisfied). Clients rate 6 areas with scale...list the six areas

Healthy Environment, Healthy Self-Care, Healthy Relationships, Healthy Thoughts, Healthy Time and Healthy Finances.

Assessments also

Helps identify red flags related to physical or mental health issues... of which referral to providers may be important/ critical.

What are so techniques in establishing rapport?

Hold unconditional positive regard; show empathy; be a humble role model; Pay full attention, under promise and over deliver; the client finds the answers; confidentiality; be honest

Name the 5 steps in facilitating a generative moment

Identify and clarify the topic to work on Get permission to work on the topic now Uncover the heart of the matter What is really go on here? Use MI to overcome reluctance, ambivalence, and resistance Move forward:brainstorm options Design and action plan

What does Developing Discrepancy mean? What tools can a coach use to develop discrepancy?

Identifying the gap between current behaviors and ideal outcomes, use open-ended questions and reflective listening

L15/ CH10: What is the importance of what stage of change the client is at?

If clients do not seem ready, confident, and committed to take action, realize that they may be in the early stages of change in this area. Ask whether now is the right time for them to be working on making changes with a coach. If so, design goals that will enable them to think about, explore feelings, and learn about the changes they want to make. Affirm that clients can postpone coaching until they are ready, willing, and able to change (unless the coaching is mandated by a third party).

L15/ CH10: What is the time breakdown of an ongoing session?

In a 30 minute session: 10 minute warm up (goal review), 18 minute workout (generative moment/ goal setting), 2 minute cool down. • Session Opening - 7% (2 Minutes) • Weekly Goal Review - 20% (6 Minutes) • Three-Month Goal Review (at least monthly) - 7% (2 Minutes) • Generative Moment - 40% (12 Minutes) • Goal Setting - 20% (6 Minutes) • Session Close - 6% (2 Minutes)

L13/ CH8: What is the importance of tracking outcomes?

It is important and valuable to track outcomes over time (e.g., blood pressure, weight, stress levels, increase in bone density, quantitative ratings of stress coping, positive self-talk, peace of mind, etc.) to demonstrate, as well as to document, that the behavioral goals are making a difference in helping clients achieve the desired results. If clients have not achieved their goals satisfactorily, new behavioral goals may need to be set.

L13/ CH8: What percent of weekly goals should be accomplished?

It is important that clients stretch slightly beyond their comfort zone each week to experience the increased sense of self-efficacy that comes from successfully going beyond their perceived limits. Keep in mind that each client is different. Your job as coach is to learn how much each client is capable of doing - and then to challenge him or her accordingly. Work with clients to set goals that can be reached at least 60% of the time. If goal achievement is less than 60%, the goals may be too ambitious. Similarly, if goal achievement is consistently more than 80%, the goals may not be sufficiently ambitious. Use your intuition and sense of things to dance with clients in setting appropriate goals that will move them into flow.

L15/ CH10: What is key to explaining the expectations-

It is important to describe the coach approach. Beginning with the first session, it is crucial that clients realize they are not getting a cookie cutter approach.

L15/ CH10: What is important to remember about client details and note taking?

It is important to record notes that your clients mention orally but didn't include on the assessment. - Update your clients notes on an ongoing basis. Date each entry and refer to your client notes regularly to refresh your memory - Notes should focus on areas of wellness (e.g. exercise, eating habits, and/or stress) that client is working on to achieve his/her vision.

What is the process in using decisional balance

List all the pros and cons and assign them a score of 0-10, extract composite scores for motivation and resistance

L13/ CH8: What should you do with obstacles, barriers, or setbacks?

Listen attentively for the use of words like obstacles, barriers, setbacks, risks, or challenges. Explore what they mean by those words and what will enable them to move forward in order to achieve their goals, not just immediately, but also long term. Stay focused on solution and possibility.

Coaching skills for preparation ( I will)

Listening, compassion, inquiry, reflections, affirmations, active listening, brainstorming, experimenting, committing, testing, scheduling, accountability

Coaching skills for Contemplation ( I may)

Listening, compassion, mindfulness, inquiry, reflections, affirmation, re-framing, sharing, brainstorming, motivational interviewing, active listening

Coaching skills for "I can't"

Listening, compassion, mindfulness, inquiry, reflections, affirmation, re-framing, sharing, self- efficacy, sorting barriers, motivational interviewing, active listening

Coaching skills for pre contemplation (I won't)

Listening, compassion, mindfulness, inquiry, reflections, autonomy, re-framing, sharing, brainstorming, active listening, motivational interviewing

Identify medical red flags:

Medical red flags may include: health risks, injuries, & other health concerns that may need a physician's release before any exercise; request any recommendations or restrictions, check out Guidelines at American College of Sports Medicine (ACSM), CDC Healthy living site etc. clients can be referred to seek out their primary care provider

Identify mental health red flags:

Mental health red flags may include: depression (examples of symptoms may include client not showing normal patterns of eating or sleeping), eating disorders, substance abuse (showing unusual behaviors of such as violent outbursts or acting out), or Anxiety disorder ( may suffer from panic attacks,, etc) If client shares life-threatening information during the assessment that is outside of the coaches expertise, a coach must express that concern in a respectful manner and advise the client that it is out of the scope of coaching, encourage and assist the client to seek professional help as soon as possible. If client chooses not to seek the professional help, it is recommended that the coaching be terminated until the medical issues are addressed. Stay HIPPA compliant...follow other licensing / practice guidelines related to your other professionals related to duty to report... etc.

L14/ CH9: What are generative moments?

Moments when clients are aroused along the path of change and growth. Such moments reveal underlying needs and can often be recognized by the strength of their emotional charge (positive or negative). In such moments, coaches and clients co-generate new perspectives and co-construct engaging designs for moving forward. Coaches often describe their experience of these moments as an "intuitive dance."

