Seite - 44 - in Coaching im digitalen Wandel

Kanatouri44 Table 3: Types of self-coaching programmes and resources Audio-visual Visual Auditory Text Videos Visualisation aids (e. g. a wheel of resources in some self-coaching apps) Podcasts – Pre-set question frameworks – Coaching chatbots Each of the media types described in this section may have a place in support- ing aspects of the coaching process. However, as they address distinct sensory qualities and bodily experiences, different media produce different experiences. For instance, the same coaching contents may be perceived differently when read in an e-mail than when conveyed in real-time through a video encounter. These differences are explored in the following section. How digital media shape the coaching experience1 With his concept of Being-in-the-world, Heidegger (1962) noted that the human being makes sense of things, while essentially always being situated and immersed in the world. This relation between human and lifeworld can be mediated through technology. In its mediating role, technology transforms human experience (Ihde, 1979). So, how might the earlier discussed different types of technologies mediate and shape the coaching experience? The role of technological media as the means to human experience has been explained by Ihde’s (1979, 2013) different types of human-technology relations, out of which embodiment relations, hermeneutic relations and alterity relations are of particular interest for coaching: Embodiment relations: In this type of symbiotic human-technology relation, technology becomes perceptually transparent (Ihde, 2013, p. 8), in the sense that it tends to withdraw from our awareness. Ihde (1979, 2013) used the character- istic example of the telescope, which creates a transformed view of the world and one that differs from the view one would see through their eyes only. In this example, one becomes less aware of the telescope, or otherwise said, the tele- scope becomes transparent as one sees through it (Ihde, 2013, p. 10). Transfer- ring this to a coaching context, the technology that mediates the coach’s or the client’s experience retracts to the background as the coach or client embodies the technology. The coach speaks through the telephone to the client or sees the client through the screen in a video call. The client experiences a virtual world by manipulating the physical interface that is the computer. While the clients 1 Parts of this section appear in Kanatouri, S. (2020). The Digital Coach. London: Routledge. Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0