| Course | HW350 Principles of Health Coaching |
|---|---|
| Unit | Unit 10 |
| Paper type | Coaching plan |
| Length | About 870 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health and Wellness |
| Updated | October 2026 |
Free sample paper for HW350 Unit 10
Twelve Sessions Built on Her Reasons: A Unit 10 Coaching Plan Integrating Self-Determination Theory, Stages of Change and Positive Psychology
[Student Name]
Purdue University Global
HW350: Principles of Health Coaching
Unit 10 Coaching Plan
[Instructor Name]
[Date]
The client, sessions and measures are composite; the frameworks and studies cited are real.
Gloria's Vision
In session one, asked what her life would look like a year from now if coaching went well, Gloria said: "I have my energy back, I'm walking every day like I used to, I'm not on diabetes pills and I can chase my granddaughter around the park." Every goal in the plan serves that vision, which is hers rather than the clinic's.
The Frameworks and Their Jobs
Self-determination theory sets the stance: support her autonomy, build her competence and use her relationships, because motivation that comes from her own values is more likely to last (Ryan & Deci, 2000).
The transtheoretical model sets the pace: action for walking, which she is ready for; exploration for afternoon snacking, which she is not yet ready to change (Prochaska & DiClemente, 1983).
Positive psychology supplies strength-based tools drawn from the PERMA elements: walks that end with someone waiting and a nightly notebook of good moments (Seligman, 2011).
Self-efficacy theory guides how confidence is built: through her own small successes, peers like her, specific encouragement and better reading of her knee's signals (Bandura, 1977).
Motivational interviewing is the method in every conversation: open questions, reflections, permission before information and summaries.
Each framework has one job in the plan, and none of them is allowed to choose Gloria's goals for her.
Phase One: Sessions 1 to 3, Engagement and Vision
Build the relationship, clarify her vision, review intake findings and agree on first steps. Coach skills: open questions and reflections. First goal, chosen by Gloria: walk her granddaughter home from school twice a week. Measures: confidence ruler, step count, sleep rating.
Phase Two: Sessions 4 to 8, Action and Confidence
Build walking up to four or five days, add the Saturday walk with choir friends, start the bedtime good-things notebook and try the pause before afternoon snacks. Explore the afternoons without pressure, which led her to volunteer at her church office. Coach skills: affirmations, problem solving her barriers, the 5A structure. Measures: steps, confidence, sleep rating, number of pauses before snacking.
Phase Three: Sessions 9 to 12, Maintenance and Ending
Hand the problem solving to Gloria, choose indoor walking for the winter and space the last sessions a month apart, ending with a check-in four weeks after the final one. Evidence that coaching gains are often partly or fully sustained after programs end supports planning for maintenance rather than assuming it (Ahmann et al., 2023).
Session Structure
Each 30-minute session follows the same pattern: a check-in on mood and any health changes; review of her log; her choice of focus; exploration using motivational interviewing; her next step in her words; and a summary. The mood check-in follows the program's referral process.
Measures and Targets
Steps. From about 3,000 a day at intake toward 8,000 by session twelve, a target she set.
Confidence for walking. From 4 out of 10 toward 8, including a separate rating for winter.
Sleep quality. From an average of 4 out of 10 toward 7.
Clinical markers. A1C and blood pressure are monitored by her nurse practitioner at the three- and six-month visits; coaching does not interpret them.
What Could Change the Plan
The plan sets a direction and can bend. If her nurse practitioner changes her medical plan, coaching goals adjust to support it. If her counselor recommends a different focus for a period, such as grief over retirement, coaching may slow down. If she reaches her walking goals early, she may choose to work on afternoon eating sooner. Each change is her decision, discussed in a session and noted in the record.
Team and Referral Points
The nurse practitioner receives a brief note after each session and is contacted the same day for any medication change, new symptom or reading outside the ranges she set. Gloria's counselor supports her mood, and the coach shares which exercises coaching is using. Any sign of a mental health crisis follows the program's crisis procedure.
Ending Well
The final session reviews what she accomplished, how she will respond when motivation dips and whom she will turn to. She will leave with her log, her winter plan and the names of the choir walkers. The plan counts as successful if she is still walking at the one-month check-in, not only if she met her targets during the program.
How Gloria Will Know It Worked
She chose her own test: being able to walk the whole two-mile loop to the park with her granddaughter on a Saturday in March without stopping to rest her knee.
