about our courses

Course Structure

Our courses are divided into Modules. Our Modules are either Knowledge-based Modules or Competence Assessment Modules. Depending on the level of the course, the Module might provide the learner from 20 up to 55 hours of learning.

Each Module consists of Units and each Unit is broken down into Workshops. Each Workshop has a duration of 2.5 hours. The Workshop allows for a break in between its components (tutoring / practice). Every Unit is supported by additional material provided in the form of asynchronous learning (video tutorials). We want to make sure that our learners have all the resources they need to excel at their given choice of study.

All courses are taught in two Phases which include the following features:
Lecture Component
Experiential Learning Components
Buddy Coaching
Practicum
Performance Evaluation
Field Project

Phase I includes the Knowledge-based Modules (Lecture Component and Experiential Learning Components, Buddy Coaching). Whereas assessment takes place throughout the course formatively and summatively, Phase II is where more rigorous assessment of the learner’s competence of performance happens.

The Practicum, the Performance Evaluation and the Field Project are all part of Phase II (Competence Assessment Module).

Bespoke Programmes

At Level 5 (Samurai Level) and Level 7 (Sherlock Holmes), the Modules can be attended as bespoke programmes. This means that the learner may complete one Module as a stand-alone course of study depending on their educational or vocational needs. In order to acquire a Certificate of Completion or a Diploma, however, all Modules that comprise the full course, including the Competence Assessment Module, need to be attended. Should a learner wish to attend only the Knowledge-based Modules without attending the Competence Assessment Module, they may receive a Transcript per the bespoke programme they have completed in full as defined in our Qualification Certificates and Transcripts page.

Assessment awards

Our courses offer a good compromise between the continuous assessment favoured by certain coaching bodies and the emphasis placed on performance evaluation by others. There are summative assessments for all the Units the learner has attended at the end of each course or bespoke programme, which together determine their result for that Module. Each Module is self-contained and they get a separate result for each Module – we do not operate a credit system for Modules so there is no averaging out of the learner's Module results for their final qualification certificate.

Each of the assessment components is awarded 5 credit points. For each course a detailed breakdown is provided. Students are awarded the certificate or diploma after having successfully gathered 75% or higher on each respective part in Phase I and Phase II of their course of study.

Following successful completion of each Module (or bespoke programme), the learner will be issued an academic transcript to accompany their final Certificate or Diploma that contains the titles of and marks they achieved for each assessed item. Accumulation of Transcripts for all the bespoke programmes that comprise a full course in combination with the Transcript for the Competence Assessment Module leads to the final Certificate or Diploma Award.                

  • Due to the practical nature of coaching, a specified amount of practical work is assessed in each course.

  • All courses include a field project that is based on further reading and research.

  •  Results of assessments are typically released between four and eight weeks after exams/submission.·  

  • Learners may request to re-apply for a performance evaluation (with a fee) as specified in the Assessment Section pertaining to the respective course of study.

  •  See the course outlines and individual course descriptions for details about assessment methods.

course directory

Our Academy provides coach training at various levels of competence. These levels are clearly laid out according to our philosophy of how excellence is achieved and according to the European Qualifications Framework making sure that we also follow the short cycle, first and second cycle qualifications of the Bologna Process.

In brackets you can see the levels according to the Australian Qualifications Framework. Both are well established frameworks that guide our own quality assurance processes. Australia and the countries of the EU practise robust qualifications recognition policies and processes guided under the principles of the Lisbon Recognition Convention.

Level 3 – Spartan Level (AQF Level 3)
Level 5 – Samurai Level (AQF Level 6)
Level 7 – Sherlock Holmes Level (AQF Level 9)
Level 8 - Profiler Coach Level (AQF Level 10)

  • 2030 Agenda Coach - Spartan Level
    Three Modules: 2 Knowledge-based Modules + Competence Assessment Module

  • Elementary Coaching Skills - Spartan Level
    Three Modules: 2 Knowledge-based Modules + Competence Assessment Module

  • Practitioner in Action - Samurai Level
    Four Modules - 3 Knowledge-based Modules also offered as bespoke programmes + Competence Assessment Module

  • Advanced Coaching Skills - Sherlock Holmes Level
    Six Modules: 5 Knowledge-based Modules also offered as bespoke programmes + Competence Assessment Module

  • Master in Enhancement - Profiler Coach Level
    Three Modules: 2 Knowledge-based Modules + Competence Assessment Module
    Participation in this course requires attendance at the Sherlock Holmes Level or an equivalent qualification or at least 500 hours of practice for PCC or Practitioner Level or higher credential holders

take a look at all our courses

How will i be taught?