Define generative moments and their value

Moments when clients are aroused along the path off change or growth. Such moments reveal underlying needs and can often be recognized by the strength of their emotional charge (positive or negative). In such moments, coaches and clients co-generate new perspectives, and co-construct engaging designs for moving forward. Generative moments are mini-transformations that energize both coach and client and catalyze the next of the client's progress.

L13/ CH8: What is the problem with outcome goals?

New Year's resolutions are examples of "outcome" goals (e.g., "I want to lose 10 pounds or get fit."). Without the "behavioral" piece, including the necessary action steps, clients are not likely to be successful. Indeed, studies indicate that 60% of all people who make New Year's resolutions do not achieve them on their first attempt. Clients who have been disappointed in this way may be hesitant to set goals at all. Teaching clients to break down their "outcome" goals into specific, manageable, "behavioral" steps makes success more likely. It is important for clients to understand that it is harder to climb the whole mountain on the first attempt than to climb to a visible way station on the way to reaching the summit.

Is it smart?:

One formula to ensure that experiments are behavioral goals is the SMART acronym. By the illustration of Specific- (about the details of your goals). Measurable (when success is obtainable);Action-based- (to encourage the client to move closer to completing their goals), Realistic- (goal setting is essential to the client's success),Time-bound- (time to complete the goals). (page 133)

Define the time frame for subsequent coaching sessions

Opening- 2 mins Goal review - 6 mins 3 month goal review - 2 mins Generative moment - 12 minutes Goal setting - 6 minutes Session close - 2 minutes

To increase warmth as coaches, it helps to remember ___________________________

Our best experiences with people

L15/ CH10: What are questions you may want to ask to confirm an assessment?

Personal • You mentioned that you have children/grandchildren. Tell me about them. • What brought you to engage a coach? • What would be different in your life if you felt healthier and fit? • How supportive would your family be if you wanted to make some changes? Fitness • What fitness activities did you like in the past? • What fitness level do you want to attain? • What fitness activities can you see yourself doing? • What exercise did you do last week? How often? How long was each session? At what intensity? • I noticed from your assessment that you hate exercise. Tell me about that. • Apparently healthy: Would you be interested in some fitness tests you can do yourself to learn your starting point (baseline)? Nutrition • What healthy eating habits do you have now? • What changes would you like to make in your eating? • How do you feel about your eating right now? • What eating habits would you like to improve? • What foods do you crave? • Would you be willing to keep an eating log? • How much water do you drink a day? What other fluids do you drink? Weight management • When have you been the most successful at managing your weight? Describe your experience and the circumstances. • You said you weigh "X" now, and you'd like to weigh "Y." What would that change make possible? • You noted that you want to lose "X" number of pounds. Tell me about your past experiences with weight management. • What has worked in the past? • What hasn't worked in the past? • How much did you lose? Regain? • What have you learned from your past efforts in managing weight that would be helpful in the future? Stress • On a scale of 0 to 5, 5 being the highest, what is your stress level most days? What would assist you to bring that number down? • When is your stress at its lowest? • What causes you the most stress? • What works best for you when it comes to managing stress? • What do you do when you're under stress? • What have you tried in the past to reduce stress that would be helpful in the future? Energy • How would you describe your daily energy level? • What fills your cup and gives you energy? • What empties your cup and drains your energy? Health issues • When was the last time you were examined by a physician? • How are you feeling today? • You noted your cholesterol is high. How high is it? What has your physician recommended? What have you done so far to reduce your cholesterol? • I see from your questionnaire that you have "X" [name of condition]. Are you seeing a doctor for this? How is it being treated? Life issues •How satisfied are you with your life? • Do you generally feel gratitude for your life and relationships? How do you express that? How have you cultivated a sense of purpose, or meaning for your life? IMPORTANT Note: A physician's clearance (if required) and medical data should be collected in a physical during the first month of coaching to provide baseline measurements. Other possible questions related to an assessment include: • What are you doing presently in this area of health, fitness, and wellness? • Describe your best experience with this area. • What have you done in the past that worked? • How would you rate your mastery of this area on a scale of 0 to 10? • What values are you striving to live by? • How are your environment, work, and relationships impacting you? • Tell me more about...

Shifted focus reflection

Redirect attention away from a resistance-provoking subject in order to focus on another area

Define and describe the four sources of self-effficacy

Physiological/ Affective States (personal) Verbal Persuasion (environmental) Vicarious Experience (environmental) Mastery experiences (behavioral)ress

Discuss exercises to develop a positive appreciation of and relationship to the past,present, and future.

Positive past-gratitude, forgiveness, satisfaction, positive present - mindfulness, savoring, flow,positive future -vision, anticipation, disputation

Name some relationship building tools

Positive re-framing, silence, limit advice, ask permission, use playfulness, championing, solicit input and suggestions

5 stages of change

Pre-contimplation ( I won't/can't), Contemplation (I might), Preparation (I will), Action (I am), Maintenance ( I still am)

DescPrior to start a vigourous ribe the ASCM guidelines

Prior to starting a vigorous exercise program, that moderate to high risk individuals see a doctor or have exercise testing before participation. Vigorous exercise is the equivalent of running or walking faster the 4 mph. Prior to starting a moderate exercise program, only high risk individuals are recommended to see a physician. Moderate exercise is the equivilant of brisk walking 3-4 mph or anactivity that can be sustained for 45 minutes

What are Effective goals?

SMART, incremental, include only one measurable behavior per goal have intrinsic value address enviroinmental factors evolve through trial and correction

Coaching competencies for maintenance

Set new goals, re-focus

Define SMART goals

Specific, Measurable, Actionable, Realistic, Timely

L13/ CH8: What are SMART Goals?

