{"id":{"repo_id":"whiterose","oai_identifier":"oai:etheses.whiterose.ac.uk:788"},"canonical_url":"https://search.dev.ndltd.org/etd/whiterose/oai:etheses.whiterose.ac.uk:788","repository":{"repo_id":"whiterose","name":"White Rose University Consortium","base_url":"https://etheses.whiterose.ac.uk/cgi/oai2"},"display":{"title":"Questions in Coaching Conversations Questions and Actions of Questioning in Danish Coach-Client Interactions","abstract":"This dissertation is a conversation analytical study of coaching interactions between Danish trainee coaches and clients. The study focuses on how coach and client accomplish coaching: specifically on the questioning actions of the coach; how the roles of the coach as the questioner and the client as the answerer substantiate a non-directive coaching principle; and how the practices used enhance the client's epistemic authority. Chapter 2 shows three question types: information elicitation questions, future-orientation questions and hypothetical questions. The different question types display different assumptions about the client's state of knowledge. The analyses show how the future-orientation questions and the hypothetical questions underline the role of the coach as helping the client unpack untapped potential. The questions evoke reflexivity, and they attribute epistemic authority to the client. Chapter 2, furthermore, identifies complex question constructions that evaluate, advise and direct the client. As such, if coaching is aiming to be non-directive, the question-answer turn-taking structure can work against a coach wanting to advise. Chapters 3 and 4 show how direction and guidance can be done through questioning constructions. The quote-question constructions (chapter 3) and the formulations (chapter 4) show practices by which the coach leads the interaction in a specific direction. These practices exercise topic control and thereby present the most constructive point of departure in relation to the client's learning process. The knowledge imbalance between the participants displayed when asking questions and the knowledge-ownership imbalance displayed when formulating are seen as essential in upholding the role of the coach and the client as facilitator and learner, respectively. Therefore, working to maintain these imbalances can be seen as a salient aspect of conducting coaching.","abstract_html":"This dissertation is a conversation analytical study of coaching interactions between Danish trainee coaches and clients. The study focuses on how coach and client accomplish coaching: specifically on the questioning actions of the coach; how the roles of the coach as the questioner and the client as the answerer substantiate a non-directive coaching principle; and how the practices used enhance the client's epistemic authority. Chapter 2 shows three question types: information elicitation questions, future-orientation questions and hypothetical questions. The different question types display different assumptions about the client's state of knowledge. The analyses show how the future-orientation questions and the hypothetical questions underline the role of the coach as helping the client unpack untapped potential. The questions evoke reflexivity, and they attribute epistemic authority to the client. Chapter 2, furthermore, identifies complex question constructions that evaluate, advise and direct the client. As such, if coaching is aiming to be non-directive, the question-answer turn-taking structure can work against a coach wanting to advise. Chapters 3 and 4 show how direction and guidance can be done through questioning constructions. The quote-question constructions (chapter 3) and the formulations (chapter 4) show practices by which the coach leads the interaction in a specific direction. These practices exercise topic control and thereby present the most constructive point of departure in relation to the client's learning process. The knowledge imbalance between the participants displayed when asking questions and the knowledge-ownership imbalance displayed when formulating are seen as essential in upholding the role of the coach and the client as facilitator and learner, respectively. Therefore, working to maintain these imbalances can be seen as a salient aspect of conducting coaching.","abstract_has_math":false,"creators":["Diget, Anna Mark"],"institution":"University of York","degree_name":"MA by research","degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Drew, Paul"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01","date_published":"2010-01","updated_at":"2026-07-24T06:03:42Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Drew, Paul"]},{"key":"dc:creator","label":"Author","values":["Diget, Anna Mark"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-01-04"]},{"key":"dc:date.issued","label":"Date","values":["2010-01"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of York"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Sociology (York)"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of York"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://etheses.whiterose.ac.uk/id/eprint/788/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MA by research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://etheses.whiterose.ac.uk/id/eprint/788/1/Anna_M_Diget_2010.