The Experience of Coaching Whilst Walking

1 Oct

The experience of coaching whilst walking: A pilot study

Sara Cook & Christian van Nieuwerburgh

Based on an increase in interest in the idea of ‘coaching whilst walking’ (e.g. Turner, 2017), this study provides an insight into the experience of coaches and clients who undertook coaching whilst walking. The research question underpinning this study is ‘what is the experience of those who undertake coaching whilst walking’? Data for this study was gathered through a series of semi-structured interviews, written reflections and audio-recorded commentary of participants. Data was analysed using Thematic Analysis (TA). The study found four overarching themes that captured the experience of the participants who had undertaken coaching whilst walking: Openness to experience; awareness of body and mind; love of the outdoors; and the experience of being ‘side by side’. The findings offer coaches and their clients important insights about the experience of coaching whilst walking and could inform decisions about whether to undertake coaching indoors or outdoors. Further research into perceived benefits, outcomes and active ingredients of coaching whilst walking is recommended.

Despite a multitude of definitions of what constitutes coaching (Ives, 2008;Jackson,2005:vanNieuwerburgh,2017), coaching has been generally associated with a face-to-face encounter indoors (DeHaan&Burger, 2014; Rogers, 2012; Wesson, 2010). This may be due to the perceived similarity of counselling and coaching. Recently, there has been renewed interest and engagement in the idea of connecting with nature and the use of the outdoors as a backdrop for various ‘helping by talking’ activities such as coaching and therapy (O’Riordan&Palmer, 2019; Watson&Vasilieval, 2007; Wilsonetal.,2008). Current Covid-19 restrictions and social distancing guidelines have also raised interest in the possibility of undertaking coaching in the outdoors.

This pilot study is qualitative in nature, using aspects of narrative inquiry and thematic analysis to achieve greater understanding of the experience of coaching whilst walking. The aim is to capture the views and perceptions of people involved in coaching that took place whilst walking. This study does not intend to imply that the findings can be generalised in any way. Rather, the purpose is to provide greater insight into the lived experience of the participants of this study by exploring their meaning-making processes. As the participants experienced ‘coaching whilst walking’, they created their own individual perceptions of the meaning of the experience (Crotty, 1998). It is those perceptions and their sense-making that are the focus of this study. This insight into the personal experience of the participants can add value to the field of coaching by providing alternative possibilities for practitioners and clients at a time when it may be necessary for them to conduct coaching in outdoor spaces.

Literature review

The literature review focuses on studies that explore ways of optimising coaching effectiveness, the positive effects of the outdoors on cognitive functioning, mental health and wellbeing and research undertaken on ‘walk and talk’ coaching and counselling interventions.

Cognitive functioning

The question of differences of environment on wellbeing (exercising indoors compared to outdoors, for example) has been the focus of considerable research (Thompson Coon, et al., 2011). According to research undertaken with 48 undergraduate students who were placed in different conditions (sitting inside; walking on a treadmill indoors; walking outside; being pushed in a wheelchair outside), those who walked experienced increased creative ideation (Oppezzo & Schwartz, 2014). The research suggested that walking resulted in an increased ability to produce creative ideas both at the time of walking and shortly afterwards. This was the case whether the walking undertaken was indoors or outdoors, presenting an alternative perspective to the research which linked the stimulation of the outdoors to changing perceptions (Wright, 2008). Jensen (2000) looked at the role of movement in learning and concluded that ‘brain research confirms that physical activity – moving, stretching, walking – can actually enhance the learning process’ (p.34). Brain-derived neurotrophic factor (BDNF) is linked to neuroplasticity that is deemed essential for learning and memory (Bathina & Undurti, 2015). A number of studies have shown that BDNF levels are elevated during moderate exercise such as walking hence leading to an improvement in learning and memory (Adlard et al., 2005, Gomes de Melo Coelho et al., 2013).

