Midshipmen at the U.S. Naval Academy undergo a critical period of growth and change marked by academic challenges, significant personal development, intense physical training, and the promotion of ethical leadership. Over their four years at the Academy, midshipmen have multiple opportunities to be paired with a trained USNA coach who supports them in navigating their experiences, reaching their goals, and cultivating their leadership principles. While traditional support systems, such as academic advising, counseling, and mentoring, are invaluable, research from institutions like Rice, Oxford Brookes, and Stanford Universities reveals the significant impact coaching has on emerging leaders and college students.
A 2021 study from Rice University, The Impact of Professional Coaching on Emerging Leaders, provides strong evidence of coaching’s positive effects. The research, which consisted of two separate parts, demonstrated that university-aged participants who received coaching experienced significant improvements in both personal and professional areas. In the first part of the study, participants reported notable gains in their leadership identity, self-concept clarity, and a stronger sense of purpose. Coaching also led to higher life satisfaction and a reduction in psychological distress.
More interesting, however, were the findings from the second part of the Rice University study. Acquaintances of the coaching participants were asked to report on their observations of their peers, and their feedback indicated significant growth in the students who received coaching. This external validation, including improvements in self-confidence and self-awareness, suggests that the benefits of coaching extend beyond the individual and result in positive changes that are noticeable to others around them.
A 2018 study from Oxford Brookes University, Impact of Life Coaching on Undergraduate Students, supported many of these same findings while also highlighting additional key benefits. The research revealed that coaching led to improvements in self-awareness, overall well-being, and mental health. The study found that coaching was an effective tool for academic and personal success and helped students with goal setting and achievement. The study revealed that coaching provided students with a stronger sense of hope and a clearer view of their career goals while alleviating some of the anxiety associated with their post-graduation plans.
Further research supports the positive effects of coaching for college-aged students. A 2014 Stanford University study found that students who received coaching in areas like time management, goal setting, and skill development showed greater persistence in their academic and personal lives. In a 2015 study, researchers discovered that coaching reduced procrastination and boosted student productivity – two common challenges faced by college students. Another study from 2009 compared the effectiveness of two different coaching programs and concluded that coaching notably increased self-efficacy and resilience in college students.
Coaching is a powerful tool for developing midshipmen at the USNA. It directly supports the Academy’s mission to prepare midshipmen to “…assume the highest responsibilities of command, citizenship, and government.” It has led to a new faculty-administrative position, the Tig H. Krekel Director, Center for Coaching and Mentoring, to ensure coaching and its adjacent support, mentoring, are sustained and elevated across the Yard. Coaching fosters self-awareness, humility, and self-concept, which allows midshipmen to understand their unique strengths and areas for growth. Aligning their actions with personal values and Academy principles, midshipmen are inspired to continue developing their leadership ethos through coaching, preparing them to excel as leaders in the Fleet and Marine Corps.
To learn more about coaching at the USNA, visit our webpage here.
Resources:
Bettinger, E. P., & Baker, R. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3–19. https://cepa.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
Brown, R. P., Varghese, L., Sullivan, S., & Parsons, S. (2021). The Impact of Professional Coaching on Emerging Leaders. International Journal of Evidence Based Coaching and Mentoring, 19(2), 24–37. https://doi.org/10.24384/m3az-y271
Franklin, J. and Doran, J. (2009) ‘Does all coaching enhance objective performance independently evaluated by blind assessors? The importance of the coaching model and content’, International Coaching Psychology Review, 4(2), pp.128-144.
Lefdahl-Davis, E. M., Huffman, L., Stancil, J., & Alayan, A. J. (2018). The impact of life coaching on undergraduate students: A multiyear analysis of coaching outcomes. International Journal of Evidence Based Coaching and Mentoring, 16(2), 69–83. https://doi.org/10.24384/000560
Torbrand, P., & Ellam-Dyson, V. (2015). The experience of cognitive behavioural group coaching with college students: An IPA study exploring its effectiveness. International Coaching Psychology Review, 10(1), 76–93.