1.

Before starting the section of “coaching”

Before class begins, prepare index cards by printing an incomplete sentence

on each card.
Suggested sentences:

• A good coach always. . .

• The role of a coach in an organization is to. . .
• A football coach and a business coach are alike because. . .
• A football coach and a business coach are not alike because. . .
• A mentor is one who. . .
• Some coaches are ineffective because they. . .
Prepare four to six index cards with each sentence.

Distribute one card to each participant as they enter the room. Explain that they
are to find other participants with the same sentence.

2. Positive feedback
By the end of this activity, participants will be able to:
• provide specific, positive feedback to fellow participants; and
• increase their comfort in giving positive feedback to another.
Description
- Have participants pair up.
- Each participant is to take two to three minutes to write down one or two
strengths and weaknesses of themselves.
- Allow four to five minutes for each person to exchange their comments for
their partner, give feedbacks for the strengths and weaknesses.
Review the activity
Questions you might ask:
• Were you comfortable giving feedback? Why or why not?
• What made giving feedback easier?
• How did it feel to receive feedback?
• What topics of our lesson were mentioned?
 3. Three element messages
Beside active listening, good questioning skill, a good coach should be able to
deliver the messages which can motivate the coachee. This is a kind of
communication skill that helps to build trust between a coach and a coachee.
Description
Prepare 3 boxes labeled:
Box 1: “Messages”,
Box 2: “Tone of voice”
Box 3: “Body Language”
Write statements on separate pieces of paper and place them in the appropriate
box.
With one message, ask 2 people to read it. Each one will select one paper from
box 2 and box 3. They will read the message in different tone of voice and body
language.
Lead the discussion.
Notes:
Questions you might ask:
• What changes in behavior could be facilitated or hindered by incongruent
messages? What can we learn from this?
Suggested messages:
Message Tone of voice Body language
We are glad to have you Slow and sincerely Smile, eyes contact
in our team
Flat, unemotional No eye contact, look
around
Tell me your hobbies? Distracted Sit, lean back, put your
hands behind your head
 Focused, excited Cross your arms on your
chest
Feel free to come to me Genuinely pleased Seat, lean toward the
whenever you have a person and look into
question or problem his/her eyes
Indifferent Look around when you
saying the message
Good job! I’m proud of Proud, sweet Tight hug or hold hand
you! while saying
Shy Hold the arm and look
straightly to the eyes

4. Make a poem
After the activity, we can give the class this fun game. They will try to make
a poem with below format. This makes them to summarize the role of a coach
from their point of view.
Here is the format for the occupational bio-poem: Be a coach

 Line 1 – Write your first name

 Line 2 – Write your favorite occupation (a coach)
 Line 3 – Who can [Write something important you will do in this
occupation]
 Line 4 – Who earns [Write the benefits from this occupation: love,
trust, loyalty, salary…]
 Line 5 – Who knows how to [Write knowledge necessary for this
occupation]
 Line 6 – Who values [Write the work value(s) related to the
occupation]
 Line 7 – Write your last name

Here is an example:
Hana
La studentessa
Chi può scrivere un poema
Chi non guadagna moneta
Chi sa aiutare la persona
Chi apprezza una buona amica
Dang