Mental health & wellbeing

The positive effect of the outdoors was supported in a study involving 1252 people undertaking activity (including walking) in the presence of nature. It was found being outdoors led to mental and physical health improvements (Barton & Pretty, 2010). This is supported by what is known as the biophilia effect. Biophilia posits that humans thrive in a natural environment such as the outdoors. A meta-analysis on biophilia (taking into account 50 empirical studies) concluded that there was convincing evidence to suggest that interacting with nature resulted in positive effects on health and wellbeing (Grinde & Grindal, 2009). The association between exercise and enhanced mental health and wellbeing was further supported by Grant (2015) and Winters, Barish-Wreden and Warburg (2013). The HUNT Cohort Study including 33,908 adults over a period of 11 years found that an hour’s exercise regardless of intensity, gender or age protected against future depression (Harvey et al., 2018).

Walk and talk therapy & coaching

A review of walk and talk therapy found a number of positive effects attributed to undertaking therapy whilst walking. These effects included an ability to change perceptions towards relationships and feel more relaxed. As a result, clients tended to talk more freely, having greater insight, clarity and understanding. The tendency to talk more freely whilst walking is echoed by O’Donovan (2015) who identifies how when walking ‘people tend to talk very openly and personally’ (p.7).

The above suggests that combining walking and therapy could be beneficial to anyone, not just those with a disposition towards walking and the outdoors. The experience of a positive correlation between walking in the outdoors and mental health and wellbeing applies even when walking alone (Solnit, 2002). Although practitioners are already offering ‘coaching whilst walking’ interventions (e.g. Greenspace Coaching and Mindfulness, 2020; OpenAir Life Coaching, 2020; Walk Your Talk Coaching, 2020 and Walking Coach, 2020), it is important to check the assumptions that coaching and counselling are similar enough to suggest that similar benefits may be experienced by clients. There have been a number of recent articles focusing specifically on coaching whilst walking. O’Riordan & Palmer (2019) concluded that ‘a walk and talk outdoor coaching activity can positively influence wellbeing and vitality’ (p.17). Turner (2017) looked at walking as a coaching tool and found many benefits of walking. These included the natural motion of walking itself giving a connection between mind and body, enhancing thinking processes which is further assisted by the natural surroundings. Gorham (2019) refers to using nature as a dynamic co-partner whilst walking and coaching. Nature can be used as a holding environment and acting as a mirror to our internal landscape through the unconscious, providing the space and time for deeper noticing.

From this review of the literature, it would seem that there could be some additional benefits for coaches and clients coaching whilst walking outdoors as opposed to coaching in a more formal face-to-face setting indoors. As a practice-led activity, coaching naturally lends itself to experimentation, so further exploration of the benefits may be helpful. This research aims to add to the limited literature and understanding of the experience of people who receive coaching whilst walking (Turner, 2017).

Methodology

Design

This was a qualitative design, using a cross-sectional approach selecting those who have experienced traditional face-to-face coaching or therapy interventions previously either as coaches or clients. These participants were invited to participate in a one-to-one coaching while walking session, either as coach or client. It was made clear to participants that the intervention was to be coaching, not therapy. Upon completion of the session, the participants were asked to reflect on their experience in the form of writing or recording a narrative. A thematic analysis would then be undertaken of the narratives to provide an overview of the experience of the participants. After listening to the recordings and a close reading of the narratives, the first researcher identified emerging themes. These initial themes were discussed with the second researcher and amended with reference to the data. The experiences of the two researchers were then captured and checked against the revised themes. No further changes were made to the themes which were agreed by both researchers and supported by the raw data (written narratives and audio recordings).

