ABSTRACT
In their review of coaching science research, Gilbert and Trudel (2004) identified in excess of 1,000 coaching-related publications. An examination of this research revealed a bewildering range of theoretical and empirical perspectives and insights into coaching. However, despite the apparent depth of empirical work that recognises the ‘coaching process’, an in-depth understanding of coaching and a conceptual underpinning to inform practice remain lacking (Cushion, Armour and Jones, 2006; Cushion, 2007a). We seem as far removed from consensus or clarity about the nature of coaching as ever and have no clear conceptual framework to inform practice or the development of practice (Cushion and Lyle, 2010; Cushion, 2007a).
