Universal Coaching Alliance
Advancing Coaching Through Research and Insight
Evidence-informed practice. Professional credibility. Real-world impact.
Professional coaching is not a trend. It is a research-backed, evidence-informed discipline that supports performance, wellbeing, leadership capability, and measurable organisational impact.
At UCA, we believe that great coaching integrates rigorous evidence with ethical standards, reflective supervision, and real-world practice. As the profession continues to evolve, maintaining an informed and responsible evidence base is essential to credibility, public trust, and sustainable impact.
UCA Research & Publications
UCA is committed to contributing to the advancement of professional coaching through research, industry insight, and evidence-based guidance.
This section features research conducted, commissioned, or formally published by UCA. Where UCA shares full reports or commissioned studies, these are clearly identified and appropriately attributed.
Our aim is to support accredited practice, inform professional standards, and contribute to the ongoing development of coaching as a recognised discipline.
At UCA, we believe that great coaching integrates rigorous evidence with ethical standards, reflective supervision, and real-world practice. As the profession continues to evolve, maintaining an informed and responsible evidence base is essential to credibility, public trust, and sustainable impact.
UCA Supervision
Discovery Survey
Here at the UCA we’re taking a fresh look at coaching supervision, and we’d really value your perspective.
We’ve created a short survey to better understand:
- How coaches are currently engaging with supervision (or not)
- What’s working well
- And, if you had a wish list, what ideal supervision would look like for you – in terms of format, frequency, style and cost
TBC
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TBC
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Research Shared in Partnership
Shared with permission. Fully attributed.
UCA is proud to share selected research provided by respected researchers, practitioners, and organisations within our professional community. This work is shared with permission and remains the intellectual property of the original authors and publishers.
All partner research is clearly attributed and presented in alignment with UCA’s commitment to evidence-informed, ethical, and professionally accountable practice.
We value these collaborations as part of our ongoing mission to strengthen the credibility and advancement of coaching globally.
The Strength Report 2025
Inside UK Coaching: Who Has It, Why It Helps and What Holds It Back
The Strength Report 2025, produced by Be Business Fit, provides a snapshot of how leadership coaching is experienced across UK workplaces today. Based on 170 survey responses collected over a 69-day period, the report explores who currently accesses coaching, the perceived benefits, and the barriers limiting wider availability.
The findings suggest strong appetite and perceived value across leadership levels, alongside persistent challenges including cost perceptions, ROI concerns, and cultural barriers. The report also examines the gap between training and behavioural change, highlighting opportunities to integrate coaching more systematically into leadership development.
This research was independently peer reviewed by industry coaches to ensure balance and professional integrity. It remains the intellectual property of Be Business Fit and is shared here with permission.
Attribution
Author: Sam Heighway, Founder, Be Business Fit
Organisation: Be Business Fit
Report: The Strength Report 2025
Peer Review: Independently reviewed by industry coaches (as acknowledged within the report)
Copyright: © Be Business Fit
Teachers’ Perceptions of Cognitive Coaching:
Impacts on Self-Efficacy, Improvement and Growth
This peer-reviewed study explores how cognitive coaching is perceived by teachers and the ways in which it supports their professional growth. Drawing on qualitative and survey-based data, the research highlights a strong link between cognitive coaching and enhanced teacher self-efficacy, reflective growth, optimism, and improvements in classroom practice. Participants reported that coaching supported deeper reflection on instructional approaches and contributed to increased confidence in managing classroom challenges and professional responsibilities.
These findings contribute to a growing evidence base showing that instructional and cognitive coaching has measurable benefits for teacher development and practice — in this case emphasising the relational and reflective mechanisms through which coaching fosters growth. The research provides useful insights for educators, coaching practitioners, and organisations invested in coaching-based professional development.