Specific: how and when- gives timeline Measurable: when it's attained Action/ Behavior: What to be doing Realistic: successful Time Bound: Key questions to ask: how often/ when?, what does... mean? What actions will be done? Increase to what?

Describe the Transcendence category and name some associated strengths

Strengths that forge connections to the larger universe and provided meaning. Appreciation of beauty/excellence, Gratitude, Hope, Humor, Spirituality

Describe the Temperance category and name some of the associated strengths

Strengths that protect against excess, Forgiveness/Mercy, Humility/Modesty, Prudence, Self Regulation

Diet and exercise are now being joined by these areas to encompass wellbeing

Stress management and life satisfaction

What are five things to look for in reviewing a well-being assessment?

Successes Areas of arousal Stage of change for each aspect Gaps Concerns

Name the skills necessary for creating a generative moment

Suspended judgement Mindful listening Expressing empathy Evocative inquiry Open-ended questions Perceptive reflections Honoring silence Creative brainstorming Unfaltering affirmation

L 14/ CH9: What are coaching skills used in the generative moment?

Suspending judgement mindful listening express empathy evocative inquiry open ended inquiry perceptive reflections honoring silence creative brainstorming unfailing affirmation

Define empathy and define how it is used in coaching

The respectful understanding of a person's experience on both emotional and cognitive level Use the expression of empathy to expand awareness, create openness and facilitate change

Identify the value of assessment to the coaching partnership:

The value of the assessment in the coaching partnership is: offers a variety of benefits to coaching partnership (builds trust and rapport, honors personality preferences, written, identify needs and discrepencies, helps people increase their awareness & creates an intro to coaching... Assessments are valuable to Health and Wellness coaches because these reveal: an overall picture of well-being, snacpshot to better understand and appreciate the client's life context, brings an awareness of situations (major loss, recent dx), early insights on client's healthy habits, strengths and challenges, and identification of medical or mental health red flags.

Intermediate behavior goals: the first step and vision quests

The well-coaches training program encourages three-month goals as an intermediate step because it is long enough to make meaningful progress, establish some new habits, an experienced the benefits, while short enough to stimulate a sense of urgency. It is important to Prioritize the goal areas by importance to the client, asking what matters most and why. Then, the coach and client can brainstorm and commit to specific three-month behavioral goals in the priority areas that will help them to realize the vision. (page 134)

Also, view table 9.2-(protocol for designing and wellness vision) and table 9.3 (visualization tool for developing a vision) on (page 131).

These tables may be useful, as the clients seek to distill their vision into an exciting proposition.

L14/ CH9: What is important to remember about the generative moment framework?

This five-step process provides a framework for handling Generative Moments. Yet, in many respects, these Moments are never "handled" at all. Rather, they have a playful, surprising, improvisational, flowing quality that cannot be scripted. The best Generative Moments move seamlessly and organically in flow - they feel like a dance - sometimes slow, and sometimes salsa. Ole!

L15/ CH10: What is a visualization tool for developing a vision?

This visualization exercise takes only 5-10 minutes but it can make a significant contribution as clients seek to develop their personal vision. Close your eyes and take a deep breath from the lower stomach and slowly breathe out. (Use this as a transition throughout the exercise.) In your mind, go to a quiet place where you feel comfortable, peaceful, strong, and confidant. You feel relaxed. What does your quiet place look like? How do you feel being there? Notice what's around you. Picture yourself (1 yr, 5 yrs etc) from now. What does your health, fitness, or wellness look like? How do you look physically? What are you wearing? How does your body move? Notice any other changes in your life. Describe what you are doing, feeling, and thinking around your wellness? Imagine that it is 5 years from now and you have accomplished your goals. What does it feel like? What are you doing differently? What is the same? What did you do to get there? Who's around you? What activities are you doing? Describe your health now. Who has helped you along the way? Think of one key word to sum up this experience and/or your commitment to health, fitness, and wellness. Open your eyes, and let's discuss what you learned from the exercise. Debrief with the confidence ruler and an exploration of the strengths and resources clients can call upon to make it so.

L13/ CH8: What is the importance of accountability in goal setting?

To be accountable, means that clients commit to giving an account- what they did, what happened, what worked, what didn't work, and what they want to do differently next time. Accountability is not the same as pestering or nagging. It is rather a welcome conversation that includes reviewing a client's best experiences with goal accomplishment and designing new behavioral goals for the future. In the complete absence of judgment, accountability is an empowering conversation that provides structure, measurement, and support, without being an unhappy experience for the client. The key is to keep it light without failing to raise important topics.

What is the goal of NVC?

To encourage change talk and discourage resistance talk

What do you do to prepare for and support a first coaching session?

To prepare for and support a first coaching session, a coach should do the following things: - review assessments - identify curious questions to ask for more unveiling of information - coach to practice mindfulness to prepare to be present in the session - a few of clients circustances - be ready to hold clients in positive regard, express empathy, slow down, listen with full attention, allow clients time to formulate their own answers, be ready to under-promise and over deliver, be humble in sharing information and advice and honor confidentiality

What is the value of assessments?

To track health and biometric data for program outcome measurement To provide an overall picture of the client's present state of being To understand and appreciate the client's life context To flag major losses, illnesses, health risks and areas of challenge To identify strengths and healthy habits

"Coaching based conversations activate the para-sympathetic nervous system to enable problem solving, envisioning, and taking a broader perspective." You want to activate the para-sympathetic nervous system? True or False

True - Coaching conversations should be supportive and activates the para-sympathetic nervous system. The sympathetic nervous system / creating a fear response should not occur in coaching.

Compassion from the coach leads to more behavioral change: true or false

True - Compassion from the coach leads to more behavioral change.

