NBC-HWC (NBHWC) key terms

A shared understanding between coach and client that defines goals, session logistics, roles, confidentiality limits, and how progress will be reviewed, usually documented at the start of the relationship.

The opening step in which the coach helps the client choose what to focus on during the session, ensuring the work reflects the client's priorities rather than the coach's assumptions.

The coach's ability to be fully attentive and emotionally available in the moment, responding to the client rather than to a script or personal agenda.

A repeatable sequence of phases, such as establishing focus, exploring options, planning action, and reviewing results, that gives sessions direction while leaving room for flexibility.

A concrete set of steps a client commits to between sessions, including what they will do, when, and how they will know it worked.

The client's ownership of agreed actions, supported by the coach through follow-up, reflection, and honest review of what did or did not happen.

Ongoing collection of information about a client's movement toward goals, using measures the client finds meaningful, so that plans can be adjusted based on evidence.

The deliberate ending of a session in which the coach and client summarize insights, confirm next steps, and acknowledge the work done together.

Attending closely to a client's words, tone, and emotion, then reflecting back what was heard to confirm understanding and encourage deeper exploration.

Restating or paraphrasing the essence of what a client said, without judgment or added interpretation, so the client feels understood and can hear their own thinking.

Condensing the main points of a conversation into a brief statement, used to organize information, confirm shared understanding, and signal a transition to a new topic.

Asking open, purposeful questions that invite reflection and new perspective rather than questions that seek information the coach wants or imply a preferred answer.

A question that cannot be answered with yes or no and invites the client to describe, explain, or explore, producing richer information than closed questions.

The capacity to understand and share a client's feelings from their perspective, communicating that understanding without taking on the client's emotions as one's own.

Accepting and valuing the client as a person regardless of their choices or setbacks, which supports openness and reduces defensiveness in the coaching relationship.

The client's confidence that the coach is reliable, honest, and acting in the client's interest, built over time through consistency, confidentiality, and respectful communication.

A collaborative conversation style that strengthens a person's own motivation and confidence for change by drawing out their reasons rather than arguing for change.

Client statements that favor movement toward a goal, such as expressing desire, ability, reasons, or need for change; coaches notice and encourage these statements.

Client statements that support keeping things as they are, including reasons not to change; these are normal and are met with empathy rather than confrontation.

Holding two conflicting feelings about change at the same time, wanting it and also resisting it, which is a typical and expected part of the change process.

A model describing readiness to change as moving through precontemplation, contemplation, preparation, action, maintenance, and sometimes relapse, with different support needs at each stage.

A person's belief in their own ability to carry out a specific behavior successfully, which predicts effort and persistence and can be strengthened through mastery experiences.

A simple scaling tool in which a client rates how confident they feel about a behavior from zero to ten, followed by questions about what would raise the number.

A goal framed to be specific, measurable, achievable, relevant, and time-bound, which makes progress easier to observe and adjust.

A return to a previous behavior after a period of change, best treated as information to learn from rather than as failure or a reason to end coaching.

An action a person takes that affects their health, such as physical activity, eating patterns, sleep, or medication use, and that is shaped by habits, environment, and motivation.

The boundaries of what a coach is trained and permitted to do, which for health and wellness coaches excludes diagnosing, treating, prescribing, and giving medical or dietary therapy.

Directing a client to an appropriate licensed professional when their needs fall outside coaching scope or require clinical assessment, done promptly and with the client's knowledge.

The ethical and often legal duty to keep client information private, sharing it only with permission or when required by law, and explaining limits clearly in advance.

Obtaining a client's voluntary agreement to coaching after explaining the process, fees, confidentiality limits, and the client's right to stop at any time.

A situation in which a coach has another significant role with a client, such as friend, employer, or family member, creating a conflict of interest that should be avoided or managed.

Working respectfully alongside a client's physicians, dietitians, or therapists, within coaching scope and with client consent, so that care is coordinated rather than duplicated.

An ongoing openness to learning about a client's culture, values, and identity, and a willingness to examine one's own biases rather than assuming expertise about another's experience.