Graduate Certificate of Applied Coaching
Graduate Certificate of Applied Coaching
Take the lead and join our graduate coaching course - awarded Gold Standard ICF accreditation
(2 Trimesters)
Domestic Fees
Graduate Certificate of Applied Coaching
| Units x Cost 4 x $3,031 Total Course Fee (Indicative)* $12,124 Plus Student Services and Amenities Fee (SSAF) * The Total Indicative Course Fees are charged against individual units of study which may increase from time to time and does not take into account personal circumstances such as RPL, credit, repeats and some specialised electives. For more information view the ACAP Fees & Payments page. |
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Overview
Take the lead and enhance your career options with a qualification in applied coaching. Become a coach who can successfully guide individuals towards a fulfilling and sustainable future. Strengthen your leadership influence with coaching skills.
More than ever, there is a need for coaches to support individuals and organisations as they face unprecedented economic, social, and psychological challenges.
The Graduate Certificate of Applied Coaching equips you to inspire change, empower others, and improve wellbeing, resilience and performance within individuals and organisations.
Whether you are wishing to re-skill in any coaching niche, strengthen your leadership skills, or progress your career, you should consider undertaking this course. It has been awarded the International Coaching Federation accreditation for its excellence in coaching education.
This course has been accredited by ACAP under its self-accrediting authority.
What you'll learn
Expertise in human behaviour forms the foundation of all our courses including our Graduate Certificate of Applied Coaching.
EXPLORE WITH AN APPLIED FOCUS:
- Coaching methodology
- Sustainable leadership
- Personal and professional wellbeing
- Applied coaching skills
Potential Careers
Once you graduate from the Graduate Certificate of Applied Coaching, you will open doors to a range of possible career opportunities. Listed below are a few typical roles you could consider.
- Leadership/Executive Coach
- Life/Wellness Coach
- Consultant
- Professional Facilitator
- People and Culture Expert
ACAP awarded ICF accreditation
ACAP has been awarded the International Coaching Federation (ICF) accreditation for its excellence in coaching education. The four-year ICF accreditation applies to our Graduate Certificate of Applied Coaching for 170 program hours of coach-specific training.
This achievement is a result of a rigorous review process and demonstrates that ACAP’s coaching curriculum aligns with the ICF definition of coaching, Core Competencies and Code of Ethics.
Course structure
The Graduate Certificate of Applied Coaching course is comprised of 4 units, which are level 500 units. To find out unit delivery information view the relevant Yearly Planner.
The course duration is 26 weeks full time or part time equivalent. For more information on the recommended course sequence click here.
Level: AQF 8 core
Credit points: 6
Prerequisites: None
Unit Description:
This unit establishes the theoretical and ethical foundations of professional coaching practice. Students critically examine core coaching theories and evidence-based approaches drawn from coaching psychology, neuroscience, and human behavioural science, developing the analytical capacity to assess and apply this knowledge against contemporary industry standards. A central premise of the unit is that change does not occur within the individual in isolation. The unit explores how individual change is shaped by psychological, relational, organisational, and broader social and environmental influences — and how understanding these influences informs effective, contextually responsive coaching practice. Students engage critically with coaching research and applied ethics to develop culturally responsive approaches to working with clients across varied and complex contexts. Through structured reflection and self-assessment, students begin to establish the reflective practice and professional accountability that underpins ongoing development as a coaching practitioner.
Learning Outcomes:
On successful completion of this unit, students will be able to:
- Critically analyse foundational coaching theories and technical knowledge to assess their application to professional coaching practice against contemporary industry standards
- Evaluate and synthesise models of applied coaching psychology and relevant industry standards to substantiate evidence-based approaches to coaching practice.
- Integrate current wellbeing and resilience research with critical thinking to develop innovative coaching solutions responsive to complex and diverse client needs.
- Critically examine ethical frameworks and culturally responsive approaches to develop reflective and accountable professional practice across complex and diverse client contexts.
Learning and Teaching Process:
The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.
Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.
In general students are expected to:
- Read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
- Complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.
Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.
In this Unit students will engage in 36 hours of teacher directed and student directed activities throughout the trimester. These 36 hours are completed online.
Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.
The workload may include regular weekly learning tasks, attending classes (online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.
Level: AQF 8 core
Credit points: 6
Prerequisites: None
Unit Description:
This unit examines the theoretical and applied foundations of wellbeing and resilience as core domains of professional coaching practice. Drawing on evidence-based positive psychology, students critically analyse contemporary models of wellbeing and resilience and evaluate their application to coaching interventions with diverse individuals and organisations. The unit recognises that wellbeing and resilience are not purely individual capacities — they are shaped by the relational, professional, and broader systemic contexts in which people live and work. Coaching that is informed by this understanding is better positioned to support clients in navigating complexity, sustaining performance, and maintaining equilibrium across the intersecting dimensions of their lives. Students apply critical thinking to current research to develop innovative coaching solutions responsive to complex client needs and critically examine ethical frameworks and culturally responsive approaches to practice. Through structured reflection, students strengthen the professional habits of mind that characterise effective and ethical coaching practice.