Values-In-Action (VIA) Signature Strengths Questionnaire= Free 240 question Assessment that measures and reports 24 character Strengths in rank order . True or False

True - The VIA lists strengths in rank order.

In 2008, Wellcoaches developed a comprehensive well being Assessment. It looks at Energy, Life Satisfaction, Mental and Emotional Fitness, Weight Management, Physical Activity, Nutrition, and Health. True or False it is computerized

True - The online Wellcoaches Well Being Assessment is comprehensive.

Sympathetic nervous system is activated when a person perceives danger... True or False

True - The sympathetic nervous system is activated when a person perceives danger...

Using assessments with a coaching approach, you can uncover motivators, most important priorities... it can also help client feel in control of process, progress (autonomy). True or False

True - Using assessments with a coaching approach, you can uncover motivators, most important priorities... it can also help client feel in control of process, progress (autonomy).

Caution in using Assessment in coaching so that you do not

Try to fix the problems or wear the expert hat... you need to stay collaborative...use the information gathered from the tool to facilitate deeper conversations...

When setting outcome baselines it is important to consider

Type of program Current condition of client Client's age Client's health history

Value of assessment

Valuable tool in coaches toolbox; offers a variety of benefits to coaching partnership (builds trust and rapport, honors personality preferences, written, identify needs and discrepencies, helps people increase their awareness & creates an intro to coaching...

Coaching

Vechile for helping people to achieve a higher level of well being and performance in life and work particularly when change is hard.

Describe the role of modeling in coaching

We need to model in out own lives the very attributes of health, fitness, and wellness that we assist our clients to create

L13/ CH8: What is the purpose of goal setting?

We turn visions and intentions into actions and reality

What are the steps in the session Opening checklist?

Welcome/thank you Thanks for completing the assessment Intro Coach Review/agree agenda Expectations, priorities, additional info, vision, goals

What are the three coaching types that WCs recognize

Wellness, fitness, and health

What steps are included in the EXPECTATION SETTING checklist for initial coaching session?

What is coaching Confidentiality Record keeping Establish coaching contact

L13/ CH8: How should you review goals with clients?

When reviewing goals each week, it's best to start by asking about the things that went well and the lessons that were learned. Clients should always be asked to concentrate on what they accomplished (rather than what they did not accomplish). Encourage reframing in positive terms, even when progress has seemingly not been made. For example, "Unfortunately, I put butter on my toast or bagel for breakfast four times this week." can be reframed as: "20% of the time I successfully achieved my goal of substituting applesauce for butter on my toast or bagel for breakfast 5 times this week." By reframing goal accomplishment in positive terms and by asking positive questions, coaches empower clients to move forward (see Chapter 4). Examples of such questions include: • What was your best experience with your goals in the past week? • What percentage of achievement did you reach for this goal - e.g. 100%, 75%, 50%, or 10%? o What contributed to this level of success? o What kept it from being lower? o What could have made it higher? • What do you like about this goal? • What did you learn from this experience? • What challenges did you face along the way? • Do you think this goal is too ambitious, too cautious, or just right? • When you think about this goal, what feelings does it stimulate and what needs does it meet? • If you were to set a new, more ambitious goal, what would it be? • On a scale of 0-10, how confident are you in your ability to sustain this behavior for the foreseeable future? (Explore why they did not pick a lower number and what it would take to generate a higher number.)

What are the 6 categories of the signature strengths model?

Wisdom Courage Humanity Justice Temperance Transcendence

What are the 5 categories of the signature strength model?

Wisdom, courage, humanity, justice, temperance, transcendence

How do you review assessments?

You review assessments by following a protocol that is similar to reviewing HRAs, wellness, well-being, health for the appreciative review and exploration of client assessments: Read with an open mind Seek out success Notice the client's arousal consider the stage of change question gaps note concerns

Operant Conditioning

a form of learning that takes place when an instance of spontaneous behavior is re-enforced or discouraged by its consequences

There is no one "right" way:

a masterful coach does not apply that "a one size fits all" template to the client moving through the changing process. This is why master coaches rely on a variety of theories and processes, such as self-determination, positive psychology, appreciative inquiry, nonviolent communication, motivational interviewing, design thinking and flow theory. (Page 127)

Outline the coaching contract

an understanding between the coach and client commitments and responsibilities for each

The importance of motivation:

as the client explore the most inspirational and feasible goals, it is important to tie those goals by to a client's reason for the change, which underlies their visions. Listen tentatively for the use of words such as obstacles, setbacks, risks, or challenges. Explore what they mean by those words and what will enable them to move forward to achieve their goals, not just immediately but also in the long-term. (page 130)

L12/CH7: What are different learning modes?

aural: listening visual, print (read), verbal (talk), interactive, kinesthetic (skills), tactile

L15/ CH10: What are different client personalities and coaching styles to use?

authoritative- told what to do nurturing- gentle entertaining- humor, wit, analogies, quick pace no-nonsense- time oriented/ straight forward educator- seek information dependent- needy

The role of brainstorm in goal setting:

brainstorming, beat generation of possibilities without censor, is an essential coaching skill and fundamental of generative moment and coaching. For brainstorming sessions to be most effective, it is important too- clarify the topic, clarify the output (what is being generated), defer judgment, encourage boldly, (even wild ideas), build on what others say, be visual and specific, call for quantity, and do it fast. (page 135) Also on page 136- table 9.6-example of goals (behavioral goals).

