PSYCHOPHYSIOLOGICAL MODELS OF COACHING: ESSENCE AND POSSIBILITIES OF USING IN THE EDUCATIONAL PROCESS HIGHER EDUCATION INSTITUTION

• Борис Савчук

  ДВНЗ «Прикарпатський національний університет імені Василя Стефаника»

• Юрій Щербяк

  West Ukrainian National University

The article clarifies the essence and actualizes the expediency and possibilities of using psychophysiological models of coaching in the professional training of future specialists in various fields of knowledge in higher education institutions. A number of methods were used: heuristic-search (systematization, analysis of scientific materials on the problem); content analysis, discourse analysis (study of certain aspects of the studied phenomena from the standpoint of scientific discourse); comparative (comparison of foreign and domestic experience in using coaching tools).

The results of the study consist in the analysis and structural characteristics of four coaching models and clarification of approaches and possibilities of their use for personal and professional development of teachers and students of higher education. The model of focus on performance - emotion can be used in work with individual students, students and teaching staff who seek to achieve specific results in personal and professional development. The Somatic Coaching Model - Body is based on the idea that a coach should consider his/her own body and the client's body as fundamental areas of focus for significant lasting change. The model of three-dimensional coaching emphasizes the andragogical orientation of adult learning and substantiates the postulate of cyclical development. The model of logical levels ("R. Dilts' pyramid) focuses on finding an effective way out of complex problems that have a psychophysiological essential and substantive basis. The characterized coaching models (focus on performance - emotion; somatic coaching - body; three-dimensional coaching, "Dilts pyramid") have a common psychophysiological basis. They are little studied by Ukrainian psychological and pedagogical science, so they are not actually used in the organization of the educational process, in particular in higher education. This gap can be eliminated through the use of thorough descriptions of these tools in the works of Western authors, which are publicly available through the Internet. The presented study shows significant opportunities and prospects for the use of psychophysiological models of coaching for personal and professional development of both academic staff and students.

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