Participants

The informed consent of those involved was obtained prior to any activity taking place and the host university’s combined ‘Information and Consent Form’ was signed. This included a statement on confidentiality and how the information the participants provided may be used. It was deemed that the ideal number of participants would be ten, which would be large enough to give integrity to the data collected and small enough to enable an in-depth analysis ensuring the data would be meaningful. This was a purposeful sampling strategy: data collection started with an internet search of coaches who offered coaching while walking. Coaches were then invited to participate. Of the seven coaches emailed, five responded. This resulted in two coaches participating in the research. Those known to the authors who had undertaken coaching and/or counselling were invited to participate. Of the eleven contacted, seven volunteered to take part. Six of these participated in the research as clients. None had experienced coaching while walking prior to involvement in this study. The authors also participated in the research as coaches. The result was ten participants involved in this project consisting of:

Two practising coaches who offer coaching while walking to their own clients, which did not include the clients involved in this research.
Two clients that have been coached face-to-face by one of the researchers, and subsequently experienced coaching while walking with the same researcher as coach.
Four clients who have experienced face-to-face coaching/counselling with other coaches/counsellors and have then had coaching while walking sessions with the above researcher as part of the research.
The two researchers who experienced coaching whilst walking as part of this study as coaches.

Procedure

The two practising coaches were interviewed individually via telephone, with the contents recorded and transcribed verbatim. The content of the interview covered their experience of coaching whilst walking sessions and the experience of their clients as it was related to them. The client participants undertook a one-to-one coaching whilst walking session with one of the researchers who acted as coach. The session was approximately an hour long and the venue was different for each client due to their geographical location. The researcher, as coach, conducted a typical coaching session with the client bearing in mind it was a one-off session for the purposes of the research. The coaching was a structured, person-centred conversation focusing on the client’s self-selected goals. The clients preferred to have semi structured interviews to record their reflections of the coaching experience rather than produce narratives.

The content of the reflections of the clients and coaches varied considerably in length and depth. In order to draw out the themes and in an effort not to put meaning to the words, one researcher went through each reflection and noted the words used to describe the experience. The researcher also noted where words were repeated by the different participants. There were some instances where the researcher grouped words together as relating to the same theme, for example ‘freedom’ also included ‘no boundaries, no restrictions’. Both researchers then discussed the themes in relation to the collected data and agreed on a final list of themes.

Results

Emerging Themes

Thematic analysis

From the data in the table above, the researchers considered how the words could be further grouped into themes, to provide a thematic analysis. To counterbalance the risk of bias, the themes were discussed between the two researchers. They were conscious of the inward gaze of their own experiences and aware of looking outwards to their community of participants and their experience, as the researchers understood it, from the data that had been collected. The researchers noticed too that they kept changing their minds as to which words fitted in which theme, and also what to call the themes. Some words could have been included in more than one theme.

Themes and Subthemes

Discussion

Theme 1 – Openness to experience

The word repeated by most respondents was ‘creativity’, although words like ‘spontaneous’, ‘resourceful’ and ‘openness’ were also used.

‘Inspiring creativity’. (Participant 9)
‘Walking in the outdoors there is an implicit spontaneity and freedom to that, which allows me to be more spontaneous’ (Participant 2)
‘I think one of the things I think is different about being outdoors is I think I end up being… a bit braver’ (Participant 4)

This sense of being more open to experi- ence was reported by most of the participants in this study. The belief that the outdoor environment and movement led to the experience of being creative and spontaneous supports Oppezzo and Schwartz’s (2014) research that showed a direct correlation between walking and creativity.

Theme 2 – Awareness of body and mind

Participants in this study reported an increased awareness of their own senses. Some described how they felt more present during a coaching conversation whilst walking.

‘Your senses become heightened, your sense of smell, touch and hearing and that can all be connected with mindfulness… you being aware of the moment you are in. It doesn’t seem to hinder your train of thought, it seems to enhance it.’ (Participant 4)
‘I feel more relaxed and mentally I can ask myself more questions and get more in-depth answers to those questions.’ (Participant 7)
‘For me as a coach it is more comfortable whilst walking because when I am outside I find I am most resourceful and feeling happy and content and that is when I can be more present to my clients.’ (Participant 1)
‘I liked walking and talking, it was more relaxing.’ (Participant 3)
‘It gives a sense of freedom, with no boundaries…there are no limits to what may become of my time spent in nature.’ (Participant 9)

One word used by most respondents was ‘relaxing’. When we relax, we tend to let go of our tension, allowing ourselves to be more open to ideas and thoughts. This was found in research over a 12-year period that was carried out by Herrero and Martin (2007) who worked in the health department of Madrid City Council. It formed the basis of a training programme in creative relaxation and was recognised as ‘an outstanding contribution towards preventing stress in the workplace’ (p.1).