When reviewing an assessment what is the value in first looking first to strengths and areas for celebration

build rapport; energize clients and focus on what you wish to grow

Guidelines for brainstorming include...

clarify the topic clarify the output defer judgement encourage bold and even wild ideas build on what others say be visual and specific go for quantity do it fast

Highlight the promise to build and maintain trust:

clients base their trust in a coach on the assessments of the coach's benevolence, honesty, openness, reliability, and competence. The coach's commitment to maintaining confidentiality is key to maintaining this trust. (page 127)

Describe the MLCP preparation level

confidence commitment support plan

Its trial and __________ not trial and _________

correction, error

L12/ CH7: When is the right time to refer clients?

depression, eating disorders, substance abuse, anxiety disorders

Describe various ways to practice self-care

eating a healthy diet, engaging in regular physical activity - Self care goes beyond these basics and can incorporate your physical surroundings, developing a practice that exercises your mind and soul, balancing your family, social, and work demands with time to unwind by spending time in nature, soaking in a hot bubble bath, watching a beautiful sunrise, listening to your favorite music

Coaching competencies for pre-cont

empathy

Double-sided reflection

encourage client to examine different facets: This will enable them to gain perspective and make different decisions as to if and how they want to move forward

Coaching competencies for action

environment for success, connect new behaviors to SVE, gradual change, re-frame lapses,

What are behavioral goals?

goals that spell out specific steps and can be used to measure progress and success

What are outcome goals?

goals that spell out specific steps and can be used to measure progress and success

At their best, health, wellness, and life visions are as followers:

grounded-(building on current success), bold-(stretching the status quo), desired-(what people truly want), palpable-(as if they were already true), participatory-(involving many stakeholders). (page 129)

Name the dimensions of positive relationship building

hold unconditional positive regard; show empathy; be a humble role model; slow down; pay attention; under promise and over deliver; the client finds the answers, confidentiality; honesty

Tracking and measuring outcomes progress:

it is important not only to elicit qualitative feedback regarding client progress but also to track outcomes. When setting goals, and a variety of baseline measurements and tracking techniques can be used to: assist clients in tracking progress over time on selected outcomes, (reduce weight or inches lost, improved life balance, better peace of mind, and increase fitness. Help clients stay motivated to towards achieving their goals. Provide important group outcomes for a coaching practice and for the field and coaching has the whole. (page 137). (The coaching case) on page 137 and 138 has some excellent coaching guidance on this matter.

Startup coaching session:

it is important to explain that the objectives for the first coaching session include discussing assessment results. By Learning more about the client's priorities, strengths, goals, motivators, challenges, and resources and supporting the client in developing a plan, including vision, three-month behavioral goals, and several first weeks goals to help direct the client. (page 128)

Coaching competencies for preparation

make plans, explore difficulties, develop strategies

Behavioral process of change

making a commitment, using cues, substitution, social support, rewards

Simple Reflection

paraphrase or restate what the client says, using their own words without exaggeration, interpretation, or distortion

Coaches can empower clients to move forward by _________

reframing goal accomplished inn positive terms asking positive questions

What are the top six health behaviors?

regular exercise, healthful fat intake, at least five servings of fruits and vegetables daily, limited drinking, non-smoking and maintaining healthy weight

Define the heart of coaching

relationship

Describe MLCP vision level

self-awareness and responsibility strengths and values meaning benefits and information challenges and strengths

Positive outcomes lead to increased _________while negative outcomes lead to decreased________

self-efficacy

Define the difference a relationship between Self-efficacy and self-esteem

self-efficacy and self-esteem are different but related constructs. Whereas self-efficacy has more to do with initiating and sustaining positive behavior outcomes, self-esteem relates to happiness, self worth, self-respect, and an internal source of well-being

It is important that clients_________each week to experience the ________ that comes from ____________

stretch slightly beyond their comfort zone, increased sense of self-efficacy, going beyond their perceived limits

What is the difference between empathy and sympathy?

sympathy is identifying with someone's experience on an emotional level Empathy is emotional and cognitive level

Describe a technique for promoting mindfulness before a session

take 3 deep breaths, close your eyes for 5 seconds, become aware of your breathing, say to yourself I am grateful for this opportunity to connect and make a difference, I have an opportunity to make a pivotal contribution, I am open and curious about what will unfold

Don'ts of coaching

talk too much; play psychotherapist; wear the expert hat unless your client gives permission and requests such assistance

When clients explore behavior goals , it is important to ________

tie these goals back to the client's reason to change

L13/ CH8: What are examples of 3 month behavioral goals?

• • • • Behavioral Goal: I will do three 30-minute sessions of walking each week, at 60-70% of my maximal heart rate, with my friend Jane. Desired Outcome: increase cardiovascular health so that I don't die prematurely. Behavioral Goal: I will purchase fresh fruits and vegetables at least weekly and I will eat at least 3 vegetables and 2 fruits every day. Desired Outcome: lose weight so that I have more energy and feel more youthful Behavioral Goal: I will do two 20-minute strength-training sessions per week at the gym. Desired Outcome: increase bone density so that I reduce my risk of osteoporosis Behavioral Goal: I will write in my journal each evening three things that happened that day for which I am grateful and share them with my wife. Desired Outcome: increase my peace of mind so that I reduce my blood pressure

L12/ CH7: What values do assessment provide to coaches in health fitness and wellness?

• An overall picture of the client's present state of being including physical health, lifestyle habits, strengths, life satisfaction, and readiness to make changes. • A snapshot to better understand and appreciate the client's life context. The coaching questions and approach for a client who has significant health issues such as obesity, hypertension, back injury, or cancer is different than the approach for a highly motivated, fit client. • If a client has suffered a major loss, or was recently diagnosed with a major illness, understanding this situation early is important because of the impact on the client's interest and ability to tackle change. • Early indication of the client's strengths and healthy habits as well as health risks and areas of challenge.

L13/ CH8: How do you create effective behavioral goals?