Learners are given independence and responsibility for their learning from the start, but with the knowledge that there is a support system. The courses offer opportunities that ensure the students learn how to think critically and promote their own personal development.  The CE Academy’s teaching community is committed to providing our students with challenging and engaging learning experiences that will equip them with the necessary coaching skills and offering them opportunities such as work-integrated learning experiences, networking,etc.

  • Blended learning

  • Interactive learning via live online Workshops

  • Experiential Learning Components (two types)

  • Buddy Coaching (out-of-class coaching)

  • Practicum - Intellectual Performance Enhancement practice

  • Research for the Field Project (written assignment)

  • Supervisions



    See sections below for an analysis of all the above.

Overall Methods

In general, the CE Academy employs the following range of learning and teaching methods: Lectures, workshops, peer coaching practice, coaching practice with experienced coaches, learning logs, self-assessment, a written assignment that requires research to enhance their knowledge.

Student support is also provided via the Virtual Learning Platform which includes videos, video recording of the live workshops and study material. 
Reflection/observation sheets are completed, whereby the learners record the skills, techniques, strategies they observed during the live workshop ELCs (Experiential Learning Components) and reflect upon these. 

Feedback is a consistent feature of the programme. 

The majority of the skills and coaching practice (free & controlled practice of skills, techniques, strategies) is video recorded for the learner to see themselves in action, thus instigating self-reflection for further development.

Blended Learning

Teaching and learning for the courses are delivered through a combination of formal online live presentations by tutors. These use a range of interactive and participatory methods of teaching and learning. Once the students register on a chosen course, they gain access to the online educational platform (Virtual Learning Platform) that includes the uploaded live workshops, study resources, pre-recorded video tutorials on theoretical concepts and examples of coaching / IPE sessions. Students are also expected to engage in learning through reading the course material and complete specific tasks individually outside the module sessions. Interaction and participation may include small and whole group practice sessions and exercises, researching case studies, structured session discussions, and oral presentations.

Presentation and Implementation of Workshops

Each online workshop (live online session) has a lecture component and two experiential learning components (ELC). Students are asked to evaluate the topics in relation to their own experiences and to participate in peer coaching (in-class co-coaching) which is always recorded and observed followed by group discussion. Self-coaching is an essential aspect of our training. Using the ELC as a basis for internal work, students are invited to continuously appraise their personal and professional development through reflective practice, and to link their experiences from practice to relevant academic concepts, strategies and science-based theories of coaching. Keeping a reflective journal throughout the programme is mandatory.

Each workshop would expect around 4-6 hours of outside class time work (per online session).

Virtual Learning Platform
  • Before and after the workshops, learning takes place on the VLP (Virtual Learning Platform). Relevant reading and video tutoring is uploaded to the VLP, with emphasis on coaching skills, methods and science-based theories as additional learning material. Students take part in learning groups and discussion forums and are encouraged to use these to share ideas and exchange views. This also helps students to develop critical thinking and prepare for the lecture components.

Engagement
  • Students are expected to participate actively in both, the face-to-face sessions of the workshops especially during the ELCs, and to fully engage in learning opportunities available on the VLP. They are encouraged to create and participate in supportive virtual learning groups with fellow students under the Buddy Coaching activity for practice.

Coaching in Action
  • Further coaching practice in addition to academic study is central to successful assessment through the practice features of the courses (ELCs, Buddy Coaching, Practicum). These are critical components preparing the learners to serve successfully as professional coaches. They provide them with time to implement their coaching competencies, reflect on their performance, receive input on their coaching experiences via supervision and further enhance their IPE (Intellectual Performance Enhancement) skills.

