Chapter 2: Value of Coaching 29In her synthesis of coaching research, Gallacher (1997) describes
aspects that lead to authentic learning:
Support and encouragement through the opportunity to review
experiences, discuss feelings, describe frustrations and check
perceptions with a partner.
Opportunity to fine-tune skills or strategies through technical
feedback and technical assistance from a coaching partner.
Time and encouragement to analyze practices and decision
making at a conscious level.
Ability to adapt or generalize skills or strategies by considering
what is needed to facilitate particular outcomes, how to modify
the skill or practice to better fit interactions with specific families
or practitioners, or what results may occur from using the skill or
practice in different ways.
Opportunities to reflect on what learners perceive or how they
make decisions, which help improve their knowledge and
understanding of professional practices and activities.
Ziskin (1970) likened clinical practice (one-shot training) to learning
how to play golf in a dense fog. Hitting the ball has some feeling and
immediate effect, but there is no reliable information to help correct
the drive. One could labor for years on a fog-bound driving range
without demonstrating any improvement in actual golfing skill.