Introduction to Life Coaching – LIFC 501

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/08/2022

Course Description

This course serves as an introduction of professional coaching from a Christian perspective with special attention given to coaching theories, practice, skills, and various coaching specialties.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


Coaching is a vital new helping field that is growing daily. Some of the core skills for the coaching profession are the same as the counseling profession: building a relationship and learning to effectively communicate with the client. This course helps to understand the differences and similarities between the two fields and the opportunity to broaden the scope of help for people in need. If there is ever a time for godly leadership, servanthood and biblical counsel, it is now. This course seeks to meet that challenge by equipping students with the basic foundations of life coaching and biblically guide individuals asking for help.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Analyze the practice of coaching from a business standpoint.
    2. Evaluate the practice of professional coaching and the integration of Christian faith.
    3. Synthesize biblical models of professional coaching with regards to characteristics on individuals and groups.
    4. Identify the scriptural and spiritual foundations of life coaching.
    5. Construct a biblical worldview for effective life coaching.
    6. Discuss ethical guidelines and standards in life coaching.
    7. Analyze essential theories and models of life coaching.
    8. Summarize specialties in life coaching.

Course Assignment

Textbook readings and lecture notes

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussions (4)

The student will complete 4 Discussions that specifically relate to the course content.  Each discussion will be completed in 2 parts: 1) the student will submit a thread in answer to the question provided and 2) the student will then post replies to at least 2 other classmates’ threads. The student must review the grading rubric and instructions provided within the course before beginning this assignment.

Book Review Assignments (2)

The student will complete 2 book reviews. The first book review will be over the Webb text. The second book review will be over the Blackaby & Royall text. Each book review must be 4–5 full pages and include the following 3 sections: Overview/summary of author's key points, Personal response, and Application to the student as a life coach. The student must review the grading rubric and instructions provided within the course before beginning this assignment.

Case Study: Coaching Clients Through Transition Assignment

For the case study assignment, the student will write a 5–7 page case study paper (with title, abstract, and reference pages.) At least 4 scholarly references from within the past 7 years are required. For this written assignment, the student will identify 2 challenging transitions that people often go through at some point in their lives and explain how a coach could help individuals through such transitions. The student will also address how the topics and approaches covered will impact the student’s coaching ministry/business as well as the student’s personal life.

Quizzes (2)

The student will complete 2 quizzes that are cumulative and cover the material presented in the lecture presentations and class readings in the weekly modules of Blackboard. Quiz: Miderm covers presentation materials from Weeks 1–4 as well as the Webb text. The Quiz: Final covers presentation materials from Weeks 5–8 as well as the Blackaby & Royall text. Each quiz is open book/open notes and 25 multiple-choice questions. Both quizzes are timed and need to be completed within the allotted 60 minute time-frame. Points will be deducted for the student going beyond the allotted 60 minute time-frame.