Solution focussed coaching - The process

Looking at the coaching process, steps are followed in a certain sequence. Within the process, there can be some ‘shifting’—meaning sometimes the coach and athlete need to take a step back before moving forward again. Additionally, different skills to be learned may appear in different phases of the coaching process.

Coaching always begins with socializing. You start by creating the right atmosphere for the conversation. This way, the coach ensures the athlete feels as comfortable as possible.

Next, the coach tries to transform the athlete’s complaints into a discussion about goals. The focus should, once again, not be on problems but on solutions. The coach makes clear that attention should not be on the absence of problems, but rather on the presence of solutions.

Furthermore, the coach and athlete explore what is truly important to the athlete and who the important people are in the athlete’s environment. This step clarifies the athlete’s end goal, why that goal matters, and who in their surroundings can provide support or help during the journey toward that goal.

Once this is done, it is important to crystallize the end goal. The athlete needs to define their goal as clearly as possible. This means they must think carefully about what achieving the goal would mean. Helpful questions include:

• Suppose you have already reached the goal…

• Imagine your situation looks like…

• If you had already achieved it, what would you then…

• How would I notice that you reached your goal?

• How would other athletes notice you achieved your goal?

When the endpoint is clear, the coach and athlete should together create a roadmap toward the goal. The coach asks the athlete to visualize where they currently stand and what the difference is from the endpoint. The athlete then considers the path, including intermediate steps, from the start point to the final goal. Since the path is never smooth, they also discuss how to handle deviations or bumps along the way.

Tools and Aids

Earlier sections have explained solution-focused coaching in sports and outlined its fundamentals and a general coaching process.

The next step is to present various techniques and aids that can be used during coaching conversations. Of course, many more techniques exist than those mentioned here, but the described methods will take a coach quite far. Don’t take them literally, just like the suggested questions—be creative as a coach.

Starting with the End Goal in Mind

The coach and athlete should begin by focusing on the end goal. They must jointly determine where the finish line lies. Constantly moving the finish line risks aimless wandering, without knowing where one is currently or how far one is from the finish.

Goals set must meet several criteria. First, solutions should be present and problems absent. Athletes often start by discussing obstacles, problems, or difficulties. The coach must redirect this toward new solutions or desired behaviors. Questions that help steer the discussion include:

• How would you know you no longer need me as a coach in this situation?

• How would others around you see that things are improving?

• What would be the first sign for you that things are getting better?

When the coach extracts as many details about solutions as possible, the athlete will often come up with more changes and solutions themselves.

Change Happens in Small Steps

It is important for both coach and athlete to realize that change happens in small steps. Think of a snowball rolling down a hill—it starts small (small change), gains momentum, and grows bigger and bigger (more changes).

Athletes want to see quick changes, which is natural since they often try many things themselves before seeking help. However, if coach and athlete try to make big changes too quickly, they risk choosing the wrong change or changing in the wrong direction. A slow pace brings the athlete closer to their goal, as it increases the chance of choosing the right changes.

Social Context Matters

Besides talking about the athlete’s project and inner thoughts, it is important to consider the social context when looking at the end goal. The coach and athlete should try to define the end goal in social terms. Questions to clarify the social context include:

• What would your coach do differently if you had reached your goal?

• Suppose you reached your goal, how would other athletes around you notice?

• If you reached your goal, how would your friends react?

Goals Must Be Achievable and Measurable

Over time, we learn what the athlete is capable of by listening and observing carefully. Questions to check if a goal is concrete and measurable include:

• How will you know you can do it?

• How would your environment recognize that you can do it?

• Knowing yourself, what exactly will you do to reach your goal?

In other words, you need to find indicators with the athlete that show progress. These indicators should be continuously monitored to keep working goal-oriented.

Scaling Questions

All information and data that can help an athlete progress can be formulated in scaling questions. Example:

“On a scale of 1 to 10, where 1 stands for … and 10 means achieving your goal, where do you stand now?”

It is important to make clear what 1 and 10 stand for on the scale. The coach can explore with the athlete what a 10 would look like in a given situation. When the athlete indicates their position, these questions can deepen the understanding:

• What shows that you are at a “6”?

• How long have you been at a “6”?

• How does your environment see that you are at a “6”?

• If you moved up one point on the scale, what would you do that you don’t do now?

