| Course | INHE 2002 Introduction to Health and Wellness Coaching |
|---|---|
| Week | Week 5 |
| Paper type | Goal-setting plan |
| Length | About 640 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 2002 Week 5
From "Stop Crashing at Three" to Two Checkable Walks: A Goal-Setting Plan Showing Each Turn That Narrowed a Client's Own Wish
Student Name
Walden University
INHE 2002: Introduction to Health and Wellness Coaching
Instructor Name
Month Day, Year
From "Stop Crashing at Three" to Two Checkable Walks: A Goal-Setting Plan Showing Each Turn That Narrowed a Client's Own Wish
The Wish in the Client's Words
Renee, the practice client from last week's transcript, a 38-year-old office administrator, opened the second session with: "I just want to stop crashing at three." The plan below keeps that sentence as its starting point and shows how the session narrowed it, one turn at a time, into a goal she could check at the end of a week. At no point did I improve the goal on her behalf. Where I was tempted to, the plan says so.
How the Wish Was Narrowed
Table 1
Turns that narrowed the goal, with the client's words at each step
| Step | Coach's question | Client's answer | What changed | |
|---|---|---|---|
| 1 | "What would not crashing look like?" | "Getting through the afternoon without rereading everything and grazing." | Outcome described in her terms | |
| 2 | "Which part feels most in your control?" | "The break. Tuesdays work because I leave my desk." | Focus moved from outcome to an action she named | |
| 3 | "What would you want to try?" | "Walk outside at lunch, like Tuesdays, but more days." | Action chosen by the client | |
| 4 | "How many days feels realistic for the next two weeks?" | "Two. Tuesday and Thursday. Not every day, I'll fail." | Frequency set by the client, lower than I would have suggested | |
| 5 | "How long a walk?" | "Fifteen minutes. That's what the deli walk takes." | Duration set from her own experience | |
| 6 | "When Friday comes, how would you check that it happened?" | "I'll put it in my calendar and mark it done." | A check the client can make herself | |
| 7 | "From 0 to 10, how sure are you that it will happen?" | "Eight. Seven if it rains." | Confidence measured; rain named as an obstacle | |
Questions are paraphrased from the session notes; answers are quoted as written in those notes.
The Goal as Set
For the next two weeks, I will walk outside for fifteen minutes at lunch on Tuesday and Thursday, and I will mark each walk done in my work calendar. If it rains, I will walk the indoor stairwell loop instead.
The goal is specific about what, when, how long and how it will be checked. Decades of goal-setting research favor precise, demanding goals over a loose "do your best" (Locke & Latham, 2002). In coaching, "challenging" has to be judged by the client; for Renee, two walks a week was a stretch, and she said so.
Where I Was Tempted to Improve the Goal
At step 4, I would have suggested walking every weekday. Renee said "Not every day, I'll fail," and two days was her choice. At step 5, I thought twenty minutes would be better for energy. I did not say so, because her fifteen came from a walk she already knew she could do. A goal set by the client and sized to her own confidence tends to get carried out more often than one the coach has polished, and collaborative goal-setting in primary care starts from what the patient chooses to work on for this reason (Bodenheimer & Handley, 2009).
The Confidence Check and the Rain Plan
Asking for a confidence rating from 0 to 10 is a standard coaching tool, and a rating of 7 or above usually suggests the plan is realistic (Miller & Rollnick, 2013). Renee's answer, "Eight. Seven if it rains," named an obstacle without being asked. Her own stairwell alternative turned that obstacle into part of the plan.
Review at the Next Session
At the next session, Renee will report how many walks she marked done and what she noticed about the afternoons that followed. Whether the walks change her energy is her question to answer, not a measure I set.
References
Bodenheimer, T., & Handley, M. A. (2009). Goal-setting for behavior change in primary care: An exploration and status report. Patient Education and Counseling, 76(2), 174-180. https://doi.org/10.1016/j.pec.2009.06.001
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
INHE 2002 Week 5 instructions, in plain terms
Goal-setting assignments ask students to show how a coaching conversation turns a client's general wish into a specific, measurable goal. Prompts commonly refer to SMART criteria or a similar framework and ask students to document the steps. Some also ask for a confidence or readiness rating and a plan for obstacles. Instructors look for goals that are both measurable and clearly owned by the client. Plans that present a polished goal with no record of how the client arrived at it, or that improve the client's goal so it matches what the coach thinks is best, usually lose credit even when the goal itself looks excellent on paper. Many ask for a follow-up date as well.
How this INHE 2002 Week 5 example is built
The plan opens with the client's wish in her exact words and a promise not to improve it. A table records seven steps, each with the coach's question, the client's answer and what changed. The goal is then stated in full, followed by a paragraph connecting its specificity to goal-setting research and explaining that challenge is judged by the client. A section admits two points where the coach wanted a bigger goal and did not say so, citing collaborative goal-setting. A section explains the confidence rating and the rain plan. A last section sets how the goal will be reviewed at the next session. Questions in the table are paraphrased from session notes while the client's answers are quoted, which keeps her words exact.
INHE 2002 Week 5 rubric: what earns full marks
Instructors generally reward a visible path from wish to goal, and the step-by-step table secures that share. A goal that names what, when, how long and how it will be checked earns credit for measurability. The strongest credit often goes to evidence of ownership: here, the admitted temptations to improve the goal are the clearest sign the client set it. Using a confidence scale and turning a named obstacle into part of the plan shows practical coaching skill. Linking specificity to goal-setting research and ownership to collaborative goal-setting supports the approach. A review plan that leaves interpretation to the client completes it.
INHE 2002 Week 5 help from the desk
Write down your client's wish exactly as they said it. Record each question you asked and each answer they gave as the goal narrowed. Let the client set the frequency, duration and how they will check it, even if you would choose differently. Ask for a confidence rating and explore anything below seven. Turn any obstacle the client names into part of the plan. Note any moment you were tempted to change their goal. If your goals keep sounding like yours instead of your client's, we can help you build a sample plan from your session notes. Quote the client's answers exactly, even when your own questions are paraphrased.
Get a INHE 2002 Week 5 example written to your instructions
Send the plan prompt, any template your classroom supplies and the rubric, and one finished INHE 2002 goal-setting plan comes back inside 24-48 hours, free the first time. The client here is illustrative. If your version rests on a practice client of your own, none of that material passes through the desk, and what the page demonstrates is document shape.
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- INHE 2002 Week 4: Session Transcript
- INHE 2002 Week 6: Declining the Answer Post
- INHE 2002 Week 7: Client Scenario
- INHE 2002 Week 8: Referral Scenario
- INHE 2002 Week 9: Coaching Plan
- INHE 2002 Week 10: Peer Critique
- INHE 2002 Week 11: Coaching Voice Reflection
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INHE 2002 Week 5 questions, answered
Where can I find a free INHE 2002 Week 5 sample paper?
Here you can follow the session table that turned one client's wish into two checkable walks.
What was the client's original wish?
"I just want to stop crashing at three."
What goal did she set?
Two fifteen-minute lunchtime walks on Tuesday and Thursday for two weeks, marked in her calendar.
Why not walk every day?
The client chose two days, saying every day would set her up to fail.
What is a confidence rating for?
It checks whether the plan feels realistic; her rating was eight, seven if it rains.