Note: Full text is available via licensed publication; access may require institutional subscription or request from the authors
Attribution
Author: Laura-Lee Entwistle & Laura Rees-Davies
Journal: Coaching: An International Journal of Theory, Research and Practice
Title: Teachers’ perceptions of cognitive coaching: impacts on self-efficacy, improvement and growth
DOI: 10.1080/17521882.2025.2570687
Publication Year: 2025
Type: Empirical research study
Shared with permission: (if you have permission)
Copyright: © 2025 Taylor & Francis Group
UCA is committed to evidence-informed practice grounded in integrity, transparency, and professional accountability.
UCA welcomes submissions from researchers, academics, practitioners, and industry specialists who wish to contribute to the advancement of professional coaching.
We are particularly interested in research that strengthens the evidence base for coaching practice, supervision, leadership development, organisational impact, ethics, and emerging areas such as artificial intelligence.
All submissions are reviewed for relevance, methodological integrity, and alignment with UCA professional standards. Where accepted, research will be appropriately attributed and may be featured within the UCA Knowledge Hub, research summaries, or future publications.
To submit research for consideration, please contact info@universalcoachingalliance.org with a summary of your study, publication details, and confirmation of permission to share.
UCA reserves the right to decline submissions that do not meet professional, ethical, or evidentiary standards.
UCA Research Governance Framework
Professional credibility depends on evidence integrity. The UCA Research Governance Framework outlines the principles, standards, and review processes that guide how research is evaluated, curated, and presented within the UCA Knowledge Hub.
It reflects our commitment to transparency, methodological integrity, ethical responsibility, and clear attribution across all research categories — including UCA publications, partner research, and curated third-party studies.
Submit Research
Professional credibility depends on evidence integrity. The UCA Research Governance Framework outlines the principles, standards, and review processes that guide how research is evaluated, curated, and presented within the UCA Knowledge Hub.
It reflects our commitment to transparency, methodological integrity, ethical responsibility, and clear attribution across all research categories — including UCA publications, partner research, and curated third-party studies.
Coaching Research & Evidence Base
Professional coaching draws upon a broad and growing body of academic research, industry studies, leadership science, psychology, and emerging interdisciplinary fields. The themes below provide an overview of established and evolving research areas that inform coaching practice, supervision, leadership development, and AI integration.
These summaries are drawn from peer-reviewed publications, recognised professional body research, and global industry reports to present an accessible view of the current evidence base supporting the effectiveness and credibility of coaching.
UCA curates this research to support informed practice, professional accountability, and future-ready coaching standards.
Summary
A substantial body of research demonstrates that professional coaching positively impacts goal attainment, performance, and self-regulation. A widely cited meta-analysis reviewing controlled studies found statistically significant positive effects on performance, wellbeing, coping, work attitudes, and goal-directed self-regulation.
Global industry research further supports these findings, reporting that organisations most commonly use coaching to improve leadership effectiveness, productivity, and individual performance. Coaching is increasingly recognised as a structured development intervention rather than an informal support conversation.
Key Sources
- Theeboom, T., Beersma, B., & van Vianen, A. (2014). The effects of coaching on performance and wellbeing: A meta-analysis, Journal of Positive Psychology.
- International Coaching Federation (2020). Global Coaching Study.
- Chartered Institute of Personnel and Development (CIPD). Learning and Skills at Work reports.
Summary
Research examining the financial impact of coaching suggests that many organisations report positive returns on investment. A global study involving senior executives found that organisations surveyed reported significant value creation from coaching interventions, including improvements in productivity, leadership capability, and employee engagement.
Subsequent industry surveys have echoed these findings, indicating that coaching programmes are frequently retained and expanded following pilot initiatives due to perceived organisational benefit. Outcomes vary by context, but structured coaching interventions are consistently associated with measurable value.
Key Sources
- International Coaching Federation & PricewaterhouseCoopers (2009). Global Coaching Client Study.
- Manchester Consulting Group (2001). Executive Coaching Study.
- Institute of Leadership & Management (2011). Creating a Coaching Culture.