• Are Specific, Measurable, Action-based, Realistic, and Time-lined (or SMART - see below). • Break down large goals into incremental goals that are scaled appropriately to a person's stage of change (see Chapter 3). • Include only one measurable behavior per goal. • Have intrinsic value and are not imposed from the outside. • Address environmental factors, including one's support team and other systems that impact their successful implementation. • Evolve as the reality of the client's experience unfolds and each week progresses. Trial and correction, not trial and error, represents the coaching framework for action planning.

L13/ CH8: What are baseline measurements good for?

• Assist clients in tracking progress over time on selected outcomes (e.g., reduced weight or inches lost, improved life balance, better peace of mind, or increased fitness) • Motivate clients towards achieving their goals • Provide important group outcome data for your practice or for the field of coaching as a whole.

L13/ CH8: For brainstorming to be most effective, it's important to:

• Clarify the topic • Clarify the output (what's being generated) • Defer judgment • Encourage bold, even wild ideas • Build on what others say • Be visual and specific • Go for quantity • Do it fast Setting goals without brainstorming can cut short opportunities for both client motivation and success.

L13/ CH8: What is the importance of behavioral goals?

• Enable clients to think about and identify the specific actions and behaviors they want to do next in working towards their vision, answering the question, "Now what?" • Enable clients to measure progress against their initial baseline behaviors, which are often forgotten (see Tracking and Measuring Outcomes Progress and Setting Outcomes Baselines later in this chapter). • Enable clients to measure the overall success of their coaching program. • Enable coaches to measure success. Having evidence-based data is critical for establishing efficacy as well as credibility, not only in one's coaching practice, but also in the consumer and healthcare communities

L13/ CH8: What are examples of values and motivators?

• Feeling more energetic and alert • Improving mental focus and productivity • Feeling more confident • Improving self-image and self-esteem • Having peace of mind • Being more balanced • Feeling in control • Feeling more relaxed or less anxious/stressed • Looking more attractive to my significant other • Looking better in my clothes • Being healthier so that I can prevent disease • Being healthier so that I can manage disease • Delaying aging • Setting a good example for my children • Setting a good example for my significant other • Being stronger so that I can play with my children with less risk of injury • Having more stamina so that I can cope with my busy life • Increasing my strength so that I can improve my golf game (tennis, bicycling, etc.) • Improving my balance and coordination • Sleeping better so that I have more energy • Improving my mood and/or reduce depression • Decreasing my risk of injury • Preparing for a big event such as a marathon, triathlon, or bike ride • Decreasing my risk or reoccurrence of: o high cholesterol o heart disease and heart attacks o overweight or obesity o brittle bones (osteoporosis) o high blood pressure o stroke o early death o depression o diabetes o injuries o low back pain o cancer o tobacco use o substance abuse o poor functionality in old age

L13/CH8: What are characteristics of good visions?

• Grounded (Building on Current Success), • Bold (Stretching the Status Quo), • Desired (What People Truly Want), • Palpable (As If they were Already True), and • Participatory (Involving Many Stakeholders)

L12/ CH7: What are ways to establish trust and rapport?

• Holding them in positive regard • Expressing empathy • Slowing down • Listening with full attention • Allowing them to formulate and find their own answers • Honestly sharing observations • Under promising and over delivering • Being humble in sharing information and advice • Honoring confidentiality

L13/CH8: What are examples of smart goals?

• I will substitute applesauce for butter on my toast or bagel for breakfast 5 times next week. • I will increase my water intake from two glasses to four glasses a day by drinking a glass of water mid-morning and mid-afternoon. • I will eat dessert one time this week on Saturday night and savor it slowly. Comments: I want to reduce the number of desserts I eat. • I will listen to music for 45 minutes on Friday night to relax. • I will do a strength-training routine of 5 exercises (listed on my personal website) on Tuesday at 6:30 am and Saturday at 10 am. Comments: I will use 8-pound dumbbells, and do 12 reps with a 15 second rest between each exercise. • I will lose one pound this week by meeting my exercise and nutrition goals above. (Outcome goals - like losing weight - can be included as long as they are clearly tied to enabling SMART exercise and nutrition goals.)• I will define and list 3 of my top motivators for my priority goals for next week. • I will make a list of the pros and cons for losing weight on Tuesday night before I go to bed. • I will log my thoughts and emotions when I eat 2 days (Tuesday and Thursday) this week.

L12/CH7: What are the ACSM risk classifications?

• Low risk: Asymptomatic men (<45) and women (<55) who have ≤ 1 heart-disease risk factor • Moderate risk: Asymptomatic men (>45) and women (>55) who have ≥ 2 heart-disease risk factors • High risk: Individuals who have known cardiovascular, pulmonary, or metabolic disease or one or more signs and symptoms from the following list: pain, shortness of breath, dizziness, orthopnea, ankle edema, palpitations, intermittent claduication, heart murmer, fatigue or shortness of breath with normal activities.

L13/ CH8: What baseline assessments should you take in the first session?

• Peace of mind • Energy levels • Self-esteem • Enjoyment of life • Productivity • Sleep patterns • Confidence or feeling in control

L13/ CH8: What are examples of baseline stress measurements?

• Recording in a log high-stress activities or stressful situations encountered throughout the day. • Recording the antecedents (triggers) that appear to accompany high- stress situations, as well as the consequences, such as loss of sleep, anger, etc. • Adopting a simple and effective way of tracking stress levels (daily or hourly), such as using a scale of 0-10 (low stress to high stress).

L13/ CH8: What are examples of baseline and follow up measurements?

• Recording specific foods in his/her diet (high fat, high calorie) • Recording the numbers of servings of fruits and vegetables or servings from any one of the other food groups each day • Tracking daily water intake levels • Completing periodic food logs

L14/ CH9: What are examples of questions that use AI to see what is really going on?

