Supporting the shift: When clients choose, they change

Coaching is full of moments where clients are invited to make choices—some small, some life-changing. These decisions are more than just practical steps forward; they’re part of how clients take ownership of their growth and start to integrate that growth into who they are.

 

 

Making a choice often comes when clients are holding two parts of themselves that don’t quite fit together anymore—like an old belief and a new insight. Coaching creates the space to explore those tensions, and when a decision is made, it often marks a turning point. In choosing a new way forward, clients also let go of what no longer serves them.

 

In fact, the whole coaching process is built around decision-making. Clients choose to engage in coaching in the first place. They help shape the goals, steer the focus of each session, and decide what action to take between sessions. And as coaching progresses, their growing self-awareness naturally starts to influence their choices more deeply.

 

This process reflects what’s known as authentic learning—where people engage with learning in a meaningful way, make real choices, and take action in their lives (Callison & Lamb, 2004; Herrington & Herrington, 2006). It’s not just theoretical growth; it’s change that shows up in the real world.

 

As research suggests (e.g. Renzulli et al., 2004; Rule, 2006), when learners are encouraged to make decisions that matter to them, the learning sticks. And in coaching, that’s exactly what we see—clients evolving, not just learning about themselves but becoming more of who they want to be.

 

Reference:

Callison, D., & Lamb, A. (2004). Authentic learning. School Library Media Activities Monthly, 21(4), 34-39.

Gatlin, L., & Edwards, R. (2007). Promoting authentic learning through a peaceful and positive perspective. Journal of Authentic Learning, 4(1), 1-8.

Griffiths, K. (2008). Discovering, applying and integrating self-knowledge: A grounded theory study of learning in life coaching (Ph.D). Centre for Learning Innovation, Queensland University of Technology.

Herrington, A., & Herrington, J. (2006). What is an authentic learning environment? In A. Herrington & J. Herrington (Eds.), Authentic learning environments in higher education. Hershey: Information Science Publishing.

Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62(1), 73-77.

Rule, A. C. (2006). Promoting authentic learning through a peaceful and positive perspective. Journal of Authentic Learning, 3(1), 1-10.