Accreditation & Professional Standards™

Coaching Competency Framework

The 19 competencies below define the measurable knowledge, skills, and behaviours every Beyond Motivation Certified Coach™ is trained and assessed against. The framework is aligned with internationally recognised coaching standards (ICF Core Competencies, EMCC Competence Framework, AC Coaching Competence Framework).

Code of Ethics Policies

Core Coaching

CC-1 · Foundational

Ethical Practice

Demonstrates ethical behaviour and integrity in all coaching engagements, in line with the Beyond Motivation Academy™ Code of Ethics and internationally recognised coaching standards.

Learning Objectives

›Articulate the BMA Code of Ethics in own words.
›Identify ethical risks before and during a coaching engagement.
›Apply a structured decision-making model to ethical dilemmas.

Performance Criteria

›Signs and upholds the BMA Code of Ethics.
›Discloses limits of competence and refers when appropriate.
›Maintains confidentiality and explains its limits.
›Manages dual relationships and conflicts of interest transparently.

Assessment Standards

›Knowledge Exam ≥ 80% on Ethics module.
›Recorded session shows no breach of confidentiality or scope.
›Reflective journal entry on at least one ethical dilemma.

CC-2 · Practitioner

Coaching Presence

Maintains a fully conscious, open, flexible, and confident presence with the client.

Learning Objectives

›Regulate own nervous system before and during sessions.
›Stay present and non-reactive to client material.
›Adapt presence to the client's state and culture.

Performance Criteria

›Demonstrates calm, grounded body language and tone.
›Tolerates silence and emotion without rescuing.
›Adjusts pace and energy to the client.

Assessment Standards

›Observation rubric ≥ 4/5 on presence indicators.
›Two recorded sessions reviewed by assessor.

CC-3 · Practitioner

Active Listening

Focuses completely on what the client is and is not saying, to understand meaning in the context of the client's desires.

Learning Objectives

›Distinguish content, emotion, and intention in client speech.
›Reflect back accurately without distortion.
›Notice patterns, themes, and energy shifts.

Performance Criteria

›Summarises and paraphrases without leading.
›Names emotions and reflects body language.
›Surfaces what is not being said.

Assessment Standards

›Recorded session shows ≥ 3 instances of accurate reflective listening.
›Assessor rubric ≥ 4/5.

CC-4 · Practitioner

Powerful Questioning

Asks questions that reveal information needed for maximum client benefit, evoking discovery, insight, and commitment.

Learning Objectives

›Use open, clean, and exploratory questions.
›Avoid leading, layered, or diagnostic questions.
›Use questions to shift perspective and create insight.

Performance Criteria

›Asks one clean question at a time.
›Uses silence after a question.
›Avoids advice disguised as a question.

Assessment Standards

›Recorded session: ≥ 70% of coach utterances are questions.
›No leading or closed questions during exploration phase.

CC-5 · Practitioner

Direct Communication

Communicates effectively and uses language that has the greatest positive impact on the client.

Learning Objectives

›Give feedback that is specific, behavioural, and timely.
›Use metaphor and reframing to shift perspective.
›Speak with clarity and economy.

Performance Criteria

›Uses clear, jargon-free language.
›Shares observations as data, not judgment.

Assessment Standards

›Assessor rubric ≥ 4/5 on clarity and impact.

CC-6 · Advanced

Creating Awareness

Integrates and accurately evaluates multiple sources of information, and makes interpretations that help the client gain awareness.

Learning Objectives

›Identify underlying patterns, beliefs, and assumptions.
›Connect present behaviour to past learning and future goals.

Performance Criteria

›Surfaces at least one new awareness per session.
›Invites the client to name their own insight.

Assessment Standards

›Case study documents specific awareness moments.

CC-7 · Practitioner

Designing Actions

Co-creates opportunities for ongoing learning, during coaching and in work/life situations, for taking new actions that lead to agreed-upon results.

Learning Objectives

›Co-design actions tied to the session goal.
›Build in experimentation and feedback loops.

Performance Criteria

›Each session ends with a specific, owned commitment.
›Actions stretch the client without overwhelming.

Assessment Standards

›Recorded session ends with a SMART or behaviour-design commitment.

CC-8 · Practitioner

Planning and Goal Setting

Develops and maintains an effective coaching plan with the client.

Learning Objectives

›Translate vision into 90-day, 30-day, and weekly goals.
›Apply SMART, OKR, and behaviour-design frameworks appropriately.

Performance Criteria

›Written coaching plan agreed within first 3 sessions.
›Plan revisited and adjusted at agreed intervals.

