Christian van Nieuwerburgh

In many of his books, van Nieuwerburgh acknowledges the wide range of definitions of coaching.[10][11][12] At the same time, based on experience and research of literature, he posits that coaching:

• is a structured conversation that takes place between two people;
• aims to support a sustainable change in behaviours or ways of thinking;
• focuses on learning and development.[10]

Van Nieuwerburgh suggests that being a successful coach requires being well-versed in the conversational process and having the necessary skills, such as the ability to actively listen, ask thought-provoking questions, summarise the learning experience, and give and receive feedback. He also maintains that adopting coaching as a "way of being" is essential, and is developed when the coach is able to reflect on their own experience and practice coaching.[10]

Van Nieuwerburgh is renowned for his thought leadership in coaching in educational settings. Throughout his academic career, he has explored the purpose of coaching in education, its transformational effects on educational experiences, and how it can be applied in schools and in higher education.[13] Van Nieuwerburgh has suggested that coaching supports the notion that learning should be personalised, and encourage both the student and the teacher to develop throughout the learning experience. For students, opportunities for coaching include collaborating with fellow students to improve grades and skills, both academic and social. For teachers and administrators, coaching can help with transitions into new roles. Coaching is also used to support improvement in teaching skills and enhance performance in education institutions.[12]

In 2010-2011, van Nieurwerburgh, together with colleagues from the University of Kent and University of East London, carried out a pilot project at the Sittingbourne Community College, where half of the 1,000 students were deemed to experience barriers to learning for various reasons. Van Nieuwerburgh et al. aimed to raise attainment by delivering coaching training to students over sixteen years old, supported their "interim reflective practice coaching sessions", and assisted in evaluating the project.[12]

In June 2017, van Nieuwerburgh and executive coach John Campbell are scheduled to publish their book titled "The Leader's Guide to Coaching in Schools", which will provide a step-by-step model for delivering relationship-driven coaching in education.[14]

• Van Nieuwerburgh, C. (2010). Holism in Sports Coaching: Beyond Humanistic Psychology - A Commentary. International Journal of Sports Science & Coaching, 5, 463-464
• Briggs, M., & van Nieuwerburgh, C. (2010). The development of peer coaching skills in primary school children in years 5 and 6. Procedia-Social and Behavioral Sciences, 9, 1415-1422.
• Briggs, M., & van Nieuwerburgh, C. (2011). Ways of working. Coaching: An International Journal of Theory, Research, and Practice, 4, 163-167.
• Knight, J., & van Nieuwerburg, C. (2012). Instructional coaching: A focus on practice. Coaching: An International Journal of Theory, Research, and Practice, 5, 100-112.
• Van Nieuwerburgh, C., & Tong, C. (2013). Exploring the benefits of being a student coach in educational settings: a mixed-method study. Coaching: An International Journal of Theory, Research, and Practice, 6, 5-24.
• Gormley, H., & van Nieuwerburgh, C. (2014). Developing coaching cultures: a review of the literature. Coaching: An International Journal of Theory, Research, and Practice, 7, 90-101.
• Dorrington, L., & van Nieuwerburgh, C. (2015). The Development of Peer Coaching Skills in Primary School Children: An Exploration of How Children Respond to Feedback. International Journal of Information and Education Technology, 5, 50-54.
• Barr, M., & van Nieuwerburgh, C. (2015). Teachers’ experiences of an introductory coaching training workshop in Scotland: An interpretive phenomenological analysis. International Coaching Psychology Review, 10, 190-204.
• Van Nieuwerburgh, C., & Lech, A. M. (2015). Understanding the experiences of positive life changes during postgraduate study on a Masters in Applied Positive Psychology programme: An Interpretative Phenomenological Analysis. International Journal of Wellbeing, 5(3), 72-84.
• Robson-Kelly, E., & van Nieuwerburgh, C. (2016). What does coaching have to offer young people at risk of developing mental health problems? A grounded theory study. International Coaching Psychology Review, 11, 75-92.
• Fouracres, A. and van Nieuwerburgh, C. (2020) 'The lived experience of self-identifying character strengths through coaching: An interpretative phenomenological analysis', International Journal of Evidence Based Coaching and Mentoring, 18 (1), pp.43-56. DOI: 10.24384/e0jp-9m61 (Accessed: 19 May 2020). https://doi.org/10.24384/e0jp-9m61

• Coaching in Education: Getting Better Results for Students, Educators, and Parents (as editor), Karnac Books, May 2012
• An Introduction to Coaching Skills: A Practical Guide (1st ed.), Sage, December 2013
• Coaching in Professional Contexts (as editor), Sage, November 2015
• An Introduction to Coaching Skills: A Practical Guide (2nd ed.), Sage, April 2017
• Advanced Coaching Practice - Inspiring Change in Others, Sage, May 2019.
• The Leader's Guide to Coaching in Schools: Creating Conditions for Effective Learning, Sage, (upcoming)[15]

• Van Nieuwerburgh, C. (2012). Coaching and mentoring for educational leadership. In C. van Nieuwerburgh (Ed.), Coaching in Education: Getting Better Results for Students, Educators, and Parents', 25-45, Karnac Books.
• Briggs, M., & van Nieuwerburgh, C. (2012). Coaching in primary or elementary schools. In C. van Nieuwerburgh (Ed.), Coaching in Education: Getting Better Results for Students, Educators, and Parents', 47-62, Karnac Books.
• Van Nieuwerburgh, C., & Passmore, J. (2012). Coaching in secondary or high schools. In C. van Nieuwerburgh (Ed.), Coaching in Education: Getting Better Results for Students, Educators, and Parents, 63-74, Karnac Books.
• Van Nieuwerburgh, C., & Passmore, J. (2012). Creating coaching cultures for learning. In C. van Nieuwerburgh (Ed.), Coaching in Education: Getting Better Results for Students, Educators, and Parents, 153-172, Karnac Books.
• Van Nieuwerburgh, C., Zacharia, C., Luckham, E., Prebble, G. & Browne, L. (2012). Coaching students in a secondary school: a case study. In C. van Nieuwerburgh (Ed.), Coaching in Education: Getting Better Results for Students, Educators, and Parents, 191-199, Karnac Books.
• Van Nieuwerburgh, C. & Green, S. (2014). Developing mental toughness in young people: coaching as an applied positive psychology. In D. Strycharczyk & P. Clough (Eds.), Developing Mental Toughness in Young People: Approaches to Achievement, Well-Being and Positive Behaviour, 81-97, Karnac Books.
• Van Nieuwerburgh, C. (2015). The importance of understanding professional contexts. In C. van Nieuwerburgh (Ed.), Coaching in Professional Contexts, 1-9, Sage.
• Campbell, J., & van Nieuwerburgh, C. (2015). Coaching in schools. In C. van Nieuwerburgh (Ed.), Coaching in Professional Contexts, 131-144, Sage.
• Van Nieuwerburgh, C. (2015). Towards a coaching culture. In C. van Nieuwerburgh (Ed.), Coaching in Professional Contexts, 227-234, Sage.
• Van Nieuwerburgh, C. (2015). Towards a philosophy of culture?. In C. van Nieuwerburgh (Ed.), Coaching in Professional Contexts, 249-257, Sage.
• Van Nieuwerburgh, C. (2016). Interculturally-sensitive coaching. In Bachkirova, T., Spence, G. & Drake, D. (Eds.), The SAGE Handbook of Coaching, 439-452, Sage.