Theme 3 – Love of the outdoors

Participants spoke enthusiastically about the simple experience of being outdoors, suggesting that the connection with nature had a positive effect on them.

‘There is something quite soothing about the river too, flowing and the reeds moving, the water itself was calming and soothing.’ (Participant 5)
‘Being out in the fresh air made me feel more able to organise my thoughts and vocalise my feelings.’ (Participant 3)
‘The outdoors is a very special place, rain or sunshine – whatever, it is just amazing and makes you feel relaxed and fully take in those conversations.’ (Participant 4)
‘Nature (is) inherently curative and therapeutic.’ (Participant 2)
‘Nature is our source, where we come from, our origin. So we all know that being outside is good for us and gener- ally people even after half an hour after a taster session, they feel different. Just through walking and having a chat outside, something shifts inside.’ (Participant 1)

Cohen (2000) refers to the theory that we have an old brain and a new brain. The old brain which takes up approximately 90 per cent of our mentality is responsible for our ability to experience nature sensuously. Whereas the new brain (Cerebral Neocortex) relates to our ability to speak, reason and act. Cohen suggests that as our ‘new’ brain evolved we created the society we now live in and it enables us to function within and to perpetuate that society. However, in order to sustain our current way of living, we construct meanings which may lead to anxieties and stress and focus on our perception of what our society expects of us and our perception of what is best for us within the society we created. This may explain why we may tend to ignore our ‘old’ brain, which is in-tune with nature and is that intuitive part of ourselves that actually served us well as we evolved into what we are today. There were also some references to the calming effect of nature and the outdoors by the participants:

‘The softening effect of nature.’ (Participant 2)
‘As soon as we enter green space and start walking on the grass, already something happens, already people slow down… walking on the grass just does something naturally.’ (Participant 1)

In a report written by Kahn (1997) reference was made to research which shows a connection with nature, including how our health and wellbeing in terms of recovery times of operations and stress levels have been reduced merely by being surrounded by pictures of nature. This would suggest that human beings have an intuitive connection with nature. Kahn (1997) states ‘Naturalistic experiences often reduce stress, sharpen sensitivity to detail, enhance creativity, provide intellectual value and physical fitness’ (p.11).

Theme 4 – Being side by side

An unexpected theme to emerge from this study was the perceived importance of the act of walking alongside one another:

‘It’s more of an equal relationship. Even if they try to dress down as a coach, they still seem to me as more of an important person, more of an expert in a formal setting.’ (Participant 6)
‘In terms of coaching you have that sense of being equal and at ease with your coach.’ (Participant 7)
‘With not looking at the person you are talking to, it felt less intimidating and I felt I could talk more freely.’ (Participant 3)
‘Walking next to each other feels lighter and more equal and more comfortable I think for myself as a coach and for my clients.’ (Participant 1)

The quality of the relationship between coach and client has been shown to be fundamental to successful coaching outcomes, more so than the type of theoretical intervention used (de Haan, 2008, Wildflower & Brennan, 2011). Therefore, enhancing the sense of equality by physically being side by side rather than face-to-face appears to have a noticeable effect on the positive experience of the client.

Reflexivity & ethics

The research was approved by the University of Warwick Ethical Committee. The participants were asked either to recount their experience or write down their experiences and told they would be free to put in and leave out what they felt was appropriate. No pressure was placed upon them to include anything they did not feel comfortable with. Participants were reassured that all identities would be anonymised.

