Fitness Journey Shizuoka Walk on !

What I learned through my graduate school programs, interactions with my classmates and professors.

Sport psychological intervention for mental toughness, team dynamics - synergy. Relaxation techniques.

Coaching psychology for health related behavior change. Positive psychology. Transtheoretical model for stages of change. Reflections. Decisional balance, Non-violent communication, Appreciative Inquiry. Motivational Interviewing.

These are applicable to life itself as well not only for exercise instruction and wellness coaching.

Exercise Physiologist and wellness Psychologist.

To identify the topic on which a client would like to focus, pay attention to his/her emotions, needs, desires, and values that the client has expressed throughout the session. Listen for

What the client is feeling
What the client is attracted to
What the client wants less of
What the client is celebrating
What needs are alive in the client
What the client is resisting
How ready the client is to change
What gives the client energy
What moves the client to action
What the client highlights and remembers from the previous sessions

Retrieved from
Moore, M., Jackson, E., & Tschannen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

I think the above concept is applicable to better human relations as well.
上記に書いてあることはウェルネス・コーチングのみならず、より良い人間関係のためにも大切なことだと思います。

Having clear goals in correlated with happiness and life satisfaction, whereas having a vision of one's best self enhances well-being and increases hope. A magnetic and beckoning vision contributes to the motivational energy that moves clients forward in the stages of change (Moore, Jackson & Tschannen-Moran, 2016).

Retrieved from
Moore, M., Jackson, E., & Tschannen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

Positive actions and outcomes stem from positive energy and emotion. The positive principle asserts that positive energy and emotion disrupt downward spirals, building the aspirations of people into a dynamic force for transformational change. Positive energy and emotions broaden thinking, expand awareness, increase abilities, build resiliency, offset negatives, generate new possibilities, and create an upward spirals of learning and growth. By identifying, appreciating, and amplifying strengths, people go beyond problem solving to make bold shifts forward. Demonstrating " why it's so good to feel good, " their actions become positively charged and positive outcomes are evoked (Moore, Jackson, & Tschnnen-Moran, 2016).

Retrieved from

Moore, M., Jackson, E., & Tschnnen-Moran, 2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

Positive conversations and interactions stem from positive questions and reflections. The simultaneity principle makes the following claim: Conversations and interactions become positive the instant we ask a positive question, tell a story, or share a positive reflection. Positive questions and reflections are themselves the change we seek. They are not just a prelude to change; they are the change. They don't just begin a process that leads to a positive future; rather, positive questions and reflections simultaneously create a positive present. By shifting conversations and interactions in a positive direction, one can create a positive present. Positive conversations with a coach can create a positive world for the client (Moore, Jackson, & Tschannen-Moran. 2016).

Retrieved from
Moore, M., Jackson, E., & Tschannen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

The five principles of Appreciative Inquiry

1) Positive attetion in the present - Poetic principle
2) Positive anticipation of the future - Anticipatory principle
3) Positive questions and reflections - Simultaneity principle
4) Positive conversations and interactions - Constructionist principle
5) Positive energy and emotion - Positive principle
these can lead to positive actions and outcomes

The poetic principle - Positive anticipation of the future stems from positive attention in the present.
The poetic principle asserts that the more one attends to the positive dimensions of the present moment, the more positive the intension for future moments will be. A focus on problems begets more problems; a focus on possibilities begets possibilities. With positive emotions, one's vision widens, and through this broadened mind, comes more flexibility, attunment to others, creativity, and wisdom. Seeing and attending to the poetry of life is inspiring. It's not that problems disappear. Rather, other things become more important. Life's peotry evolves into a spiral of positive imagination (Moore, Jackson, & Tschnnen-Moran, 2016).

Retrieved from
Moore, M., Jackson, E., & Tschennen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

What do you think is respectful understanding about another person's experience ?
According to the Coaching Psychology Manual textbook (2016), the following communication patters are not recommended in behavior change coaching. It is easy to say and read, but it is not easy to apply this guideline to real settings.

