The Intentional Coach: Bridging Intentionality and Ethicality
DOI:
https://doi.org/10.62882/m8cjnh07Keywords:
Ethicality, maturity, coaching, wellbeing, intentionalityAbstract
This paper examines the primary theme of intentionality in the professional development of experienced coaches, building upon the research presented in ‘On Becoming a Coach’ (Rajasinghe, Garvey, Smith, et al., 2022). The original study explored how coaches navigated their developmental journeys as they evolved into seasoned practitioners. Key themes identified in that research included: Vehicles of Development, Narratives of Awareness, Narratives of Letting Go, Ethical Practice, and Narratives of Becoming a Coach. This paper extends those findings by focusing on intentional learning, a deliberate, conscious effort to align professional growth with intentionality and ethicality, fostering personal and professional wellbeing in the process.
Drawing from my previous work on identity development (Smith, 2024), which examined the shifting nature of self-concept in becoming a coach, this paper highlights how intentional learning intersects with identity shifts and the evolution of ethicality. The study employs a qualitative approach, conducting in-depth interviews with experienced coaches to explore how intentionality shapes professional development. Engines and Anchors of Intentional Learning, Novel Learning Frontiers, and Thriving and Mastery through Ethicality.
This research contributes to the emerging conversation on ethicality in coaching, a concept pioneered by this work. It demonstrates how intentional learning fosters professional growth and ethical maturity. It presents a practice model rooted in ethical responsibility and lifelong learning. The paper discusses practical implications for coach educators, emphasising the importance of creating environments that nurture intentionality to enhance coaching effectiveness and ethical practice.
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