Decoding coaching: how metacognitive strategy-based training program effects on coaches’ self-regulation skills?

Abstract

Abstract Self-regulation is not only as a feature, but also as a process that learners use to control and organize their thoughts and turn them into skills used in learning. Self-regulated learning relies on the activation and use of metacognitive skills. Metacognitive strategies help learners to become aware of their thinking processes during learning. Self-regulation skills are significant when operating in difficult or extreme conditions that requires effort. Conscious observation and reflection enable to improve personal metacognitive skills and significantly contribute to changing behaviour, that is, to improving self-regulation processes. The aim of this research is to assess the impact of a metacognitive strategy-based training program on coaches’ self-regulation skills. A mixed methods study was chosen for the research. The facilitation program for improving self-regulation skills had a positive impact on coaches’ self-regulation skills. At the end of the program, the total self-regulation index of the coaches increased. The training programme based on metacognitive questioning allowed for enhancing self-regulation skills of experienced coaches. Self-reflection and implementation of metacognitive strategies influenced coaches’ cognition, thinking competences and behaviour. The coaches’ behaviour manifested itself in curiosity and openness to innovation, recognition of otherness, broadening of the horizons, awareness of complexity and disclosure of connections.