Implicit in authoethnography is the use of self in the research, therefore the distinction between researcher and participants is blurred. The authors were conscious of affecting the research in many ways (Davies, 2008), such as through selection of participants, any intervention with the participants either through coaching them while walking or potentially through eliciting their narratives. However, being conscious to capture the experiences of those involved in the research as accurately and genuinely as possible would minimise any effect of bias. The researchers were involved in the selection of candidates, invited them to tell their stories and then interpreted them. It was felt that it was important for the researchers to be open about their involvement and the effect it would have on the study and relay this to the reader (Etherington, 2004).

Implications

As this is a qualitative pilot study, the implications presented below are tentative. They have been generated through reflection on the themes that have emerged through this study. First, participants in this study found coaching whilst walking encouraged creativity. This may suggest that coaches and clients could consider the option of coaching whilst walking when the topic for discussion requires new thinking or perspectives. Second, participants in this study reported that they enjoyed the experience and were able to be more fully present during coaching conversations when these occurred whilst walking. Coaches and clients may wish to experiment with the idea of coaching whilst walking in order to see if this may be the same for them. Third, the act of ‘walking side by side’ seems to have been experienced positively by the participants of this study. This way of coaching may be a good way of emphasising the equal status of both coach and client, therefore building trust and strengthening the coaching relationship. Thus there are obvious implications for coaches and coaching psychology practitioners as well as wider implications such as for conversations whilst walking between managers and staff for example. Further, coaching whilst walking may be a way to continue to offer support in the context of the current restrictions and social distancing measures as a response to the Covid-19 pandemic.

Limitations

There are a number of limitations that should be noted at this point. Readers of this study should take these into account when considering the findings and discussion. Selection of the participants meant that those who volunteered were likely to already have a positive relationship with the outdoors. Further, the researchers’ involvement as participants in this research study may be unusual, even though it is believed that this demonstrated the researchers’ commitment to understanding the experience as much as possible. The personal interest of the researchers may have encouraged partici- pants to report more positive outcomes. As with all qualitative research studies, the process of identifying themes and choosing appropriate quotes was subject to the interpretations and sense-making processes of the researchers. Both researchers were involved in the process of identifying the themes and the subthemes, and these were edited and re-edited in an attempt to capture each of the four themes. However, the four themes are closely related, and it is possible that there is overlap of ideas and perceptions.

Further Study

Although some of the participants had never experienced coaching while walking prior to their involvement in the research, they all liked walking and the outdoors. It would be interesting to gain feedback on the experience of those who were not naturally drawn to the outdoors but who were prepared to participate in coaching while walking sessions. The clients’ narratives related to one session of coaching while walking. Further research could involve comparing the experience and outcomes of a control group having a set number of coaching sessions in a traditional face-to-face setting to participants having the same number of coaching while walking sessions. This would not only look at the differences in experience but may also give insight into the comparative effectiveness of each approach. Finally, studies that explore the active ingredients of coaching whilst walking could be helpful in increasing understanding the factors that led to the participants in this study reporting that it was a positive experience.

Conclusion

This exploratory pilot study focused on the lived experience of both coaches and clients who have undertaken coaching whilst walking. In gaining a better understanding of these experiences, it has been possible to develop a richer appreciation of how coaching whilst walking may be experienced by coaches and clients. While some implications have been shared, the primary contribution of this study is to raise further questions and identify coaching whilst walking as an area that requires further study.

Acknowledgements

We thank the staff and students on the MA Coaching Programme of the University of Warwick where this project was initiated, and all those who volunteered to participate in the research.

References:

Adlard, P., Perreau, V., Cotman, C. (2005). The exercise-induced expression of BDNF within the hippocampus varies across life-span. Neuro- biology of Aging, 26(4), 511–520. https://doi. org/10.1016/j.neurobiolaging.2004.05.006

Bathina, S. & Undurti, N. Das. (2015). Brain-derived neurotrophic factor and its clinical implications. Archives of Medical Science, 11(6), 1164–1178. https://dx.doi. org/10.5114%2Faoms.2015.56342

Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press Inc.

Cranz, G. (1998). The chair, rethinking culture, body and design. New York: WW Norton & Company.

