Living educational theory (LET) research provides practical enquiries into education in real life contexts. This form of research provides a platform for examining coaching, particularly in the context of students’ perceptions of self, education and the value of coaching. Coaching is purported to be a powerful developmental tool. Concepts and models of coaching are briefly presented. Thereafter, a description of a pilot study into how student perceptions of self, education and the value of coaching may contribute to engagement with learning is provided. The study utilised a single-method approach (open questionnaire) that sits within the interpretivist paradigm; specifically LET. It is a single-site, multi-voice study capturing perceptions of students in post-16 education, situated in a rural community college in England. ‘Positions of Consensus’ are explored, as are individual narratives which suggest that coaching is perceived as advantageous and may be helpful at some psychological level, in enhancing students’ engagement with learning in post-16 education. Deductions provide some speculative evidence that coaching may aid engagement with learning in this specific context. It is suggested that coaching models and strategies such as neuro-linguistic programming (NLP) could be implemented, via a cost-effective training programme, in post-16educational settings to enhance engagement with learning and to drive a culture of excellence in schools and FE colleges.

Living Educational Theory (LET), which sits within the interpretivist paradigm, provides pragmatic enquiries in real life educational contexts. This form of research provides a platform for examining four suppositions and two Techniques of Change associated with neuro-linguistic programming (NLP) particularly in the context of boys’ engagement with learning. NLP is proposed as a powerful personal development method. However, the credibility of NLP is questioned due to limited research-based evidence. Four NLP suppositions and two NLP Techniques of Change are examined. Thereafter, a description of an exploratory study into how these suppositions and Techniques of Change may enhance engagement with learning is provided. The study utilised a single method (semi-structured interview) approach. It is a single-site, multi-voice study capturing the perceptions of NLP, for boys in post-16 education, situated in a rural community college. ‘Positions of Consensus’ and individual narratives are explored and suggest that four suppositions and two Techniques of Change may enhance boys’ experiences and perceptions about learning. Possibly these NLP strategies may be helpful at an indirect level in enhancing boys’ engagement with learning in post-16 education. Inferences provide tentative evidence that these suppositions and Techniques of Change may aid engagement with learning in this specific context. It is suggested that these NLP suppositions and Techniques of Change could be implemented, via a cost-effective training programme, to enhance engagement with learning and to drive a culture of excellence in schools and FE colleges. 

The purpose of this exploratory study was to examine whether some personal inner and outer barriers found in coaching are reflected as personal inner and outer barriers to learning for boys in a post-16 education setting. The study predominantly sits within the interpretivist paradigm. This was an action research focus group case study that utilised a single qualitative methods approach. Participants, boys, engaged in a semi-structured interview that specifically examined their views relating to some personal inner and outer barriers to learning. It is a single-site, multi-voice study. ‘Positions of Consensus’ and individual comments are presented in relation to experiences of some inner and outer barriers to learning and the impact of these on engagement with learning. The results suggest that some inner and outer barriers identified in coaching can be transposed to aid understanding of some inner and outer barriers to learning. The outcome of this research provides some speculative evidence for boys, educationalists, managers, teachers and parents that some inner and outer barriers to learning impact negatively on engagement with learning for year 13 boys (boys between 17 and 19 years of age).