Living educational theory (LET) research provide spracticalenquiries 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 ispurported 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 advantageousandmay 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 thatcoaching models and strategiessuch as neuro-linguistic programming (NLP) could be implemented, via a cost-effective training programme, in post-16 educational settings to enhance engagement with learning and todrive a culture of excellence in schools and FE colleges.