Chaskalson, M. (2011). The mindful workplace, devel- oping resilient individuals and resonant organizations with MBSR. Chichester: John Wiley & Sons Inc.

Cohen, M.J. (2000). Nature connected psychology: creating moments that let Earth teach. August 2000 Issue ‘Gatherings: Seeking Ecopsychology’, www. ecopsychology.org/journal/gatherings3/cohen (accessed 30 April 2016)

Coupe, L. (2014). A philosophy of walking, by Fred- erick Gros. Times Higher Education (THE), April 10, 2014.

Crotty, M. (1998). The foundations of social research, meaning and perspective in the research process. London: Sage Publications Ltd.

Daley, A.J. (2002). Exercise therapy and mental health in clinical populations: is exercise therapy a worthwhile intervention? Advances in Psychi- atric Treatment, 8(4), 262–270. https://doi. org/10.1192/apt.8.4.262

Davies, C. (2008). Reflexive ethnography: A guide to researching selves and others (2nd edn). Abingdon: Routledge.

De Haan, E. (2008). Relational coaching: Journeys towards mastering one to one learning. Chichester: John Wiley.

De Haan, E. & Burger, V. (2014). Coaching with colleagues: An action guide for one-to-one learning. (2nd edn). Basingstoke: Palgrave Macmillan.

Drake, D. (2018). Narrative coaching: The definitive guide to bringing new stories to life (2nd edn). Peta- luma, CA: CNC Press.

Etherington, K. (2004). Becoming a reflexive researcher: Using our selves in research. London: Jessica King- sley Publishers.

Fitzsimons, C., Baker, G., Gray, S., Nimmo, M. & Mutri, N. (2012). Does physical activity counsel- ling enhance the effects of a pedometer-based intervention over the long-term: 12-month find- ings from the Walking for Wellbeing in the West study. Scottish Physical Activity Research Collabora- tion, BMC, Public Health 12, 206. https://doi. org/10.1186/1471-2458-12-206

Freshwater, D. (Ed.) (2002). Therapeutic nursing: Improving patient care through self awareness and reflection. London: Sage Publications Ltd.

Given, L.M. (2008). The SAGE encyclopedia of qualita- tive research methods: Heuristic inquiry. Thousand Oaks, CA: Sage Publications Inc.

Gomes de Melo Coelho, F., Gobbi, S., Andreatto, C., Corazza, D., Pedroso, R. & Santos-Galduroz, R. (2013). Physical exercise modulates periph- eral levels of brain-derived neurotrophic factor (BDNF): A systematic review of experi- mental studies in the elderly. Archives of Geron- tology and Geriatrics, 56(1), 10–15. https://doi. org/10.1016/j.archger.2012.06.003

Gorham, C. (2019). Nature as dynamic co-partner: Beyond the walk and talk experience… Coaching Today, 32, 21–24.

Grant, G. (2015). The value of walking: An ethnographic study of a walking for health group. Sheffield: Shef- field Hallam University.

Grinde, B. & Patil, G.G. (2009). Biophilia: Does Visual Contact with Nature impact on Health and Well-Being? International Journal of Environ- mental Research and Public Health, 6(9), 2332–43. https://doi.org/10.3390/ijerph6092332

Gros, F. (2015). A philosophy of walking. London: Verso.

Harte, J. L., Eifert, G. H. & Smith, R. (1995). The effects of running and meditation on beta-endorphin, corticotropin-releasing hormone and cortisol in plasma, and on mood. Biological Pscyhology, 40(3), 251–265. https://doi.org/10.1016/0301-0511(95)05118-T

Harvey, S.B., Øverland, S., Hatch, S.L., Wessely, S., Mykletun, A. & Hotopf, M. (2018). Exercise and the prevention of depression: results of the HUNT cohort study. American Journal of Psychi- atry, 175(1), 28–36. https://doi.org/10.1176/ appi.ajp.2017.16111223

Hays, K.F. (1999). Working it out, using exercise in psychotherapy. London: American Psychological Association.

Herrero, J. & Martin, R. (2007). Training in Creative Relaxation: GERCHE Research. Girasol UK.