• Tell me about a time when you experienced a similar challenge and navigated your way through it? • What did success feel like? • What are the values reflected in how you have handled this situation? • How does this connect with your wellness vision? • What are the needs that would be met if this vision were true for you? • What are the structures (environments, frameworks, relationships, routines) that would enable you to be successful with this goal? • What are your hopes for how you would like to handle this issue in the future? • Name your wish.

L13/ CH8: What are examples of 3 month goals and corresponding 1 week goals?

• Three-month goal: I will walk 3 times a week for 30 minutes. First week: I will walk 15 minutes on Monday and Friday this week. • Three-month goal: I will eat 5 servings of fruits and vegetables 5 days a week. Comment: I am eating an average of one serving now. First week: I will eat an apple with my lunch 3 days (M-W-F) this week.

L14/ CH9: When do you use decisional balance?

■ If there is ambivalence, use decisional balance to explore motivation ◘ Perfectly good reasons to change ◘ Perfectly good reasons not to change

L12/ CH7: How do you create a vision statement?

■ Reflect the client's words around their picture of well-being ■ Ask them to put the vision in their own words so it is meaningful and compelling to them ■ Could be sentence, paragraph, picture ■ Written as if it is already happening, "I am..."

L15/ CH10: What are components of the coaching contract for the coach?

• Through the coaching process, I will enable my clients to identify their vision and plan. • I will listen to my clients attentively and without judgment or consideration of my own agenda. • I will help my clients identify and fully engage their strengths on the path to a better future • I will ask questions and encourage my clients to arrive at their own answers. • I will encourage realistic expectations and goals. • I will be direct and firm with feedback when needed. • I will assist my clients to brainstorm creative possibilities for moving forward and getting around roadblocks. • When appropriate and with permission, I will offer advice and instruction for engineering fitness, good nutrition, and management of weight, stress, mindset, and health in my client's life. • I will be punctual and responsive. • I will recognize early whether the chemistry with a client is good or not optimal. If not optimal, I will refer that client to another coach. • I will acknowledge when my clients have an issue that is outside my scope of knowledge and skill, and recommend other avenues.

L13/ CH8: What is wellness?

• Wellness is the quality or state of being in good health or one's best possible health, especially as an actively sought goal. • Wellness is the condition of good physical and mental health, especially when maintained by proper diet, exercise, and life habits. • Wellness is the mastery of one's wellbeing - physical, mental, emotional, and spiritual - through regular practice of healthful behaviors • An effective wellness program should encompass dietary, exercise, stress management, and health maintenance/disease prevention strategies.

L 14/ Ch9: What are questions to use to identify the topic?

• What are they feeling? • What are they attracted to? • What do they want less of? • What are they celebrating? • What needs are alive in them? • What are they resisting? • How ready are they to change? • What gives them energy? • What moves them to action? • What do they highlight and remember from the previous week?

L15/ CH10: What are questions you can ask to help develop a vision?

• What would you like your health and wellness to look like in three months, one year, two years, five years...? • What do you believe is possible? • What are the top three values in your life? How is your health linked to these values? • What are the top three goals in your life? How is your health linked to these goals? • What part of your life is most important to you? How does your health fit into that? • What would you like more of in your life? How is that linked to your wellness? • What would you like less of in your life? How is that linked to your wellness? • What excites you? How can we link that to your wellness? • What would you like to accomplish in the next three months? • What motivators might enable you to overcome your inertia and start moving forward? • What would your life be like if you achieved your goals? How would that feel? • What would your life be like if you do not achieve your goals? How would that feel? • What is the best-case scenario? • What is the worst-case scenario? • What obstacles might get in the way of your reaching your goals and vision? • What strategies have you used in the past to overcome obstacles? What has worked and how could you tap into that wisdom now?• What would your life be like if you achieved your goals? How would that feel? • What would your life be like if you do not achieve your goals? How would that feel? • What is the best-case scenario? • What is the worst-case scenario? • What obstacles might get in the way of your reaching your goals and vision? • What strategies have you used in the past to overcome obstacles? What has worked and how could you tap into that wisdom now?

L15/ CH10: What are questions to ask to modify coaching approach?

• Which teachers or managers influenced them to do their very best, and what they specifically did to bring out the best in them, • What kind of approach or style they prefer, e.g., nurturing, authoritative, or cheerleading (ask them to comment and agree on the approach), and • What pace and scope they prefer, e.g., jump right in or take a step at a time, provide lots of background information or keep it simple.

L13/ CH8: What are good questions to ask to help clients meet their goals?

• Why do you want to accomplish this goal? What is important to you about this goal? What results are you looking for? • What have been your best experiences in accomplishing goals like this in the past? • What values would be represented by your accomplishing this goal? • For whom do you want to make this change? (Be sure it's for themselves and not someone else.) • What structures and supports could assist you to be successful with this goal? • Do you think this goal is scaled appropriately, with just the right amount of challenge? Also measure confidence and importance (1-10)

L13/ CH8: What are essential parts of the wellness vision?

• • • • • • • Values (Who do I want to be?) Outcomes (What results do I want to achieve?) Behaviors (What activities do I want to do consistently?) Motivators (Why does this matter a lot to me, right now?) Strengths (What strengths, talents, and abilities will I draw upon?) Challenges (What challenges will I overcome?) Supports (What support team and structures will I put in place?)

L14/ CH9: What is the generative moment?

■ Compare weekly session to a workout. ■ Generative moment is a 8-12 min. focus on a specific topic. ■ Opening: How do you get started? (energy check in) - session opening (get creative). ■ Goals Review ■ Goals Setting ■ GM is in between

L14/ CH9: What are steps to designing action plans?