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation is a conversation analytical study of coaching interactions between Danish trainee coaches and clients. The study focuses on how coach and client accomplish coaching: specifically on the questioning actions of the coach; how the roles of the coach as the questioner and the client as the answerer substantiate a non-directive coaching principle; and how the practices used enhance the client's epistemic authority. Chapter 2 shows three question types: information elicitation questions, future-orientation questions and hypothetical questions. The different question types display different assumptions about the client's state of knowledge. The analyses show how the future-orientation questions and the hypothetical questions underline the role of the coach as helping the client unpack untapped potential. The questions evoke reflexivity, and they attribute epistemic authority to the client. Chapter 2, furthermore, identifies complex question constructions that evaluate, advise and direct the client. As such, if coaching is aiming to be non-directive, the question-answer turn-taking structure can work against a coach wanting to advise. Chapters 3 and 4 show how direction and guidance can be done through questioning constructions. The quote-question constructions (chapter 3) and the formulations (chapter 4) show practices by which the coach leads the interaction in a specific direction. These practices exercise topic control and thereby present the most constructive point of departure in relation to the client's learning process. The knowledge imbalance between the participants displayed when asking questions and the knowledge-ownership imbalance displayed when formulating are seen as essential in upholding the role of the coach and the client as facilitator and learner, respectively. Therefore, working to maintain these imbalances can be seen as a salient aspect of conducting coaching."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Questions in Coaching Conversations Questions and Actions of Questioning in Danish Coach-Client Interactions"]}]}],"canonical_facts":{"dc:contributor.advisor":["Drew, Paul"],"dc:creator":["Diget, Anna Mark"],"dc:date":["2010-01-04"],"dc:date.issued":["2010-01"],"dc:description.abstract":["This dissertation is a conversation analytical study of coaching interactions between Danish trainee coaches and clients. The study focuses on how coach and client accomplish coaching: specifically on the questioning actions of the coach; how the roles of the coach as the questioner and the client as the answerer substantiate a non-directive coaching principle; and how the practices used enhance the client's epistemic authority. Chapter 2 shows three question types: information elicitation questions, future-orientation questions and hypothetical questions. The different question types display different assumptions about the client's state of knowledge. The analyses show how the future-orientation questions and the hypothetical questions underline the role of the coach as helping the client unpack untapped potential. The questions evoke reflexivity, and they attribute epistemic authority to the client. Chapter 2, furthermore, identifies complex question constructions that evaluate, advise and direct the client. As such, if coaching is aiming to be non-directive, the question-answer turn-taking structure can work against a coach wanting to advise. Chapters 3 and 4 show how direction and guidance can be done through questioning constructions. The quote-question constructions (chapter 3) and the formulations (chapter 4) show practices by which the coach leads the interaction in a specific direction. These practices exercise topic control and thereby present the most constructive point of departure in relation to the client's learning process. The knowledge imbalance between the participants displayed when asking questions and the knowledge-ownership imbalance displayed when formulating are seen as essential in upholding the role of the coach and the client as facilitator and learner, respectively. Therefore, working to maintain these imbalances can be seen as a salient aspect of conducting coaching."],"dc:format":["text"],"dc:identifier.uri":["https://etheses.whiterose.ac.uk/id/eprint/788/1/Anna_M_Diget_2010.pdf"],"dc:publisher.commercial":["University of York"],"dc:publisher.department":["Sociology (York)"],"dc:publisher.institution":["University of York"],"dc:relation.isreferencedby":["https://etheses.whiterose.ac.uk/id/eprint/788/"],"dc:title":["Questions in Coaching Conversations Questions and Actions of Questioning in Danish Coach-Client Interactions"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["masters"],"dc:type.qualificationname":["MA by research"]},"updated_at":"2026-07-24T06:03:42Z"}