Hiles, D. (2001). Heuristic Inquiry and Transpersonal Research – paper presented to CCPE, London. http:// www.psy.dmu.ac.uk/drhiles/HIpaper.htm

Ives, Y. (2008). What is ‘Coaching’? An explora- tion of conflicting paradigms. International Journal of Evidence Based Coaching and Mentoring, 6(2), 100–113. https://radar.brookes.ac.uk/ radar/items/ed490c36-e4c1-4263-ad7b- 24cc99b97b04/1/

Jackson, P. (2005). How do we describe coaching? An exploratory development of a typology of coaching based on the accounts of UK based practitioners. International Journal of Evidence Based Coaching and Mentoring, 3(2), 45–60. https://core.ac.uk/download/pdf/132154373. pdf

Jensen, E. (2000). Moving with the brain in mind. The Science of Learning, 58(3), 34–37. https:// www.researchgate.net/publication/290965088_ Moving_with_the_brain_in_mind/stats

Kahn Jr, P.H. (1997). Developmental psychology and the biophilia hypothesis: Children’s affiliation with nature. Developmental Review 17(1), 1–61. https://doi.org/10.1006/drev.1996.0430

Kaplan, R. & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge: Cambridge University Press.

Kim, J-H. (2016). Understanding narrative inquiry, the crafting and analysis of stories as research. London: Sage Publications Ltd.

Kohler Riessman, C. (2008). Narrative methods for the human sciences. London: Sage Publications Ltd.

Laing, R.D. (1990). The politics of experience and the bird of paradise. London: Penguin Books.

Lueder, R. (1998). Review of ‘The Chair’ by Dr G Cranz accessed 26 April 2016 from http:// www.humanics-es.com/galencranzthechair.htm

Mental Health Foundation. (2010). Mindfulness Report, London, Full report available from https://www.mentalhealth.org.uk/sites/default/ files/Mindfulness_report_2010.pdf (accessed 26 April 2016).

Moustakas, C. & Douglass, B. (1985). Heuristic inquiry: The internal search to know. Journal of Human- istic Psychology, 25(3), 39–55. https://psycnet.apa. org/doi/10.1177/0022167885253004

NHS Choices, http://www.nhs.uk/Conditions/ Agoraphobia/Pages/Introduction.aspx (accessed 1 May 2016)

O’Donovan, H. (2015). Mindful walking: Walk your way to mental and physical well-being. London: Hachette UK Ltd.

Oppezzo, M. & Schwartz, D.L. (2014). Research report: Give your ideas some legs: The Positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory and Cognition, 40(4), 1142–1152. https://doi.apa. org/doi/10.1037/a0036577

Orians, G.H. & Heerwagen, J.H. (1992). Evolved responses to landscapes. In J.H. Barkow, L. Cosmides & J. Tooby (Eds.) The adapted mind: Evolutionary psychology and the Generation of culture (pp.555–579). New York: Oxford University Press.

O’Riordan, S. & Palmer, S. (2019). Beyond the coaching room into blue space: Ecopsycholology informed coaching psychology practice. Journal of Psychology International, 12(1), 8–18. https:// www.researchgate.net/publication/336106949_ Beyond_the_Coaching_Room_into_Blue_ Space_Ecopsychology_informed_coaching_ psychology_practice

Punch, K.F. (2014). Introduction to social research quan- titative & qualitative approaches. London: Sage Publications Ltd.

Ratey, J. J. & Hagerman, E. (2010). Spark! How exercise will improve the performance of your brain. London: Quercus.

Rindskopf, K.D. & Gratch, S.E. (1982). Women and exercise: A therapeutic approach. Women & Therapy, 1(4) 15–26. https://doi.org/10.1300/ J015V01N04_04

Robson, C. (2011). Real world research (3rd edn). Chichester: John Wiley & Sons Ltd.

Rock, D. & Page, L.J. (2009). Coaching with the brain in mind: Foundation for practice. Hoboken, NJ: John Wiley & Sons Inc.