Learning Outcomes:
On successful completion of this unit, students will be able to:
- Critically analyse contemporary theoretical and applied knowledge of wellbeing and resilience to assess evidence-based coaching approaches against professional industry standards.
- Evaluate and classify models of wellbeing and resilience to design and substantiate advanced coaching interventions for diverse individuals and organisations.
- Integrate current wellbeing and resilience research with critical thinking to develop innovative coaching solutions responsive to complex and diverse client needs.
- Critically examine ethical frameworks and culturally responsive approaches to develop reflective and accountable professional practice across complex and diverse client contexts.
Learning and Teaching Process:
The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.
Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.
In general students are expected to:
- Read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
- Complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.
Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.
In this Unit students will engage in 36 hours of teacher directed and student directed activities throughout the trimester. These 36 hours are completed online.
Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.
The workload may include regular weekly learning tasks, attending classes (online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.
Level: AQF 8 core
Credit points: 6
Prerequisites: None
Unit Description:
This unit examines the role of coaching in developing the effectiveness of leaders and practitioners who operate within and across multiple human systems. Drawing on adult developmental psychology, the unit explores how human consciousness develops through distinct stages, and how coaching can support this development to enhance cognitive agility, meaning-making, and relational effectiveness across complex and intersecting systems. Leaders and practitioners who develop greater consciousness demonstrate strengthened capacity for decision-making and stakeholder engagement at individual, organisational, community, and family levels. The unit critically examines how coaching can cultivate this capacity, equipping practitioners to work with leaders navigating the multifaceted challenges of contemporary organisational and social life. Students apply critical thinking to research findings and develop innovative, systems-informed coaching approaches. Through ethical reflection and culturally responsive practice, students build the professional capacity to engage effectively with the diverse systems in which leaders operate.
Learning Outcomes:
On successful completion of this unit, students will be able to:
- Critically analyse, synthesise, evaluate and apply theories of human development and behaviour change to leadership and coaching practice across diverse systems.
- Critically evaluate human and organisational development frameworks to coach leaders who operate effectively across individual, organisational, community, and family systems.
- Apply critical thinking to research findings and develop innovative coaching solutions drawing on human development and systems-informed leadership coaching frameworks.
- Demonstrate professional and ethical reflective practice by evaluating complex coaching challenges through culturally responsive approaches across the diverse systems in which leaders operate.
Learning and Teaching Process:
The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.
Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.
In general students are expected to:
- Read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
- Complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.
Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.
In this Unit students will engage in 36 hours of teacher directed and student directed activities throughout the trimester. These 36 hours are completed online.
Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.
The workload may include regular weekly learning tasks, attending classes (online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.
Level: AQF 8 core
Credit points: 6
Prerequisites: COA5106 Fundamentals of Coaching Theory and Practice and COA5116 Coaching for Professional Wellbeing and Resilience. COA5126 may be completed consecutively.
Unit Description:
This unit is the capstone of the Graduate Certificate of Applied Coaching, in which students integrate and enact the theoretical, ethical, and systems-informed learning developed across the program into demonstrated professional coaching practice. Drawing together foundational coaching theory, evidence-based intervention design, and reflective practice, the unit consolidates the knowledge and skills required for effective and ethical coaching at an advanced level. Students engage in supervised coaching practice with structured feedback from experienced ICF-qualified coaches, developing the capacity to critically evaluate their own practice and respond to complex coaching challenges across diverse client contexts. The unit places particular emphasis on integrating ICF Core Competencies into live coaching practice, supporting students in demonstrating professional competency in an applied setting. The unit culminates in a Final Performance Assessment against the ICF Core Competencies, upon successful completion of which graduates are awarded an ICF-Accredited Coaching Education Certificate at either Level 1 or Level 2.
Learning Outcomes:
On successful completion of this unit, students will be able to:
- Integrate and critically evaluate major theories and models of behaviour change drawn from foundational coaching knowledge to deliver advanced coaching interventions for effective and measurable client outcomes.
- Synthesise professional and ethical industry standards with evidence-based coaching practice to design and justify sophisticated coaching approaches responsive to complex and diverse client needs.
- Critically evaluate complex coaching challenges by integrating theoretical, ethical, and contextual frameworks developed across the programme to design innovative and evidence-based coaching solutions for diverse client needs.