Summary
Academic research in coaching psychology indicates that structured coaching interventions can positively influence psychological wellbeing, resilience, and stress management. Workplace studies show improvements in confidence, emotional regulation, solution-focused thinking, and goal clarity.
Research grounded in positive psychology highlights that coaching can strengthen self-efficacy and adaptive coping strategies. Coaching remains distinct from therapeutic intervention by focusing on forward-looking goal attainment while contributing to improved mental resilience.
Key Sources
- Grant, A. M. (2014). The efficacy of executive coaching in times of organisational change, Journal of Change Management.
- British Psychological Society – Division of Coaching Psychology publications.
- Harvard Business Review leadership and wellbeing research summaries.
Summary
Leadership development research consistently identifies coaching as a high-impact intervention for behavioural change. Studies report improvements in emotional intelligence, strategic thinking, communication effectiveness, and decision-making capability among leaders who engage in structured coaching.
Research grounded in intentional change theory suggests that sustainable leadership development occurs when individuals engage in reflective dialogue and goal-oriented behavioural experimentation — core elements of professional coaching practice.
Key Sources
- Center for Creative Leadership (CCL). Leadership development research.
- Boyatzis, R. E. (2006). An overview of intentional change theory.
- Chartered Management Institute (CMI). Leadership development research findings.
Summary
Coaching supervision is increasingly recognised as a critical component of professional practice. Research and professional body reports indicate that supervision supports reflective practice, ethical decision-making, and practitioner resilience.
Supervision provides a structured space for coaches to review client work, explore relational dynamics, and strengthen professional judgement. Emerging evidence suggests that supervised coaches demonstrate higher levels of professional maturity and reduced risk of burnout.
Key Sources
- Hawkins, P. (2012). Coaching Supervision: Advancing Practice, Changing Landscapes.
- European Mentoring and Coaching Council (EMCC). Research and position papers.
- Association for Coaching (AC). Supervision reports and guidance.
Summary
Research in neuroscience has explored how insight-driven conversations influence brain activity associated with learning and behavioural change. Studies suggest that when individuals generate their own insights, there is increased activation in areas linked to self-regulation, problem-solving, and motivation.
Coaching approaches that rely on inquiry rather than advice align with research on neuroplasticity and self-directed change. Insight-based dialogue appears to increase ownership and long-term behavioural adaptation compared to externally imposed solutions.
Key Sources
- Rock, D. (2008). SCARF: A brain-based model for collaborating with and influencing others.
- NeuroLeadership Institute publications.
- Siegel, D. J. (2010). The Mindful Therapist and related interpersonal neurobiology research.
UCA Position on AI in Coaching
UCA recognises that artificial intelligence is reshaping the professional landscape, including coaching, supervision, and leadership development. We view AI as a complementary tool that can enhance reflection, insight generation, and accessibility of developmental conversations.
However, accredited professional coaching remains a distinctly human practice. Ethical judgement, relational depth, contextual awareness, and psychological safety cannot be automated. Professional coaches retain responsibility for safeguarding, confidentiality, boundaries, and complex behavioural change processes.
UCA supports the responsible integration of AI within coaching practice where it:
Enhances — but does not replace — professional judgement
Maintains confidentiality and data protection standards
Operates within clear ethical boundaries
Is transparently disclosed to clients
Supports continued professional development rather than bypassing it
As AI technologies evolve, UCA remains committed to evidence-informed guidance, ethical governance, and ongoing dialogue to ensure that coaching practice remains credible, professional, and future-ready.
Research Use & Attribution
UCA provides summaries of third-party research for educational and professional reference purposes. Copyright remains with the original authors and publishers. UCA does not claim ownership of the cited studies.
Where permission has been granted to share research in full or in part, this is clearly stated and appropriately attributed. Research conducted or commissioned by UCA is identified as such.
1 Year of UCA: Celebrating Growth, Impact & the Future of Coaching! 