Rogers, J. (2012). Coaching skills: A handbook (3rd edn). Maidenhead: Open University Press.

Saunders, M., Lewis, P. & Thornhill, A. (2007). Research methods for business students (4th edn). Harlow, UK: Pearson Education Ltd.

Shaw, J. (2004). The deadliest sin. Harvard Magazine: March–April 2004, 36–99. http://wholebeingin- stitute.com/wp-content/uploads/The-Deadliest- Sin.pdf

Solnit, R. (2002). Wanderlust: A history of walking. London: Verso.

Swagerman, S.C., de Geus, E.J.C., Koenis, M.M.G., Hulshoff Pol, H.E., Boomsma, D.I. & Kan, K-J. (2015). Dominant dependent associations between cognitive functioning and regular voluntary exercise behavior. Brain and Cogni- tion, 97, 32–39. https://doi.org/10.1016/j. bandc.2015.04.001

Thompson Coon, J., Boddy, K., Stein, K., Whear, R., Barton, J. & Depledge, M.H. (2011). Does partici- pating in physical activity in outdoor natural envi- ronments have a greater effect on physical and mental wellbeing than physical activity indoors? A systematic review. Environmental Science & Tech- nology, 45(5), 1761–1772. doi:10.1021/es102947t

Turner, A.F. (2017). Walking for coaching. The Coaching Psychologist 13(2), 80–87. https:// shop.bps.org.uk/publications/publication-by- series/the-coaching-psychologist/the-coaching- psychologist-vol-13-no-2-december-2017.html

Ulrich, R. S. (1993). Biophilia, biphobia and natural landscapes. In S.R. Kellert & E.O. Wilson (Eds.) The biophilia hypothesis (pp.73–137). Washington, DC: Island Press.

University of Bonn (2008). The myth of runner’s high revisited with brain imaging. University of Bonn news release, 3 March 2008. Retrieved online 26 April 2016 http://www.eurekalert.org/pub_ releases/2008-03/uob-tmo030308.php

University of Essex (2010). Latest News 02 May 2010 – A Walk a day keeps the doctor at bay. Retrieved online 11 February 2016 www.essex.ac.uk/news/ event.aspx?e_id=1588

Watson, S. & Vasilieva, E. (2007). Wilderness thinking: A novel approach to leadership development. Development and Learning in Organizations, 21(2), 10–13. doi:10.1108/14777280710727325

Wesson, K.J. (2010). Flow in coaching conversa- tion. International Journal of Evidence Based Coaching and Mentoring, 4, 53–64. https:// www.semanticscholar.org/paper/Flow-in- coaching-conversation-Wesson/aed8b5d- 25113d4bb767d540d197d1d00f591442b

Wildflower, L. & Brennan, D. (Eds.) (2011). The handbook of knowledge-based coaching: From theory to practice. San Francisco, CA: Jossey-Bass.

Wilson, E.O. (1984). Biophilia. Cambridge, UK: Harvard University Press.

Wilson, N., Ross, M., Lafferty, K. & Jones, R. (2008). A review of ecotherapy as an adjunct form of treatment for those who use mental health services. Journal of Public Mental Health, 7(3), 23–35. https://0-doi-org.pugwash.lib.warwick. ac.uk/10.1108/17465729200800020

Winters, J., Barish-Wreden, M. & Warburg. J. (2013). The ultimate prescription: Harnessing the mind-body connection to relieve depression. Sacramento, CA: Namaste Publications.

Wright, S. (2008). Walk and talk Therapy. www.webmd.com/balance/features/walk-and-talk-therapy

Lesley holds an MSc in Executive Coaching from Ashridge Business school and she has 16 years commercial experience with Mars. She holds an EMCC Senior accreditation. Read More >

She is the author of ‘Coaching Outdoors; the essential guide to partnering with nature in your coaching conversations’.

Contact by calling +44 (0) 7799 581792 or email info@coachingoutdoors.com.

Lesley Roberts