- Consolidate advanced reflective practice and engagement with professional supervision to sustain ongoing ethical development, accountability, and continued professional growth as a coaching practitioner.
Learning and Teaching Process:
The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. For example, this outline does include reference to diverse individuals and diverse groups of individuals. Diversity can encompass but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals with chronological / lifespan status; individuals with learning differences; individuals with different family backgrounds and history.
Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.
In general students are expected to:
- Read each section of the unit carefully and make notes on new content, and points that are unclear, or in conflict with previous learning or experience
- Complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers but are used to trigger critical thinking.
Learning activities are set in each section of the unit to give opportunities for further learning. These activities include self-inventories, quizzes, video activities, exercises, case studies and reflection activities. These activities do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not engaging with the activities.
In this Unit students will engage in 36 hours of teacher directed and student directed activities throughout the trimester. These 36 hours are completed online.
Students are also expected to engage in at least 10 hours per week of independent study throughout the trimester.
The workload may include regular weekly learning tasks, attending classes (online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle site.
View unit descriptions
Course Learning Outcomes
- Critically analyse coaching theory and technical knowledge to assess professional coaching practice against contemporary industry standards.
- Integrate and critically evaluate current coaching research to design and substantiate advanced interventions for diverse and complex client needs.
- Evaluate and resolve complex coaching problems by critically applying ethical frameworks and culturally responsive approaches to support clients across varied and complex contexts.
- Integrate reflective practice and structured self-assessment to strengthen advanced communication, uphold accountability, and support ongoing ethical development as a coaching practitioner.
FREQUENTLY ASKED QUESTIONS
for the Graduate Certificate of Applied Coaching
The International Coaching Definition of coaching is “partnering with clients in a creative and thought-provoking process that inspires them to maximise their personal and professional potential.”
A key word is “partnering”. Coaching is different to consulting. It is not giving advice but is a collaborative process whereby the coach uses powerful questioning and observations to prompt deeper reflection and evoke deeper awareness within the client in unlocking personal and professional capacity.
A coaching qualification can pave the way to a full-time or part-time leadership or wellness coaching practice, working as an internal coach within an organisation, expanding HR skills or developing leadership capacity. Many psychologists and counsellors undertake coaching education to extend their practice, offering coaching as a compliment to therapy.
No! Many leaders, managers, and educators undertake coaching education as a compliment and extension of their skills.
As an International Coaching Federation (ICF) accredited program, observed coaching practice and mentor coaching are central to the course. In the first three units, around two thirds of each class is delivered as an interactive workshop exploring evidence-based coaching psychology, with one third dedicated to live coaching practice and general feedback.
In the final unit (Applied Coaching Skills), the balance shifts to two thirds coaching practice with detailed educator feedback. Students also complete a session with an external mentor coach, who provides targeted feedback on a recorded coaching session.
No. To comply with ICF accreditation requirements, students must attend at least 80% of the classes live, so as to actively participate within the workshops.
All classes are recorded for review and the occasional missed class, but most classes must be attended live.
Within the final unit (Applied Coaching Skills) guidance is provided for various ways in which the 100 logged hours can be attained.
Specialised sports coaching education programs are available in Australia, but they are not ICF-accredited. The GCAC provides ICF-accredited coaching education that provides the foundation for any specialised coaching niches, such as sports coaching, wellness coaching, leadership/executive coaching, ADHD coaching, relationship coaching, and many others.
Within the GCAC class space there are three self-paced workshops on coaching business development. These are available for download to all students enrolled in the GCAC.
What our students valued most about ACAP
STUDENT STORIES
Studying the Graduate Certificate of Applied Coaching was life changing for me. It played a significant role in my decision to fully invest my time and energy into my new coaching business, stepping away from my safe, secure and successful senior public service job. This was one of the best decisions I have ever made.
What our students valued most about ACAP
STUDENT STORIES
I realised that coaching is a complex area with great responsibility so I researched study options that would support my own performance and self-awareness. I chose ACAP as I found they had a great reputation and the course leader's background and experience appealed to me.
What our students valued most about ACAP
STUDENT STORIES
ACAP’s coaching course has been extremely useful for me to support my team’s growth and development. From the first class I attended, I found it to be really engaging and practical. The content from this course will also help me once I graduate as I plan to develop my own coaching consultancy business which will focus on leadership development within high-growth technology start-ups.
MBA discount for ACAP Coaching Grads
Completing the Graduate Certificate of Applied Coaching not only builds your coaching capability and leadership confidence – it also opens a streamlined pathway into ACAP’s MBA. As an ACAP coaching graduate, you’ll be eligible to receive a 10% discount towards our MBA program, plus up to two units of credit as recognition of prior learning. This allows you to fast-track your studies, reduce costs, and continue developing advanced skills for meaningful professional impact.