Conclusion
The plan gives Gloria twelve sessions in three phases built on her own vision. Self-determination theory sets the stance, the transtheoretical model the pace, positive psychology and self-efficacy theory the tools and motivational interviewing the method. Her medical providers stay informed and responsible for medical decisions, and the ending is designed so her gains outlast the coaching.
References
Ahmann, E., Saviet, M., Conboy, L., Smith, K., Iachini, B., & DeMartin, R. (2023). Health and wellness coaching and sustained gains: A rapid systematic review. American Journal of Lifestyle Medicine, 18(2), 162-180. https://doi.org/10.1177/15598276231180117
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Prochaska, J. O., & DiClemente, C. C. (1983). Stages and processes of self-change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51(3), 390-395. https://doi.org/10.1037/0022-006X.51.3.390
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Reading the HW 350 Unit 10 instructions
Unit 10 often closes HW350 with a coaching plan that integrates evidence-based psychological frameworks for one client. Start from the client's vision in her own words, then explain how each framework will be used, the phases and session structure, the measures and targets and the points where other professionals are involved. Instructors look for integration, each framework with a distinct role, rather than a list of theories. The plan should show how coaching will end and how gains will be protected. Many prompts ask how the plan could change and who decides. Targets should be the client's, and medical markers should remain with the provider. A plan that names its own test of success, chosen by the client, gives everyone a clear way to judge it.
How the HW 350 Unit 10 example is put together
The plan opens with Gloria's vision quoted from session one. Five frameworks are each given one job, under a highlighted line that none is allowed to choose her goals. Three phases follow: engagement and vision, action and confidence, and maintenance and ending, each with goals, coach skills and measures. A session structure section describes the same six steps every time, including the mood check. Measures and targets follow, with clinical markers left to the nurse practitioner. A section explains what could change the plan, and another sets rules for contacting her provider and counselor. The ending section defines success at the post-program check-in, and her own test, walking the loop to the park in March, precedes the conclusion.
Where the points sit in the HW350 Unit 10 rubric
Coaching plans are graded on integration, client ownership and completeness. The client's vision and goals should be in her words. Each framework should have a clear, distinct role. Phases, session structure and measures should be specific. Graders reward plans that keep medical decisions with providers and set clear contact rules. Planning the ending and maintenance from the start shows understanding of sustained change. Flexibility, with the client deciding on changes, reflects coaching values. A success test chosen by the client is a strong final element. The five framework sources and the review of sustained gains belong in APA 7.
HW350 Unit 10 help: mistakes that cost points
Final plans often list every theory from the course without saying what each does. Another frequent weakness is targets set by the coach, or clinical targets the coach has no role in setting. Some plans describe sessions in general terms with no structure. Ending is often an afterthought, so gains fade when sessions stop. Leaving out how the plan connects to the medical team creates scope risks. Before writing, ask your client what a good year would look like and write it down word for word. Bring that vision and your earlier units, and the twelve sessions can be planned together.
Get an HW350 Unit 10 example written to your instructions
Send the client, earlier units and the plan instructions with the rubric. A custom plan integrates the frameworks into sessions, goals and measures. The first one is free and comes back within 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More HW350 papers and BS in Health and Wellness samples
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- HW350 Unit 2: Intake and Eligibility Appraisal
- HW350 Unit 3: Behavior Change Models Comparison
- HW350 Unit 4: PERMA Positive Psychology Application
- HW350 Unit 5: Self-Efficacy and Sustained Gains Paper
- HW350 Unit 6: Mindfulness in Coaching Paper
- HW350 Unit 7: Motivational Interviewing Exchange
- HW350 Unit 8: Coaching Scope and Referral Memo
- HW350 Unit 9: Coaching Versus Advising Reflection
- HW410 Unit 10: Resilience Plan
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HW350 Unit 10 questions, answered
What belongs in a coaching plan?
The client's vision and goals, the frameworks used, session structure, measures and referral points.
How many sessions should the plan cover?
Often eight to twelve over three to six months.
Who writes the goals?
The client, with the coach's help.
Where can I find a free HW350 Unit 10 sample paper?
The complete HW350 Unit 10 coaching plan can be read on this page, integrating five frameworks into twelve sessions for a newly retired client with prediabetes.
How is success judged in the HW350 Unit 10 sample?
Mainly by whether she is still walking at the one-month check-in after coaching ends, and by her own test of walking the two-mile loop with her granddaughter in March.