Feedback in nutritional coaching

During the nutritional coaching process, it is essential to carry out a periodic evaluation and an effective follow-up that controls the process at all stages. The main objective of this follow-up is to accompany the client during the actions taken to assess compliance.

The way the coach and the client interact throughout the nutritional coaching process has an impact on the relationships and the quality of the bonds and therefore, on the results of the process.

When relationships of trust and tolerance in communication are not established, defense mechanisms are activated and barriers are erected that hinder the development of coaching; if, on the contrary, empathy, trust and respect are established, learning, efficiency and success are enhanced.

Feedback is an Anglo-Saxon term used to name any process aimed at evaluating and reinforcing a positive behavior, which we want to be repeated over time, and to identify and point out a behavior or conduct that the person must modify.

It is materialized by accompanying the client during the actions he/she performs, in order to act on his/her performance, based on: "How is he/she doing it?", and therefore: "What is he/she getting?". It is a process that acts in two directions, as it allows both the coachee and the coach to know how their performance is perceived.

What behaviors are not compatible with the nature of feedback?

• Giving negative feedback.

• Giving feedback as a form of punishment.

• Giving feedback as an exposition of personal ideas, from a single point of view.

• Conceiving feedback as a judgment, where conflicts of interest may appear.

• Use language or gestures that set off alarms for a fight.

• Taking advantage of feedback to manage feelings of frustration or anger.

• Opportunity for censure or personal criticism.

• Summary of some or all of the faults committed by the coachee.

• To perform the feedback as if it were a formal procedure.

Types of feedback

• Positive or supportive feedback.

• Corrective feedback.

Positive or supportive feedback: This refers to the type of feedback whose main objective is to reinforce an action, behavior or conduct that we want to be repeated over time. The following guidelines should be taken into account when giving this type of feedback:

• Stimulate people publicly or privately, so that they reiterate the behaviors that are producing positive results.

• If possible, the supportive feedback should be given at the moment when the positive action is taking place. If this is not possible, it should be done at another time not too distant in time.

Corrective feedback: This refers to the type of feedback whose main objective is to point out a behavior or conduct that the person needs to modify. The following guidelines should be taken into account when giving corrective feedback:

• It should be done individually and in private, preferably and immediately after the fault has been observed. The coach should ensure that feelings of frustration or anger, which may cause the inappropriate behavior of the coachee does not surface, if this happens, it would be indicated, wait a reasonable time to offer corrective feedback.

• It should focus on a specific behavior of the client. It should be attempted through dialogue that the coachee himself, point out the fault he committed and propose actions to eradicate it. In case it is not declared by the coachee, the coach should point it out to help the client to improve.

• After the fault has been stated, the coachee should be encouraged to express his or her opinion. The coach should listen carefully and observe body language. If the coach considers that the coachee's opinion coincides with his/her perspective, he/she should reinforce it through phrases that express the same thing in other words. If they do not coincide, establish a dialogue and ask questions in order to bring the opinions as close as possible.

• Determine together with the coachee what the problem is through the exchange of ideas. Make the coachee feel comfortable. Always consider that the coach can be wrong.

You should work on establishing a plan of action; for this the coach can handle solutions of different nuances:

• You can provide alternatives: For example: If the client had an industrial soft drink and a sandwich mid-morning, a fruit nectar and a small turkey ham sandwich would be recommended instead.

• Corrective solutions: For example: Following the idea of the previous example, it would be recommended, at that time, to drink only a glass of water and three Maria cookies.

• Provide incentives: For example: He could be given the possibility of choosing the following options for that time: 200 milliliters of skim milk, skim yogurt, or a piece of cottage cheese.

Effectively follow up on the fulfillment of the action plan, giving positive feedback if the agreed actions are fulfilled; otherwise, you have to take other measures.

Importance of feedback

• Contributes to improving performance, positively impacting the quality of the coaching process.

• Encourages positive change and increases coach and coachee awareness.

• Strengthens coach-coachee bonds, strengthening empathy, which acts positively on the motivation of both.

• Reinforces the formation of healthy eating habits.

• It redirects behaviors, and indicates other ways of doing that help the client to improve inappropriate behaviors and learn new ways of behaving.

• Provides knowledge to both coach and coachee that enables them to improve their performance.

• It allows the coach to evaluate the results of his work and become aware of the impact of his actions on the coachee's performance.

Appropriate times to give feedback

Immediate feedback should be given in the following cases:

• After observing a good action or a good behavior.

• After hearing some new positive criterion, acquired in the coaching process itself, or through individual study.

• When the fault is so serious that it must by all means be prevented from occurring.

Feedback should be given as soon as possible in the following cases:

• When you need some time to manage to gather more information before addressing a certain topic.

• When you fear that you will be affected by feelings of frustration or anger as a result of the negative action you have just observed.

Planned feedback sessions can be provided to discuss aspects of learning and growth. The success of planned feedback depends on the level of prior organization. Preparation should take into account the following elements:

• Gather all the information needed to present the feedback.

• Plan possible questions and possible answers.

• When listening to the coachee's answers and questions, assess the aspects that may be influencing the coachee's approach, such as age, gender or other differences.

Some situations in which the feedback process becomes more complex

When tensions have occurred in the coach-coachee relationship: In these cases it is recommended to wait for a reasonable time to carry out the feedback session. Even after a reasonable period of time has elapsed, feelings may surface, so certain precautions should be taken:

• Never start a feedback session if you are