Table.
Health and Wellness Coaching Job Task Analysis Findings
| (25%)a Domain I | |
| The tasks that comprise and define this domain are concerned with the activities that take place in the initial stages of the coaching process. | |
| T-1 | Explain the coaching process. |
| T-2 | Obtain information about why coaching is sought, desired outcomes, priorities, personal strengths, and challenges. |
| T-3 | Determine if the individual is a candidate for health and wellness coaching. |
| T-4 | Explore motivation and assess readiness for change. |
| T-5 | Jointly create a coaching agreement that includes roles, expectations, practice-specific processes, fees, and frequency, mode, and length of sessions. |
| (40%)a Domain II | |
| The tasks that comprise and define this domain are used throughout the health and wellness coaching relationship and are the most central to the coaching process. | |
| T-6 | Assist the client in creating a description of their ideal vision of the future. |
| T-7 | Establish or identify the present situation, past history, previous successes and challenges, resources, etc, associated with the client's vision. |
| T-8 | Explore and evaluate the client's readiness to progress toward the vision. |
| T-9 | Proposed new task: Invite the client to identify and explore patterns, perspectives, and beliefs that may be limiting lasting change. |
| T-10 | Work with the client to establish goals that will lead to the vision. |
| T-11 | Work with the client to develop a series of steps that will lead to the achievement of client-selected goals. |
| T-12 | Elicit the client's commitment to and accountability for specific steps. |
| (30%)a Domain III | |
| The tasks and knowledge that comprise and define this domain are concerned with the activities that address the client's evaluation and integration of progress. | |
| T-13 | Collaborate as the client evaluates success in taking steps and achieving goals. |
| T-14 | Work with the client to maintain progress and changes. |
| T-15 | Collaborate as the client reassesses goals and makes modifications based on personal decisions and progress made. |
| T-16 | Assist the client in articulating learning and insights gained in the change process. |
| T-17 | Work with the client to develop a post-coaching plan to sustain changes that promote health and wellness. |
| (5%)a Domain IV | |
| The tasks that comprise and define this domain underlie all health and wellness coaching practice and the professional behavior of coaches. | |
| T-18 | Health and wellness coaches practice in accordance with applicable laws and regulations. |
| T-19 | Health and wellness coaches practice in accordance with accepted professional standards and within the limits of their scope of practice. |
| T-20 | Health and wellness coaches practice in accordance with the accepted standards of professional ethics. |
| T-21 | Health and wellness coaches engage in a continuous process of training and education to become more proficient in their practice and to ensure that their practice-related knowledge and skills remain current. |
| Knowledge | |
| The competent and effective performance of health and wellness coaching tasks requires knowledge of: | |
| K-1 | Techniques for establishing and maintaining rapport |
| K-2 | Communication techniques (verbal and nonverbal) |
| K-3 | Coaching assessment techniques (eg, information gathering, appreciative inquiry, nonjudgmental questioning, motivational interviewing) |
| K-4 | Personal client information that pertains to the coaching process |
| K-5 | Health and wellness coaching process and models |
| K-6 | Models of motivation and behavior change (eg, transtheoretical, Maslow, self-regulation, self-determination theories) |
| K-7 | Techniques for providing or sharing information and resources within the coaching relationship |
| K-8 | Techniques for enhancing self-awareness |
| K-9 | Goal-setting techniques |
| K-10 | Basic, evidence-based healthy lifestyle recommendations by credible sources |
| K-11 | Behavior tracking techniques |
| Skills | |
| The competent and effective performance of health and wellness coaching Tasks requires skill in | |
| S-1 | Establishing and maintaining rapport |
| S-2 | Establishing trust |
| S-3 | Providing support |
| S-4 | Displaying empathy |
| S-5 | Mindful presence |
| S-6 | Respectful interaction |
| S-7 | Active listening |
| S-8 | Open-ended questioning |
| S-9 | Communicating |
| S-10 | Information gathering |
| S-11 | Assessment and evaluation |
| S-12 | Interpreting assessment findings |
| S-13 | Structuring the coaching process |
| S-14 | Recognizing emotions (coach and client) |
| S-15 | Motivating for behavior change |
| S-16 | Applying change processes |
| S-17 | Decision making |
| S-18 | Evaluating research and resources |
| S-19 | Providing information and resources within the coaching process |
| S-20 | Building self-awareness (coach and client) |
| S-21 | Self-care (coach and client) |
| S-22 | Goal setting |
| S-23 | Selecting outcome measures |
| S-24 | Behavior tracking |
| S-25 | Observation |
| S-26 | Responding to client resistance |
| S-27 | Enhancing self-efficacy |
| S-28 | Building positivity |
| S-29 | Building autonomy |
| S-30 | Reframing |
| S-31 | Focusing and redirecting |
| S-32 | Using metaphor |
| S-33 | Time management |
| S-34 | Stress management |
| S-35 | Self-management |
| S-36 | Setting boundaries |
| S-37 | Documenting |
| S-38 | Collaborating with other professionals |
a
± 3%