The paper presents the conceptualization of coaching, which means it describes the process how the meaning of coaching was determined. At the beginning the etymology and semantics of coaching and its origin is described. Th e author makes then a critical review of coaching defi nition in three diff erent perspectives: historical, alternative and classic. Next, the coaching relationships to other form of intervention and its taxonomy are presented. At the end an author’s defi nition of coaching in organizational approach is introduced.

In the focus of the author of the article questions are questions related to the process of defining and building the identity of the individual in the process of coaching. The starting point for the discussion is the assumption that the post-modern world, the knowledge and experience mediated through the media, shape the identity of individuals, as well as the order of social relations. The author verifies many psychological and sociological definitions of individual identity and the process of building one’s lifestyle. The question of whether an individual knows himself and knows how to thoughtfully build „yourself ” is an issue that is intertwined in the article’s multithreaded analysis of the identity of a man with everyday issues raised by the coaches in the coaching of an individual. According to the author coaching is a process that prepares the body to function in the world, according to the identity defined and worked out during the coaching sessions.

This article discusses issues related to the terminological ambiguity of the coaching concept. This paper is the expanded and updated version of the scientific description of coaching from 2011. A thorough review of coaching definitions found in the literature is performed, and several definitions of coaching incorporating the key aspects of the issue are presented. Furthermore, an analysis of coaching varieties is presented, along with a synthetic approach to key forms of coaching.

Educational paradigm, as a part of thinking about lifelong education, is permanently inscribed in the reality of current education. More and more excellent methods to support individuals’ development are being sought. This article is an in-depth reflection on the coaching practice area. It is based on the analysis within a case study method. Besides its aim is careful explanation and description of professional competences development process. The outcomes draw the individual’s transformation process according to the concept of “becoming” and process of constructing a new definition of self, which is accessible in three steps.

Ethics form the very foundation of professional coaching. In order to become a recognized profession, not only does coaching need a set of professional standards, definitions or a credentialing system, but also strong ethical guidelines. Coaches need to draw upon a number of factors to ensure the highest quality of their services: their thorough awareness of ethics in coaching, their ethical sensitivity, as well as their understanding of and commitment to professional ethics.