TY  - JOUR
TI  - The long-term independently assessed benefits of coaching: A controlled 18-month follow-up study of two methods
AU  - Franklin, J.
AU  - Franklin, A.
AB  - Objectives: An earlier study by Franklin and Doran (2009) provided the first evidence that coaching benefits objective performance as assessed by evaluators’ blind to participation in coaching. This study examines the efficacy of two coaching programmes on independently evaluated academic performance 12 and 18 months after the completion of coaching. Design: A double-blind controlled trial in which participants were randomly allocated to either a Preparation, Action, Adaptive Learning (PAAL), or a Self-regulation co-coaching programme with blind assessment of subsequent academic performance. A third no-treatment condition was used for additional comparison and control of expectancy effects. Methods: Two structurally identical seven-week co-coaching programmes were run. The Self-regulation condition focused on the development of study and coping skills, whilst the PAAL condition additionally focused on preparation for change and adaptive learning. Fifty-two volunteer first-year university students were randomly assigned to either a PAAL (N=27) or Self-regulation (N=25) co-coaching programme. Academic results 12 and 18 months after completing the brief coaching programme are compared with a control group of students (N=2183 at 12 months, 2063 at 18 months.) who did not participate in the programme. Results: Relative to the no treatment control group, PAAL participants consistently performed some 10 per cent better in independently assessed academic performance at both the 12-month follow-up (71.04 per cent vs. 61.29 per cent) (p=<.001, d=.60), and the 18-month follow-up (70.97 per cent vs. 60.48 per cent) (p=<.001, d=.66). The Self-regulation coaching participants performed some two per cent better than the controls at both the 12-month follow-up (62.98 per cent vs. 61.29 per cent) (p=NS, d=.10) and the 18-month follow-up (62.11 per cent vs. 60.48 per cent) (p=NS, d=.11). Conclusion: Both co-coaching conditions were associated with increases in blindly assessed academic performance, however, only those in the PAAL condition performed significantly better 12 and 18 months after the completion of the brief coaching programme. The effects of the PAAL coaching method need to be evaluated in other areas where outcomes may be objectively and blindly assessed. 
IS  - 1
JO  - International Coaching Psychology Review
PY  - 2012
KW  - Coaching
KW  - RCT
KW  - maintenance
KW  - follow-up
KW  - Double Blind Randomized Control Trial
KW  - academic performance.
UR  - shop.bps.org.uk/publications/publication-by-series/international-coaching-psychology-review/international-coaching-psychology-review-vol-7-no-1-march-2012.html
VL  - 7
LA  - English
ER  -