The effectiveness of three teaching approaches in enhancing coaching confidence of Master’s in coaching graduates in a South African university

Abstract

Orientation: Coaching is gaining popularity in South Africa, and more academic institutions are offering qualifications; however, limited research explores how different teaching approaches build coaches’ confidence.
Research purpose: This research aimed to examine the effectiveness of three coaching education approaches – one-on-one coaching, coaching supervision and peer coaching – in enhancing the confidence of postgraduate coaching students enrolled in a master’s in coaching programme at an academic institution in South Africa.
Motivation for the study: Given the growing need for effective coaching education, this study is motivated by the desire to understand which teaching approaches best enhance students’ learning and confidence so that coaching programmes can better equip future coaches for success.
Research approach/design and method: Purposive sampling was employed to collect primary data from 12 master’s in coaching students at a South African university through semi-structured interviews. The data were then analysed using thematic analysis.
Main findings: The key findings indicate that each of the three coaching dyads significantly enhances students’ confidence while fostering the development of their professional development at various levels. It was evident that, although all three approaches played a role in student learning and confidence, participants perceived coaching supervision as the most effective approach in improving their confidence.
Practical/managerial implications: Institutions of higher education that provide coaching programmes should allocate additional resources towards coaching supervision to bolster the confidence of students.
Contribution/value-add: The study informs pedagogical approaches in coach education and enriches the broader field of coaching by deepening the understanding of teaching effectiveness.