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e-Learning BTEC (HND) in Coaching
At eLearning.co.uk all of our courses are delivered online. This gives you the opportunity to study at your own pace and within your own time. Online learning allows you to study in the evenings, weekends, or even the odd hour during the day! With each course you will have full tutor and technical support available via the telephone and by e-mail – so you are not on your own by any means. This e-Learning BTEC (HND) in Coaching course will award you with the same certification as the classroom version of this course – usually for a cheaper cost and with the additional benefit of flexible study times!
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About the course
Credit Value
240 UCAS Points, contributing to the Higher Education (HE) Diploma
Entry Requirements
All students must be 17 years of age and above. Students should have completed a Level 3 Diploma or A level standard course (or equivalent) before the Level 5 qualification.
Study Hours
Approximately 60 hours per unit
Assessment Method
16 tutor marked assessments
Award
BTEC (HND) in Coaching
Unit 1: Using information, communication and technology ICT in the study of Coaching
Level H1
Learning hours: 60
Unit description
This unit aims to raise learner awareness of the different types of ICT skills, and provide the opportunity for them to develop these skills commensurate with H4 and H5 study. The course is delivered via distance learning with no face to face contact between tutors and students, therefore understanding appropriate research techniques, portfolio skills and self-reflection is important in terms of independent study at this level as well as facilitating a positive learning experience
Students are encouraged to conduct independent research related to the study of Coaching using ICT skills, so that they can begin to compile their own resource list and also prepare themselves for further and more complex activities later in the course
Unit content
1 Applications of ICT in the study of Coaching
Information, communication and technology (ICT) comprises core skills for learning.
Utilisation of methods , tools and strategies of ICT to establish and maintain a sound working relationship with tutors and the college.
Development of ICT skills in order to communicate effectively and maximise study progression.
2 ePortfolio constructs
Setting up an ePortfolio for use during the lifetime of the course for storage of files including coursework, self-assessment activities, independent research notes and reflective journals.
The ePortfolio may be requested from time to time by tutors and moderators. Learners will be asked at various points in the course to upload files for this purpose.
A structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.
3 Independent web based research
Independent research to equip students with confidence to source and evaluate information relevant to the core course topics within MMA
Develop tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.
4 Principles of self-assessment and reflective writing
The development of knowledge and understanding through writing skills for communicating ideas and arguments to tutors and other readers of written work.
Reviews of writing skills
Reflective writing skills and practice
Promotion of pro-active implementation of skills enhancement through tutor feedback and self-assessment
Unit 2: Understanding Coaching Principles
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to explore and evaluate the key principles concepts and strategies within coaching. Learners are also provided with an opportunity to study the historical emergence of coaching, and examine key components of its applications
Unit content
1 Historical emergence of coaching
Defining coaching in context
Origins of coaching from 16 th century to present
The humanist psychological perspectives of coaching
Integration of coaching contextually and related to application specifics
2 Communicative approaches
Competency skills
Communication strategies in coaching: methods, concepts, verbal, listening
Barriers to effective communication in coaching
Socialisation
Attachment
3 Ethical considerations
Ethical, legal and moral responsibilities
International Coaching Federation codes of ethics
International Coach Federation codes of practice
European Coaching Institute codes
Accountability
Standards or practice
Confidentiality
4 Aims and objectives of coaching
Assessment strategies and processes
Aims and objectives of the coaching process
Client expectations and perceptions
Client values, motivators and interests
Client history
Unit 3: Application of coaching principles
Level: H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the concepts and components of coaching principles and applications as well as evaluation of group strategies and coaching levels. Learners are also provided with the opportunity to learn about transference and the coaching relationship
Unit content
1 Coaching principles
Client strengths and weaknesses
Holism in coaching
Agenda setting
Collaboration
Action learning
Identity/self
2 Levels of coaching
Primary: cognitive and constructivist approaches; solution versus problem focussed
Secondary: irrational beliefs (Ellis, ABC); reframing, collaborative negotiation, working techniques ( visualization, relaxation, confirmation of change, reflexivity)
Transference and counter-transference
Ending the coaching relationship
3 Group coaching
Primary and secondary levels in group work
Therapeutic groups
Conferencing
Tuckman and Schultz
Group strategies
Group coaching elements
Peer coaching
Leadership objectives
4 Systematic approach
Evaluation of the work of Murray, Bowman, Carruthers
Group dynamics
Ice breakers
Changing cultures
Professional settings
Unit 4: Life coaching
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to apply the core competency coaching skills, strategies and concepts to life coaching contexts, and to explore different methods and approaches commensurate with client needs
Unit content
1 Aims and objectives
Aims and objectives of life coaching
Contexts and rationale
Client-coach relationship
2 Questioning methods and approaches