Experiential Learning Components (ELCs)

The ELCs are two distinct elements. The Coach Practice Development and the Practice Sessions on Strategies, Techniques and Competence-building through Case Studies. During these components, students are required to apply theory to practice in the live classes and evaluate their performance through reflection. This happens in the form of mini sessions (in-class peer coaching, also called co-coaching).

Coach Practice Development
  • This is, in essence, what is called “controlled practice”. Our learning framework is simple and it follows our three Ps: Presentation of theory, Controlled Practice and Free Practice (see image below). The instructor presents theory or strategies by demonstrating these live to expand on the theory already presented. The learners are asked to observe and attempt a hand at illustrating their skills in real time under the guidance of their instructor.

Practice Sessions on Strategies, Techniques and
Competence-building through Case Studies
  • These sessions are time allocated during the live workshops to the students. The curriculum determines the competencies and techniques that they are expected to try their hand at as it is of utmost importance to experience the initial pressure of coaching others effectively in a safe and controlled environment, such as the classroom. Feedback is provided twice by the instructor: in real time and following the written reflection submitted by the student. All mini sessions are recorded

Recording and Confidentiality
  • All live workshops are recorded and uploaded on the learning platform so the learners can re-visit the training and enhance their learning in their own time. Even though the platform contains pre-recorded training videos, each cohort will have their own space, not shared with students from other cohorts. This is done to ensure confidentiality and a safe and trusting environment. Following the same principles, all practice sessions (co-coaching during class time) will also be recorded and shared among the specific cohort for reflection and learning.

Buddy Coaching (out-of-class co-coaching)

From Module 3 onwards students are asked to coach each other on real-life issues in a supportive and confidential environment. The students have the opportunity to enhance their experiential learning both as an enhancement coach and as a client following the ELCs. These sessions are performed via the zoom platform and are recorded as described in the student manual.

Field Project (Written assignment)

The written assignment in the form of an essay is delivered at the end of each course. It focuses primarily on means, methods and outcomes. Students are expected to read further and perform research on a given topic. The field project is essential for successful graduation from any course.

Practicum (IPE Practice)

Apart from the direct engagement effected through the Buddy coaching practice, all students are expected to participate in a 3 to 6-month long IPE (coaching) practicum. With the help of volunteers that we find for our graduates, they coach them on real-life issues in a supportive and confidential environment. The volunteers are primarily from NGOs or carefully selected institutions that will ensure safe and smooth collaboration with our students.

Before moving on to the next level of IPE training, all students are required to complete the respective level of practicum. If a student chooses not to complete the practicum phase, they may receive a certificate of attendance (if they have all requirements in place) for the Knowledge-based Modules they have attended, but not a Certification of Completion. Please visit the specific page on Qualification Certificates and Transcripts for more information.

Practicum sessions are recorded as they are performed via the zoom platform and are used for student assessment and personal and professional development (recording and confidentiality are specified in the respective paragraph on this page). This is ensured with the reflection tasks that are required after every session and the supervision that takes place after every 5-6 sessions. The students are aided throughout this journey by their tutors with online individual and group sessions to delve deeper into their performance and lessons learned.

The Practicum (as does the Buddy coaching) provides an ideal platform for self-observation and reflection, aiding students in developing awareness of their own style and their own thought processes and how these affect their relationship with their clients and the relationship between the means, methods and outcomes of coaching. The Practicum component is characterized by various levels of challenges that naturally occur within a real-world context.

Supervisions

This system of personal tuition is one of Academy’s greatest strengths. Supervisions provide the opportunity to explore each learner’s coaching competence, discuss their own style and strengths as a trainee coach, and receive regular feedback. As they are not assessed, supervisions provide the ideal environment for them to test their skills and appease fears, while encouraging them to develop their critical thinking and self-reflection.

  • Supervisions are small-group sessions (most often for between five and eight students) with a supervisor (an experienced coach) which are organised by your Director of Studies.

  • Some preparation needs to be done for each supervision – a certain number of Buddy coaching sessions need to be done and the respective Reflective Logs need to be completed. In the session, the learners get feedback on their coaching and talk about feelings, strengths and weaknesses.

  • Typically, the learners are asked to have one or two hour-long supervisions each month, though the frequency varies from course to course.