ABSTRACT
AND FINALLY . . . with greater recognition of the benefits that working in a more holistic manner brings, increased innovation and risk-taking are creeping into coaching practice in the search for methods that deliver such outcomes. These developments, however, remain few and far between, as, although awareness of the value to coach ‘in the round’ is growing, the knowledge of how to do it remains scant. In this final chapter, we go some way to address this neglect by directly progressing from the abstract conceptual metaphors discussed previously to proposing some definitive principles and subsequent pedagogical strategies through which the goals of coaching holistically can be realized. It reflects our belief that coach education should be located in, or replicate as nearby as possible, the ‘swampy lowland of practice’ (Schön 1987: 3), as only there can it be tailored to address the thorny questions which equate to its holistic complex reality. Such strategies include the use of critical tasks, narratives, problem-based learning scenarios (PBL) and mentoring schemes. Finally, in view of their direct connection, a conclusion summarizes the basic contentions discussed both in this chapter and the previous one.