Essential questioning: lifestyle, daily routine, expectations of coaching process, health status and perception, role and identity
Topic centred questioning: goal setting, work related, hobbies, childhood experiences, relationship experiences, family, financial issues, health expectations
3 Relationship and sexuality contexts
Temporary displacement contexts
Pivotal issues
Emotional issues
Acceptance and compromise
Expectations, goals and outcomes
Re-centring
Session rules
Questioning techniques
4 Death and bereavement
Stages of dying
Tasks of mourning
Bereavement stages
Loss and reality
Pain of grief
Adjustments
Coaching principles and procedures
Coaching approaches
Cognitive restructuring and memory work
Unit 5: Coaching: special contexts
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to study special coaching contexts including addiction and psychological disorders. Learners will also be given an opportunity to study related physiology and thereby expand knowledge and understanding of integrative applications within the coaching field and transferable skills related to different contexts
Unit content
1 Alcohol addiction
Short and long term consequences
Drinking patterns related to behaviour
Physical and psychological symptoms and effects of alcohol dependence and addiction
External factors, financial issues, goal setting and integrated objectives
3 Depression and stress conditions
Symptoms and physical expressions
Coaching commitment, role and history taking from clients
Identification of stressors
Development of coping strategies
Relaxation techniques
Stress reduction techniques
4 Suicidal clients
Physical and psychological symptoms and expression
Approaches and applications related to coaching role and responsibilities
Competency skills
Crisis recognition
Goals setting
Unit 6: Career coaching 1
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the principles, applications and models related to career coaching. The unit also offers learners the opportunity to explore group strategies and leadership issues within a range of contexts
Unit content
1 Historical emergence
Historical timeline and emergence of career coaching as a specific application
Relevance in modern society
Aims and objectives
2 Life Purpose Questionnaire
Views, beliefs and significant life influences
Hopes and aims
Life Purpose Statements
Life Purpose Questionnaire as an organisational tool
Maslow’s hierarchy in career coaching
Ventral pivots
Establishing the coaching relationship
3 Role of the career coach
Identification of client aims
Collaborative partnerships
Facilitation of goal achievement
Strategy development
Promotion of stimulating and motivational actions
4 Psychology of experience
Definitions
Effects of experience
Social controls
Pleasure and happiness
Task related experiences
Intrinsic reward systems
Contextualising experience within the work environment
Unit 7: Career coaching 2
Level H1
Learning Hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore the mechanics of career coaching related to job searching, CV production and interview skills. Knowledge and understanding gained can be expanded through independent research and practice in order to transfer these skills to practical applications
Unit content
1 Marketing strategies
Marketing strategy development for individual clients
Job search evaluation
Skills audit processes
Marketing matrices
2 Curriculum Vitae (CV)
Core elements and processes
Generic and specialised CVs
Personal profiling
3 Interview techniques
Pre-interview strategies
Interview questions (interviewer and interviewee)
Interview processes
Strengths and weaknesses
Logistics
Types of interview : face to face, telephone, sequential, panel, psychometric evaluation, competency based
4 Pots interview strategy development
Interview follow up
Evaluation and self-reflection
Matrix process
Acceptance/rejection letters
Integration of rehearsed scenarios
Unit 8: Child coaching
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to study child coaching principles, applications and contexts. Learners will also be given an opportunity to explore theoretical concepts relating to child development (cognition, socialisation, relationships), and conduct independent research into child coaching settings
Unit content
1 Socialisation and human interaction
Communication needs
Socialisation processes
Attachment
Child coaching approaches and strategy development
Human interaction and relationship building: cultural, meshing, scaffolding, communication
2 Principles of play
Concepts
Cognition
Aims and purpose of play in child coaching
Types of play
Play environments
Task related or outcome based play
3 Facilitation of change
Avoidance and resistance
Exploration strategies
Self-image
Role modelling
Coaching skills
Experiential focus
4 Behavioural changes
Confirmation and affirmation
Behaviour assessment
Motivation and meaning
Integration approaches/strategies
Irrational beliefs
Unit 9: Health coaching 1
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study aspects of health, health perception, growth and development and the role of health coaching within health contexts
Unit content
1 Health perception
Medical model and holistic model of health
Personal perceptions of health
Aspects of health and definitions
Psychosocial aspects of health promotion
Maslow’s Hierarchy related to health perception
2 Growth and development
Physical and psychological maturation
Statistic predictions
Life expectancy
Milestones in development
Social class and demography
Cultural and familial influences
Social factors
Educational factors
3 Transitions
Adolescent transitions: physical, psychological, family groupings, peer group interaction, self-perception
Adulthood transitions: maturity and independence, reproduction, the aging process, Nature versus nurture, lifestyle choices, influences and consequences
4 Health coaching
Defining health coaching
Aims and objectives
Settings and contexts
Coachee development
Client expectations
Determinants of health related to positive states
Health promotion issues and relevance
Unit 10: Health coaching 2
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study, explore and evaluate a number of theories and models related to health coaching, and relate this to behavioural change strategies and health coaching philosophy.
