Description
Develop a style for coaching individuals or groups that ensures all participants are at ease, and are able to acquire the necessary skills and competences provided in the coaching in a positive and productive manner.
Alternative labels
create a coaching style
develop a style to coach
determine coaching style
develop a style for coaching
Skill type
skill/competence
Skill reusability level
cross-sector
Relationships with occupations
Essential skill
Develop a coaching style is an essential skill of the following occupations:
Dance répétiteur: Dance répétiteurs assist conductors and choreographers in directing rehearsals and guiding the artists in the rehearsal process. Regardless of their nature and scope, a répétiteur’s actions are, from an ethical and practical standpoint, based on a commitment to respect the integrity of the work.
Dance teacher: Dance teachers instruct students in a recreational context in the various dance genres and forms, such as ballet, jazz, tap, ballroom, hip-hop, latin, folk dance etc. They provide students with a notion of dance history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different dance and dramatic expression styles and techniques and encourage them to develop their own style. They cast, choreograph and produce performances, and coordinate the technical production and the set, props and costume usage on stage.
Football coach: Football coaches train amateur or professional football teams of either youths or adults. Football coaches develop and execute training plans and improve or maintain their players physical condition, football technique and tactical abilities. They prepare their team for competitions and choose the line-up and tactics for a game. During a game coaches may give instructions from the sidelines and are in charge of substituting players.
Sports coach: Sports coaches provide instruction in the sport of their specialisation in a recreational context to non-age-specific and age specific participants. They identify already acquired skills and implement suitable training programmes for the groups or individuals they teach in order to develop participants’ physical and psychological fitness. They create the most optimal environment for the growth of participant skills and enable them to maximise their performance, while fostering good sportsmanship and character in all participants. Sports coaches also track the participant progress and provide personalised instruction where needed. They supervise sports facilities and changing rooms and maintain uniforms and equipment.
Photography teacher: Photography teachers instruct students in the various techniques and styles of photography, such as (group) portrait, nature, travel, macro, underwater, black and white, panoramic, motion, etc. They provide students with a notion of photography history, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different photography techniques and encourage them to develop their own style. Photography teachers monitor students’ progress and set up exhibitions to show of students’ work to the public.
Community artist: Community artists research, plan, organise and lead artistic activities for people brought together by a shared interest, capacity, environment or condition. They manage and coordinate creative projects with local groups and individuals to foster their artistic creativity and improve their quality of life. Community artists make the arts accessible to the community they work for, and provide opportunities for participants to shape their artistic programme.
Visual arts teacher: Visual arts teachers instruct students in various styles of visual arts, such as drawing, painting, and sculpting, in a recreational context. They provide students with an overview of art history, but primarily utilise a practice-based approach in their courses, in which they assist students to experiment with and master different artistic techniques, and encourage them to develop their own style.
Circus arts teacher: Circus arts teachers instruct students in a recreational context in the various circus techniques and acts such as trapeze acts, juggling, mime, acrobatics, hooping, tightrope walking, object manipulation, unicycling tricks, etc. They provide students with a notion of circus history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different circus techniques, styles and acts and encourage them to develop their own style. They cast, direct and produce circus performances, and coordinate the technical production and possible set, props and costume usage on stage.
Drama teacher: Drama teachers instruct students in a recreational context in the various theatrical genres and dramatic expression forms, such as comedy, tragedy, prose, poetry, improvisation, monologues, dialogues etc. They provide students with a notion of theatre history and repertoire, but mainly focus on a practice-based approach in their courses, in which they assist students in experimenting with and mastering different dramatic expression styles and techniques and encourage them to develop their own style. They cast, direct and produce plays and other performances, and coordinate the technical production and the set, props and costume usage on stage.
Répétiteur: Répétiteurs accompany performers, usually singers, following the instructions of musical conductors in directing rehearsals and guiding the artists in the rehearsal process.
Business coach: Business coaches guide employees of a company or other institution in order to improve their personal effectiveness, increase their job satisfaction, and positively impact their career development in the business setting. They do this by leading the coachee (the person who is being coached) to resolution of their challenges by their own means. Business coaches aim to address specific tasks or reach specific goals, as opposed to overall development.
Music teacher: Music teachers instruct students in various musical genres and expression forms, such as classical, jazz, folk, pop, blues, rock, electronic etc. in a recreational context. They provide students with an overview of music history and repertoire, but primarily utilise a practice-based approach in their courses. In these courses, they assist students to experiment with different styles and techniques, in the musical instrument of their choice while encouraging them to develop their own style. They cast, direct, and produce musical performances, and coordinate the technical production.
Drama teacher secondary school: Drama teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, drama. They prepare lesson plans and materials, monitor the studentsâ progress, assist individually when necessary, and evaluate the studentsâ knowledge and performance on the subject of drama through assignments, tests and examinations.
Optional skill
Develop a coaching style is optional for these occupations. This means knowing this skill may be an asset for career advancement if you are in one of these occupations.
Corporate trainer: Corporate trainers train, coach, and guide employees of a company to teach and improve their skills, competences and knowledge in accordance with the needs of the company. They develop the existing potential of the employees to increase their efficiency, motivation, job satisfaction, and employability.
Secondary school teacher: Secondary school teachers provide education to students, commonly children and young adults, in a secondary school setting. They are usually specialist subject teachers, who instruct in their own field of study. They prepare lesson plans and materials, monitor the students’ progress, assist individually when necessary and evaluate their knowledge and performance through assignments, tests and examinations.
ICT trainer: ICT trainers conduct training-needs analysis and design programs to train students in the use of software packages and information systems accordingly. They produce and update existing training materials (content and method), deliver effective training in classroom, online or informally, monitor, evaluate and report effectiveness of training. They maintain and update expertise on specialised ICT subjects and evaluate and report on students’ performance.
References
- Develop a coaching style – ESCO