INHE 2002 Week 9 Coaching Plan Example

Course	INHE 2002 Introduction to Health and Wellness Coaching
Week	Week 9
Paper type	Coaching plan
Length	About 660 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 9

Three Months, Six Sessions, and the Parts the Client Wrote: A Coaching Plan for Afternoon Energy Built Around a Client's Own Vision

Student Name

Walden University

INHE 2002: Introduction to Health and Wellness Coaching

Instructor Name

Month Day, Year

What this page is doingThe title flags which parts of the document belong to the client, the feature that separates a coaching plan from a care plan.

Three Months, Six Sessions, and the Parts the Client Wrote: A Coaching Plan for Afternoon Energy Built Around a Client's Own Vision

The Engagement

This plan covers three months of coaching with Renee, the 38-year-old office administrator from earlier weeks, a fictional practice client. It replaces a single goal with a whole engagement: what she wants at the end, what happens between sessions, how progress is reviewed and who wrote each part. Sections marked "client's words" were written by Renee during the planning session and are reproduced unedited. Everything else is the coach's structure around them.

What this page is doingMarking which parts the client wrote makes ownership visible on the page.

Vision (Client's Words)

"By the end of summer I want to get through a Thursday afternoon, which is my worst day, without rereading emails and eating out of the vending machine. I want to leave work with enough left to cook dinner, not just microwave something."

Structure of the Engagement

Table 1

Sessions, focus and between-session work over three months

Weeks	Session focus	Between-session work, chosen by the client \|
1 to 2	Review the Tuesday and Thursday walks; decide whether to keep, change or add	Walks on the chosen days, marked in calendar \|
3 to 4	Explore lunch: what she eats, when, and what gets in the way	Notice which days she eats lunch and what happens after \|
5 to 6	Client-chosen focus from what she noticed	Action the client sets at session 3 \|
7 to 8	Review the first half; revisit the vision	Client writes a short note on what has changed \|
9 to 10	Strengthen what is working; plan for disruptions such as busy weeks	Client-chosen action \|
11 to 12	Final review against the vision; plan for after coaching	Client writes her own maintenance plan \|

Sessions are every two weeks, thirty minutes each; the focus of sessions 3 and 5 is left open on purpose.

Why Some Sessions Are Left Open

Sessions 3 and 5 have no fixed topic because the plan should follow what Renee learns, not what the coach predicted. Collaborative goal-setting works as a cycle in which each goal is reviewed and the next one set from what the patient found (Bodenheimer & Handley, 2009). Filling every session in advance would turn the plan into a program delivered to her.

How Progress Is Reviewed

Progress is measured against Renee's vision, not against outside targets. At each session she rates her worst afternoon of the past two weeks on a 0 to 10 scale she chose, where 0 is "useless by three" and 10 is "fine until five," and reports how many planned actions she completed. These two numbers are hers to interpret. At the midpoint and the end, she compares them with her vision and says whether it still describes what she wants.

Parts the Client Wrote

Besides the vision, Renee wrote three other parts: her rating scale, her maintenance plan at the end, and the midpoint note. The coach's contribution is structure, questions and records. Coaching reviews describe the client as the source of goals and the coach as a guide to the process (Wolever et al., 2013), and this division of authorship puts that description on paper.

What this page is doingListing exactly what the client wrote turns the claim of client-centeredness into something checkable.

Boundaries Built Into the Plan

If anything Renee reports during the three months points to a medical question, such as persistent fatigue that does not change with any of her actions, the plan pauses and she is encouraged to see her doctor. Fatigue can have medical causes a coach cannot assess. The compendium of health coaching research describes coaching as complementary to clinical care, not a substitute for it (Sforzo et al., 2018).

What Happens After

In the final session, Renee writes her own maintenance plan, including what she will do in a busy week and how she will know if the afternoons slip. Change that a client can sustain without the coach is the measure of a successful engagement, and planning for setbacks is part of that work (Miller & Rollnick, 2013).