Unit content
1 Health coaching concepts and models
Differentiation between theories and models
Principles of cause and effect in life ( Social Cognitive theory and Theory of Planned Behaviour)
The Health Belief Model
The Health Action Model
2 Behavioural change
Effective behavioural changes: key issues and dependent variables; self-initiated change; value of change; expectations of change; coping strategies
3 Philosophy
Underpinning principles and philosophical concepts
Transitional and situational elements
Hierarchy needs
Safe zones
Commitment
Programme structure
4 Scientific principles
Anatomy and physiology of body systems
Aging and health
Mental health perceptions
Unit 11: Health coaching 3
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore the client role in health coaching contexts and to explore different settings for delivery related to application, agency involvement and client need
Unit content
1 Behaviour related to health coaching objectives
Statistical issues, research and data
Deviant states
Functionality
Behaviour related objectives in health coaching
2 Role of the client
Personal commitment and needs
Settings and contexts
Health promotion components
Self-reflection
Life purpose in health coaching
3 Public Sector
Role of public health
Processes and data
Coaching issues related to public health
Legislation and professional role
4 Private Sector
Role of private sector health coaching
Processes and data
Coaching issues related to client needs, accessibility and statistical data
Legislation and professional role
Unit 12: The principles of neurolinguistic programming
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to study the historical development of NLP and the underpinning principles of practice
Unit content
1 Historical development of NLP
NLP evolution and practice
Overview of techniques
Applications of NLP
Integration of NLP
2 Principles of NLP
Assumptions related to human senses
World view
Linguistic relevance
Modelling
Beliefs and values
Core skills
Anchoring
Reframing
Presuppositions
Filtration of perception
3 NLP strategy development
Rapport
Sensory awareness
Behavioural flexibility
Learning preferences
Outcome thinking
4 Aims and objectives of NLP
Purpose, meaning, perception and phenomenon
Negotiation of aims and objectives
Pyramid of Outcomes
Positive intention
Unit 13: NLP models
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to study NP models and approaches in depth and to develop understanding which will facilitate transference of knowledge into practical application
Unit content
1 State Model in NLP
Development
Holistic perspectives and approach
The present state
The desired state
Personal resources related to desired state and achievement of goals
2 Life Context Model in NP
Development
Action
Knowledge
Ownership
Relationships
Existence
3 NLP strategies
SMART goals in NLP
Formulae and determinants
Frameworks
Aims and objectives of chunking
Contexts and perceived difficulty
Outcome measurements
Rapport and pacing in NLP models
Collaborative partnerships and interpersonal dimensions
Beliefs and values: irrational beliefs
4 NLP practice
Direct decisions, behaviours, beliefs
Justification and interpretation
Empowerment
Cyclical processing
Self-belief
Matching actions
Reinforcement
Application of learning preferences
Unit 14: Learning theories and concepts related to NLP
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore and evaluate learning and personality theories related to NLP models and practice.
Unit content
1 Theoretical concepts
Kolb Cycle
Kolb’s phases of learning
Experiential learning
Personality theories and models
Myers-Briggs
Jung’s extroversion and introversion
Honey and Mumford
Knowledge concepts
Evaluation of research article
2 NLP levels
Purpose
Identity
Beliefs and values
Strategies
Behaviour
Environment
3 Meta programming
Motivation traits
Internal/external traits
Options and procedures
Working traits: specific, general
The self and others
4 Cognitive structure in NLP
Language acquisition
Cognitive structure of language
Comprehension and contextualisation
The NLP Brain Map
Metaphors, rapport and memory
Unit 15: NLP programme design
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study NLP programme design from multidimensional perspectives; and also to facilitate expansion of understanding in order to transfer knowledge into practical applications
Unit content
1 Administrative components
The working environment
Client and practitioner documentation
Feedback processes
Affiliation to professional body
Public Liability
Referrals and client assessment documents
Agreements and contracts
Exit strategies
2 Reframing
The Outcome Frame
The Ecology Frame
The Evidence of Experiential Frame
The ‘As if’ Frame
The Review or Backtrack Frame
Contextual Frame
Sleight of Mouth frame
3 Modelling
Historical perspectives
Unconscious compliance
Stages of modelling (preparation, building, testing and transferring)
4 Anchoring
Skinner’s reinforcement theory
Action and rewards processes
Establishing an anchor
Installing anchors into programmes
Unit 16: Performance coaching
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the principles and practice of performance coaching and relate these to a range of contexts and scenarios
Unit content
1 Principles and practices of performance coaching
Issues in performance coaching
Communication
Identity
Interpersonal conflicts
Internal dialogue
Self-judgement
Hierarchy of logical levels
Motivation
2 Approaches
The STEPPA model
Symbolism and symbolic modelling
Flexibility and application
The inner game of coaching
Facilitation
Group coaching
Self-coaching
3 Tools and interventions
Questioning and context –free questions
Metaphors
Psychological projections
Counter transference
Ethical issues
4 Mentoring
Mentoring
e-mentoring
Contexts
Advantages and disadvantages
Specialist skills
Technical Requirements
Windows: Windows 98, 2000, XP, Vista, Windows 7 – Acrobat Reader 4.0 and above
OR
Macintosh: Mac OS X, Mac OS 9.2 – Acrobat Reader 4.0 and above
An up to date internet browser such as Internet Explorer, Mozilla Firefox, or Safari.
Internet connection (broadband recommended.)
Cost - Per Person
£ 3500 + VAT
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