Decoding coaching. How does a metacognitive strategy-based training program affect coaches’ self-regulation skills?

Abstract Self-regulation can be understood not only as a feature, but also as a process that learners use to control and organize their thoughts and turn them into skills used in learning. Self-regulated learning relies on the activation and use of metacognitive skills. Meanwhile, metacognitive strategies applied by educators help learners to become aware of their thinking processes during learning. Self-regulation skills are significant when operating in difficult or extreme conditions that require exceptional human abilities and efforts. Conscious observation and reflection on own activities enables an individual to improve personal metacognitive skills. Observing and reflecting on own behaviour can significantly contribute to changing behaviour, that is, to improving self-regulation processes. The aim of this research is to assess the impact of a metacognitive strategy-based training program on coaches’ self-regulation skills. Results. The facilitation program for improving self-regulation skills had a positive impact on coaches’ self-regulation skills. At the end of the program, the total self-regulation index of the coaches increased. The training programme based on metacognitive questioning allowed for enhancing self-regulation skills of experienced coaches. Self-reflection and implementation of metacognitive strategies influenced coaches’ cognition, thinking competences and behaviour.