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

Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

Sforzo, G. A., Kaye, M. P., Todorova, I., Harenberg, S., Costello, K., Cobus-Kuo, L., Faber, A., Frates, E., & Moore, M. (2018). Compendium of the health and wellness coaching literature. American Journal of Lifestyle Medicine, 12(6), 436-447. https://doi.org/10.1177/1559827617708562

Wolever, R. Q., Simmons, L. A., Sforzo, G. A., Dill, D., Kaye, M., Bechard, E. M., Southard, M. E., Kennedy, M., Vosloo, J., & Yang, N. (2013). A systematic review of the literature on health and wellness coaching: Defining a key behavioral intervention in healthcare. Global Advances in Health and Medicine, 2(4), 38-57. https://doi.org/10.7453/gahmj.2013.042

The Walden INHE 2002 Week 9 instructions

Coaching plan assignments ask students to design a full coaching engagement rather than a single session. Prompts typically ask for the client's vision or long-term goal, the number and focus of sessions, between-session activities, the yardstick for progress and the way the engagement closes. Some ask students to show how the client participated in writing the plan. Instructors look for plans that stay client-led across the whole engagement. Plans that fill every session with coach-chosen topics, or that measure progress only by outside targets, tend to read as programs delivered to the client rather than coaching, and usually earn less credit. Many prompts also ask how the coach will handle a session the client misses or a month that goes badly.

How the INHE 2002 Week 9 example is put together

The plan opens by describing the engagement and explaining that sections marked as the client's words are hers, unedited. Her vision follows in quotation. A table sets out six sessions across twelve weeks with focus and client-chosen between-session work. A section explains why two sessions are left open, citing collaborative goal-setting as a cycle. Another describes the 0 to 10 scale she designed and how progress is reviewed. A section lists every part she wrote. The plan closes with built-in boundaries for medical questions, citing the coaching literature compendium, and with her maintenance plan for after coaching. The client is fictional, and her vision is reproduced without any correction to its wording or grammar.

INHE 2002 Week 9 rubric: what earns full marks

Instructors generally reward a plan that stays client-led across its whole length. A vision in the client's own words secures a solid share. Leaving sessions open, with a reason, earns credit because it shows the plan will follow the client. Progress measured on a scale the client designed is often what separates strong plans from merely organized ones. Listing exactly what the client wrote makes ownership checkable. Built-in boundaries for medical concerns show the student carries scope into planning. Planning for the end of coaching, with a client-written maintenance plan, completes an engagement designed to last beyond the coach. Session lengths and spacing are stated clearly, so the plan could be scheduled from the page.

INHE 2002 Week 9 help from the desk

Start with the client's vision in their own words and do not edit it. Sketch the sessions, but leave some topics open so the plan can follow what the client learns. Let the client choose between-session work. Measure progress against the vision, ideally on a scale the client helps design. Mark which parts the client wrote. Add a boundary for anything that may need a clinician. Plan how the engagement ends. If your plan reads like a program you will deliver, we can help reshape a sample around your client. Give the session length and spacing so the plan can actually be booked.

Get a INHE 2002 Week 9 example written to your instructions

Send the plan prompt, any template the classroom provides and the rubric, and a finished INHE 2002 coaching plan comes back inside 24-48 hours, free for a first sample. Its client is illustrative. Where your own document rests on someone you have actually coached, that record is yours alone, and the sample gives structure and attribution style.

More INHE 2002 papers and BS in Integrative Health samples

INHE 2002 Week 9 questions, answered

Where can I find a free INHE 2002 Week 9 sample paper?

Here you can read the three-month plan in full, with the client's own sections marked.

How many sessions does the plan include?

Six sessions, every two weeks, over three months.

Why are two sessions left open?

So the plan follows what the client learns instead of what the coach predicted.

How is progress measured?

On a 0 to 10 scale the client designed, against her own vision.

Which parts did the client write?

Her vision, her rating scale, a midpoint note and her maintenance plan.