This week marked an important step in my development as a coach: I delivered my first coaching sessions. Although I had prepared carefully, there is something very different about moving from learning coaching theory to sitting in front of a real coachee and holding the space for their reflection. Here is a short account using What? So what? Now what? model, originally developed by Borton (1970) and later adapted by Rolfe, Freshwater and Jasper (2001), of what the experience

Facilitating my first coaching session was a significant step in moving from theory into practice. While I had a clear understanding of coaching models and principles, this experience challenged me to apply them in a live, unscripted conversation. Going into the session, my intention was to use the GROW model, created by Sir John Whitmore, as a guiding structure, while maintaining a non-directive approach. What stood out most afterwards was not just how the conversation unfol

These past couple of months have not simply introduced me to coaching tools and theories. It has challenged how I think, how I listen, how I relate to others, and perhaps most importantly, how I relate to myself. Each week has added a layer of understanding, but also a layer of unlearning. In my first week, the "Advice Monster" by Michael Bungay Stanier, has helped me recognise how naturally I move into problem-solving, offering solutions, and taking control. These behaviours

Let's talk about the GROW model. Because this isn't just about learning a coaching framework. Instead, it is about looking at the gap between who we could be and how we currently show up. Potential minus Interference By Tim Gallwey’s The Inner Game : Performance = Potential – Interference As coaches, we are not there to “add” potential to someone. We are there to help reduce interference, which are often negative thinking, feelings and actions. When I reflected on this, I cou

This week felt exposing. Communication has always been the skill that intimidates me most. Not because I don’t value it, but because I care about it so deeply. I want to get it right. I want to express myself clearly. I want to be understood. But I found out that the real work isn’t in speaking, it’s in listening. The art of active listening Active listening. I’ve heard the phrase so many times before that it almost sounded simple. But when I slowed down and tried it, I reali

When I first familiarised myself with the Global Code of Ethics (GCoE), the ICF Code of Ethics (ICF), and the Professional Charter (The Charter), I assumed I was reading a set of rules but what I discovered instead was something far more meaningful. They provide a shared ethical foundation and rather than limiting practice, these frameworks guide and strengthen it. They are there to support growth, raise standards, and help coaches develop with clarity and responsibility. At

As I develop as a coach, I am increasingly aware that my growth depends on how intentionally I reflect on my practice and respond to what I learn. Rather than viewing development as something that happens naturally over time, I am learning to take an active role in shaping it. This reflective account explores the use of reflective models, feedback, and personal development planning (PDP) to evaluate effectiveness and ongoing development support. Using reflective models to pre

My first week of Coaching Professional Level 5 apprenticeship marks the beginning of both a formal learning programme and a personal journey of self-discovery. I entered the programme with clear intentions: to grow as a professional and leader, to build confidence, and to develop the skills and mindset needed to help others maximise their potential. What became clear very quickly is that coaching is not simply a new toolkit to learn: it is a way of thinking, being, and relati