■ Once the client has committed to a next step, ask what it will take to be successful in making that happen • Next, create a behavioral goal • Ask the client to state the goal • Inquire about the level of commitment and support the client in creating a goal that he/she is ready, willing, and able to accomplish The relevant skills: championing, affirmation, playfulness, appreciative inquiry, open-ended inquiry, reflection

L 14/ CH9: Why is it important to explore strengths, values and environments that the client can leverage?

■ AI to connect with the positive • Ask about best past experiences in a similar situations • Ask about strengths/values ■ Ask about the environments that would support success ■ As necessary, use MI to overcome reluctance, ambivalence and resistance • Use decisional balance tool, rulers, and key motivators • Engage the body to address physiological/affective states ■ The relevant skills: empathy, reflection, open-ended inquiry, mindfulness, savoring, rolling with resistance, verbal persuasion

L15/ CH10: What are the reps of the appreciative goal review?

■ After the session opening, move into goal review (refer to the ongoing coaching session checklist) and allow client to choose which goal to review first ■ Explore full experience with each weekly goal, starting with the positive ■ Use reflections to show listening and understanding of the goal experience ■ Expand inquiry about the client's best experience with his/her weekly goal ■ Respond to client challenges with judgment-free reflection and inquiry ■ Ask what the client learned from his/her experience ■ Affirm the client: strengths, choices and/or situation ■ Inquire about the client's percentage of success

L14/ CH9: What are the steps to a generative moment?

■ Collaborates with the client to identify the topic to work on, where he/she has aroused emotional energy and interest ◘ Then, asks for permission to explore and work on the topic now ■ Encourages the client to describe what he/she really wants now, in relation to the topic ■ Explores the strengths or values the client can leverage to move forward ◘ And, explores the environments the client can leverage to move forward ■ Explores decisional balance and develops discrepancy when the client demonstrates ambivalence ■ Engages the client in creative brainstorming of pathways forward ◘ And, expresses confidence in the client's ability to move forward

L15/ CH10: What is the difference between the weekly and 3 month goal reviews?

■ Reminder: Three month goals are SMART behavioral goals and are defined as what behaviors the client will be doing on a regular/consistent basis. ■ Three month goal reviews are not done every week, but are typically reviewed every 4 weeks. The three month goals are not reviewed individually. Rather, the coach asks general questions about the three month goals.

L12/ CH7: What is design thinking?

■ Starts with clear vision ■ Strong foundation/framework ■ Solution-focused process ■ Involves both analysis and imagination ■ Encourages creativity with finer details ■ Goals as experiments ■ Learn from experiments and insights gained

L12/CH7: What are components of the vision conversation?

■ Strengths ■ Successes ■ Values ■ Motivation ■ Visualizing ■ Best experiences ■ Support structures

L14/ CH9: Why is it important to collaborate on a topic and ask permission?

■ The Generative Moment is collaboratively defined. ■ Coach can name a theme or topic that was heard during the goal review conversations. The client is at choice and these are some ways the coach can help the client make the choice. ◘ Identifying the needs that are/aren't being met (tie to NVC) - the coach can use an empathetic reflection as a way to get into the GM. ■ Coach can name or ask about an unmet need/value that is not being honored/ key motivator. ■ Coach can ask client what he/she would like to discuss. ■ It's important for the client to be at choice with the topic, rather than having it chosen for them. ■ The relevant skills: empathy, reflection, open-ended inquiry, listening for discrepancy.

L15/ CH10: What are two principles to remember during goal review?

■ The Law of Recency ◘ The most recently presented items or experiences (such as goals) will most likely be remembered best ■ TheNegativityBias The psychological phenomenon of paying more attention to and giving more weight to negative rather than positive experiences Avoid the deficit frame; look for strengths and successes Allow the client to choose what we review first Tie to Self Determination Theory - autonomy, competence and connection

L14/ CH9: What are steps to brainstorming?

■ Use NVC to uncover strategies for having needs met ■ Initiate the Design phase by brainstorming options (for action, for thinking, for being) ■ Ask: What are the "ground rules" for successful brainstorming? ■ The relevant skills: mindfulness, silence, championing, affirmation, playfulness, curiosity ■ Consistently, expresses confidence in the client's ability to move forward

L 14/ CH9: Why is it important for the client to describe what they want now?

■AI to connect with the positive Ask what the client really wants to have happen in the situation or related to the topic If all things were possible, what would be different 3 wishes

L13/ CH8: What is the process of how to design weekly goals?

■Ask client to choose a goal that is important ■Explore the structures needed to ensure success ■Assist the client in designing a SMART goal ■Use confidence ruler to improve the client's confidence in reaching goal ■Ask client to restate goal ■Affirm the client's ability to achieve the goal

L13/ CH8: How do you design 3 month goals? What are they?

■Behavior you want to be doing consistently in three months ■Connects to the wellness vision. ■Not as specific as weekly goals, though not vague. ■Check every 2-3 weeks to see if still appropriate (you don't review three month goals every week). ■At the end of the three months work with client, celebrate success, think about next steps, and assess confidence for continuing behaviors and strategies for challenges that may be ahead

L13/ CH8: What is the process for setting 3 month goals in the first session?

■Explain the nature and value of setting three-month goals ■Brainstorm actions that would lead to the achievement of the wellness vision ■Ask the client to choose three of the actions that are most important to pursue ■Confirm the connection of the actions to the wellness vision ■Assist the client in translating the actions into SMART behavioral goals

L13/ CH8: What are components of a well written weekly goal?

■Tied to vision and three month goals ■One behavior per goal ■Linked to motivators ■Written in language that assumes success ("I will") ■SMART ■Written in client's voice ■Focused on what they will do, not what they won't do

L12/ CH7: What are the steps to reviewing the wellbeing assessment?

◘ Seek out success ◘ Notice what is alive ◘ Consider stages of readiness ◘ Question gaps ◘ Note concerns ◘ Formulate initial strengths-based inquiries