One role of the Coach is given the opportunity to evaluate and clarify their needs in the present circumstances. This can be done in various ways, among which include the analysis of values, dissatisfaction and aspirations, in addition to considering the things that should change or verification of formal requirements in the context of a specific situation of the private lives work. Coaching should not remain in the area ever hypothetical, but its field of action is always related to practical issues and real life. One role of the tutor / coach is to ensure that the pupil opportunities to apply what has been discussed and learned in the coaching sessions to real life situation, and control, giving and receiving feedback on the practical application of new or improved techniques and capabilities. In this vein, it is important to note that regardless of the model that the coach decides to use, be aware of: a) the underlying assumptions relating to learning, b) the type of learning want to promote c) that the pupil will receive from the coaching intervention and learning. Another aspect that the guardian should be clear, when choosing the strategy to promote or facilitate learning in the process of coaching, is related to the purpose of learning coaching or coaching for performance.
Whether that performance coaching per se represents learning. Below is a table summarizing the differences between coaching for learning (himself) and coaching for performance: Differences between Coaching for Learning (itself) and Coaching for Performance. For Learning Coaching for Performance Coaching tends to focus on what is happening inside the individual.