Assessment Standards

›Portfolio includes one full client coaching plan.

CC-9 · Practitioner

Managing Progress and Accountability

Holds attention on what is important for the client and leaves responsibility with the client to take action.

Learning Objectives

›Build accountability structures the client owns.
›Use missed commitments as coaching material, not punishment.

Performance Criteria

›Reviews prior commitments at start of each session.
›Distinguishes obstacle vs. avoidance.

Assessment Standards

›Client outcome report shows progress against original plan.

CC-10 · Foundational

Establishing the Coaching Agreement

Understands what is required in the specific coaching interaction and comes to agreement with the client about the coaching process and relationship.

Learning Objectives

›Set up logistics, confidentiality, fees, and scope in writing.
›Co-create session-level agreements.

Performance Criteria

›Written client agreement signed before paid work.
›Each session opens with a clear contract.

Assessment Standards

›Portfolio includes anonymised client agreement template.

Behaviour Change

BC-1 · Practitioner

Behaviour Design

Applies validated behaviour-change models (Stages of Change, COM-B, Fogg Behaviour Model, Tiny Habits, Identity-Based Habits) to client work.

Learning Objectives

›Diagnose Motivation × Ability × Prompt for any target behaviour.
›Design a starter habit small enough to do in 30 seconds.

Performance Criteria

›Selects the right framework for the client's stage of change.
›Designs habit stacks anchored to existing routines.

Assessment Standards

›Practical assessment: design and document one habit prescription.

BC-2 · Advanced

Identity-Based Coaching

Coaches the client at the level of identity, not just behaviour, to create durable change.

Learning Objectives

›Help the client name a desired identity and supporting evidence.
›Convert goals into identity statements.

Performance Criteria

›Session reframes at least one outcome goal as identity.

Assessment Standards

›Case study shows identity-level intervention and result.

BC-3 · Practitioner

Emotional Regulation Coaching

Coaches clients to regulate their nervous system, manage triggers, and recover from emotional setbacks.

Learning Objectives

›Teach grounding, breathwork, and reframing techniques.
›Distinguish coaching from therapy and refer when needed.

Performance Criteria

›Uses at least one validated regulation tool in session.
›Refers out when symptoms exceed coaching scope.

Assessment Standards

›Reflection journal includes one scope-of-practice decision.

Business

BZ-1 · Foundational

Niche and Positioning

Defines a clear coaching niche, ideal client, and market position.

Learning Objectives

›Write a niche statement in one sentence.
›Identify ideal-client demographics, psychographics, and pain points.

Performance Criteria

›Niche statement is specific, profitable, and ownable.

Assessment Standards

›Business plan section approved by reviewer.

BZ-2 · Practitioner

Signature Offer Design

Designs a transformational signature coaching offer with clear deliverables, outcomes, and price.

Learning Objectives

›Structure offers around outcomes, not time.
›Price to value with confidence.

Performance Criteria

›Offer document includes promise, process, proof, and price.

Assessment Standards

›Business plan includes one signature offer reviewed and approved.

BZ-3 · Practitioner

Marketing and Content

Builds visibility through ethical marketing and content aligned to the niche.

Learning Objectives

›Plan a repeatable weekly content rhythm.
›Use storytelling and case studies ethically (with consent).

Performance Criteria

›Has a documented 30-day content plan.

Assessment Standards

›Portfolio includes 4 weeks of published content.

BZ-4 · Practitioner

Sales and Enrolment

Conducts ethical sales conversations that serve the client first.

Learning Objectives

›Run a discovery call without manipulation.
›Hold price and boundaries with empathy.

Performance Criteria

›Discovery call uses diagnosis-before-pitch structure.
›Never uses scarcity, shame, or fear tactics.

Assessment Standards

›Recorded discovery call reviewed and approved.

BZ-5 · Practitioner

Client Experience and Retention

Designs an end-to-end client experience that produces results and referrals.

Learning Objectives

›Document onboarding, mid-engagement, and offboarding rituals.
›Collect outcome data ethically.

Performance Criteria

›Documented client journey from enquiry to alumni.

Assessment Standards

›Portfolio includes onboarding pack and outcome report.

BZ-6 · Practitioner

Coaching Business Systems

Operates the back-end of a coaching business — contracts, scheduling, payments, records — to professional standard.

Learning Objectives

›Implement contracts, invoicing, and secure record-keeping.
›Comply with data protection requirements.

Performance Criteria

›Uses written contracts, secure storage, and lawful invoicing.

Assessment Standards

›Business plan describes systems stack and data flow.