• What do you do to avoid scoring lower than a “6”?

• How likely is it that you will score a “10” someday?

Scaling questions reveal the athlete’s perceived position and provide a clearer picture of distances. You can ask about how the athlete is already at 6 and also about what will help move from 6 to 7, supporting incremental progress.

Exceptions

Exceptions are moments when problems could have occurred but did not. Focusing on these exceptions rather than problem situations helps athletes demonstrate change faster.

The coach should ask when the problem was less severe—for example, when something went well, when the athlete felt confident, or when they were open.

The athlete can then realize the strategies used in those situations are repeatable and regain control.

Use of Language

Having good conversations is more of an ‘art’ than an ‘exact science.’ Language skills are essential and developed through practice. Earlier it was mentioned that language is the most important tool in coaching. We will now discuss some important language skills.

Avoid Jargon

In conversations with the athlete, choose language understandable and relevant to them. Talking to an athlete is different from talking to a fellow coach. Using overly complex language can intimidate the athlete and create distance.

The Power of Silence

Many coaches think when an athlete is silent, their mind is inactive or they are indifferent. In solution-focused work, a coach should be able to tolerate at least five seconds of silence without discomfort. For the athlete, five seconds may feel very long. The coach needs to give space to think, especially on difficult questions.

For example, with a scaling question, it is hard for an athlete to convert an emotion into a number. It isimportant to allow time for this reflection, as it helps the athlete objectively assess their situation.

The Elegant Alternative

Many athletes phrase goals in terms of the absence of a problem rather than the presence of a solution. Examples include:

• "I don’t want to be late to training anymore."

• "I want to eat unhealthy food less often."

The coach can respond by using terms such as:

• Instead of

• Rather

These words can introduce questions like:

• “Good. What would you prefer instead of being late?”

• “It’s true that eating unhealthy isn’t good. What would you rather eat instead?”

This approach encourages the athlete to think in desired behaviors and solutions, turning their own problems into actionable solutions.

“And” Instead of “But”

Coaches often tend to use the word ‘but.’ However, ‘but’ can imply disagreement with the athlete. It can cast doubt on or diminish what the athlete says. To support the athlete’s process, coaches should avoid ‘but.’

Try using ‘and’ more often. It implies acceptance of what the athlete has expressed. Examples include:

• “I understand you have tried many things to be on time, and I wonder which strategy has worked best so far?”

• “I can imagine it’s difficult always to make the right food choices, and what would you like to do instead when choosing your food?”

“How” Instead of “Why”

Many coaches want to know why someone makes ‘stupid’ choices or thinks incorrectly, aiming to eliminate those mistakes.

This is logical, but asking ‘why’ implies fault and puts the athlete on the defensive.

Instead, replace ‘why’ with ‘how.’ The tone remains important in both cases. Examples:

• Why are you always late? → How come you are late?

• Why do you eat unhealthily? → How is it that you eat unhealthily?

“Suppose That”

The word ‘suppose’ requires the athlete to use imagination when answering. It allows coach and athlete to move beyond the problem and focus on solutions and change.

Careful Language

When disagreeing with the athlete, it is useful to express this without direct attack or offense. The coach should be cautious with language, for example:

• “I wonder if it’s realistic to say you never want to be late again.”

• “It seems very easy to eat healthily from now on. Do you know anyone who succeeded? Have you seen someone make that switch in one go?”

The coach can better apply such strategies if they do not seek to appear clever or gain admiration, prioritizing the athlete instead.

What Else?

Often, after the athlete’s first answer, the coach can ask:

• “And what else?”

• “What else could there be?”

Athletes often provide more detail this way. The coach should acknowledge this, then ask again, “What else?” This yields much more information than stopping after the first answer.

Compliments

Try to use compliments during and at the end of a session. Repeat what already goes well for the athlete and what they do well. Also, discuss exceptions when the ‘problem’ did not occur.

Ways to compliment include:

• Using appreciative expressions:

  • “That’s amazing!”

  • “Really?”

• Acknowledging difficulties:

  • “I’m sure that wasn’t easy.”

• Showing curiosity:

  • “How did you do that?”

Try also to remind the athlete why they should keep doing or start doing certain things.

This completes the overview of the coaching process and communication techniques within solution-focused coaching in sports.