The impact of mindfulness meditation training and practice on post-graduate coaching students

This study aims to examine the insights and development of post-graduate trainee-coaches engaged in mindfulness meditation training and how mindfulness meditation contributed to their development and performance. Methods: Data were gathered from 67 trainee-coaches who undertook a10-week program. The Five Facet Mindfulness Questionnaire (FFMQ) measured pre-and post-training results. Opinions of the training and a daily diary log system to track the time each spent in mindfulness meditation practice were used to capture the impact of the training and each trainee’s contribution to the development of their own mindfulness. Ten hypotheses were proposed. Results: An increase in mindfulness in trainee-coaches was found for the majority (85 per cent) after the practice sessions. A large majority (78 per cent) were positive about the training and practice and had found it beneficial. Those with higher levels of mindfulness, and those whose mindfulness had improved, tended to have more favourable opinions of mindfulness, showing positive effects of practice in contrast to those with lower mindfulness. These and a positive relationship between increases in mindfulness during training and the days available spent practising mindfulness are the important findings. Three hypotheses were supported. These indicated higher FFMQ scores in the students’ mindfulness meditation after the training; relationships between trainees’ FFMQ pre- and post-test scores and available days spent practicing; and opinion of their mindfulness meditation practice and the days available spent practicing. Two other hypotheses were partially supported: Relationships between FFMQ pre- and post-scores and trainees’ opinions about their mindfulness meditation practice; and between FFMQ post- and pre-scores and trainee academic achievement on the academic module in which mindfulness meditation was taught and practised.Academic performance was less directly related to mindfulness meditation training and practice and there were no significant differences between males and females on measures relating to the training and practice. Discussion: Findings on increases in mindfulness, opinions of mindfulness practice and academic performance are explained or generally supported by the literature. Practical applications, limitations and further research are also covered. The importance of training is presented in terms of the development of insights and the mindfulness skills of attention, presence, empathy, self-regulation and non-judgement, the impact of which are fundamental in mindfulness coaching. Conclusion: Mindfulness meditation training of trainee-coaches complements and aids the development of professional and personal skills. The training offers opportunities for greater interpersonal insights, and the use of mindfulness meditation in coaching practice.

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