Holley Humphrey notes that the following communication patterns interfere with empathy, whether they are intended to be constructive or not. That's because these communication patterns come from pity and sympathy than they do from empathy.

Advising - I think you should ...    How come you didn't ...
Educating - This could turn into a very positive experience for you if you just ...
Consoling - It wasn'T your fault, you did the best you could ...
One-upping - That's nothing; wait until you hear what happened to me
Storytelling - That reminds me of the time ...
Shutting down - Cheer up. Don't feel so bad
Interrogating - When did this begin ?
Commiseerating - Oh, you poor thing
Explaining - I would have called but ...
Correcting - That's not how it happened

All of these approaches increase the likelihood of resistance talk. The use of empathy, inquiry, and reflection increase the likelihood of change talk.

Retrieved from
Moore, M., Jackson, E., & Tschannen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

Coaching case

client : Quitting smoking is actually pretty iportant to me. It's just so hard to quit, and frankly, I can't stand being told how to do it by non-smokers.

coach : It is frustrating when you feel you haven't discovered yet how best to quit. Let's look at what is under your control here. What about quitting is important to you ?

client : Well, it would get my employer to stop nagging me.

coach : That sounds like a good outcome. I'm curious about other outcomes that matter even more. What else do you see that would be an immediate benefit ?

client : I'd probably lose this nagging cough that keeps me from getting a good sleep.

coach : And what else ?

client : My coworkers wouldn't look at me like I have the plaque.

coach : It sounds like that is hurtful for you. What do you wish was happening ?

client : I feel a bit like an outcast around them. I miss out on some conversations and fun when I'm taking smoke breaks during lunch, for example.

coach : You really want to feel like you aren't missing out on any of the opportunities to connect with them. You want to feel included.

client : Yes, that's it.

coach : And beyond the workplace, which is just one aspect of your life, what would it mean to you to be free of smoking ?

註　nagging (形容詞）
例　a nagging cold = しつこい風邪、　nagging fear = つきまとう不安

Retrieved from
Moore. M., Jackson. E., & Tschannen-Moran. B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.

amplified reflections - these reflections are like the images seen in a convex or concave mirror. they maximize or minimize what clients say in order to evoke disagreement from them in the direction of change talk. by reflecting an increased or decreased intensity of a client's perspective, magnifying oth the affect and the outcome, clients may react quickly with new insights and reasons to change. to avoid being manipulative, the coach should use statements only in the service of client-generated goals. to avoid being mocking or patronizing, the coach should deliver such statements in charge-neutral terms.

client : I don't have time to exercise. My friends and my spouse don't either.

coach : I hear you saying that you don't know anyone close to you who has time to exercise and that it feels impossible for you to fit exercise into your schedule.

client : It's not impossible for me to exercise. It's just hard to find the time. Once in a while I do manage to exercise, and I know there are people out there who exercise regularly, so maybe I could figure out a way.

coach : Sounds as though you are curious and feeling a little energized about finding a way to exercise more regularly, learning from the experience of others (Moore, Jackson, & Tschannen-Moran, 2016).

Retrieved from
Moore, M., Jackson, E., & Tschannen-Moran,B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA: Wolters Kluwer.

Perceptive reflections for developing discrepancy

1), simple reflection - these reflections are like the images seen in a flat mirror. A simple reflection paraphrases and restates what clients are saying, using their own words without exaggeration, interpretation, or distortion. The impact of such simple reflection is surprisingly powerful.

client : I don't have time to exercise. My friends and my spouse don't either.

coach : It seems that you, your friends, and your spouse don't have time to exercise.

client : That's true, except for one of my friends who is an avid runner. I don't know how he does it.

coach : When you say you have a friend who is an avid runner, it sounds like you are impressed and may be curious, wondering how he manages to find the time (Moore, Jackson, and Tschannen-Moran, 2016).

the next step : Let's find out how that friend manages is time. He can be a good role model for your behavior change. 

Retrieved from
Moore, M., Jackson,E., & Tschannnen-Moran, B. (2016).
Coaching psychology manual, second edition.
Philadelphia, PA : Wolters Kluwer.