Coaching

Coaching is often described as a conversation that changes minds. Beneath that phrase lies a deeper truth: coaching is a process of cognitive restructuring, rooted in the science of how humans think, learn, and change. When we help someone reframe a problem, challenge a belief, or experiment with a new perspective, we’re not just talking - we’re engaging in applied cognitive science.

When people set goals, they often assume success depends on motivation. We tell ourselves, "I just need to try harder". But as behavioural economists and cognitive scientists remind us, the structure around our choices, the architecture of decisions, often matters more than raw determination. As coaches, educators, or leaders, we have the privilege of helping others not just make decisions but design environments where the right decisions become the easy ones..

We tend to think that if people truly care about their goals, they will act on them. In coaching, we often assume that clarity creates momentum, that once someone knows what to do, they will naturally do it. Yet behavioural economics and cognitive psychology tell a different story. Motivation alone is rarely enough. The missing ingredient is friction.

In the overlapping worlds of sport and education, performance and support must go hand-in-hand. This is especially true for students with...

Teaching is a profession of purpose, but also one of pressure. Between deadlines, data, and daily demands, it’s easy to lose sight of why we began in the first place. That’s where educator self-coaching comes in.

In the heart of every meaningful coaching interaction lies a question of values. What drives this student? What matters most to them? Why do they care, or not care, about this goal, this subject, this moment in their learning? Educational coaching, when done well, is not just about performance. It’s about alignment. And to align learning with lived motivation, we must explore values. Schwartz’s theory of basic human values offers a robust psychological framework to do just th

In classrooms shaped by rigid routines and a one-size-fits-all approach, neurodivergent students often find themselves struggling not because they lack ability, but because the system wasn’t built with their needs in mind. Coaching offers an alternative lens; one rooted in empathy, autonomy, and growth. It shifts the focus from “fixing behaviour” to fostering self-understanding and self-efficacy.

In high-performance sport and elite business environments, coaching isn’t a luxury, it’s a necessity. It sharpens focus, aligns teams...

In an era where emotional intelligence, resilience, and executive functioning are just as vital as subject knowledge, classrooms must...

In traditional classrooms, teaching often begins with answers delivered through talk, PowerPoints, and prescribed tasks. Students are positioned as receivers of knowledge, expected to absorb and reproduce. But what if we flipped this dynamic? What if the classroom became a space where learning began with questions - authentic, open-ended, and co-created? Welcome to The Coaching Classroom.

Moving Beyond Deficit Models in Support Systems for Students In educational settings, neurodivergent students are too often viewed...

We live in an age of complexity. Systems are fast-moving, interdependent, and constantly evolving. Hierarchies are flattening. Expectations are rising. And wellbeing - emotional, mental, organisational - is under strain. In that context, coaching is not a luxury. It’s a leadership imperative.