These are journal articles and books that will help you become a more sophisticated and thoughtful coach.
Journal Articles
Feudel, F., & Dietz, H. M. (2019). Teaching study skills in mathematics service courses—how to cope with students’ refusal? Teaching Mathematics and Its Applications: An International Journal of the IMA, 38(1), 20–42. https://doi.org/10.1093/teamat/hrx016
Collins, H. (2018). Are Experts Right or are They Members of Expert Groups? Social Epistemology, 32(6), 351–357. https://doi.org/10.1080/02691728.2018.1546346
Collins, H. (2018). Studies of Expertise and Experience. Topoi, 37(1), 67–77. https://doi.org/10.1007/s11245-016-9412-1
Grano, T. (2017). The Logic of Intention Reports. Journal of Semantics, 34(4), 587–632. https://doi.org/10.1093/jos/ffx010
Benedict-Chambers, A., Kademian, S. M., Davis, E. A., & Palincsar, A. S. (2017). Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content. International Journal of Science Education, 39(15), 1977–2001. https://doi.org/10.1080/09500693.2017.1366674
Card, A. J. (2017). The problem with ‘5 whys.’ BMJ Quality & Safety, 26(8), 671–677. https://doi.org/10.1136/bmjqs-2016-005849
Natesan, D., Walker, M., & Clark, S. (2016). Cognitive Bias in Usability Testing. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care, 5(1), 86–88. https://doi.org/10.1177/2327857916051015
Bonneville-Roussy, A., & Bouffard, T. (2015). When quantity is not enough: Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement. Psychology of Music, 43(5), 686–704. https://doi.org/10.1177/0305735614534910
Spiro, R., Coulson, R., Feltovich, P., & Anderson, D. (2013). Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains. In N. Unrau (Ed.), Theoretical Models and Processes of Reading (6th ed., pp. 544–557). International Reading Association. https://doi.org/10.1598/0710.22
Collins, H. (2011). Language and practice. Social Studies of Science, 41(2), 271–300. https://doi.org/10.1177/0306312711399665
Christiansen, J. K., & Varnes, C. J. (2009). Formal Rules in Product Development: Sensemaking of Structured Approaches. Journal of Product Innovation Management, 26(5), 502–519. https://doi.org/10.1111/j.1540-5885.2009.00677.x
Anders Ericsson, K. (2008). Deliberate Practice and Acquisition of Expert Performance: A General Overview. Academic Emergency Medicine, 15(11), 988–994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
Ribeiro, R., & Collins, H. (2007). The Bread-Making Machine: Tacit Knowledge and Two Types of Action. Organization Studies, 28(9), 1417–1433. https://doi.org/10.1177/0170840607082228
Ericsson, K. A. (2006). The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 683–704). Cambridge University Press. https://doi.org/10.1017/CBO9780511816796.038
Dreyfus, H. L., & Dreyfus, S. E. (2005). Peripheral Vision: Expertise in Real World Contexts. Organization Studies, 26(5), 779–792. https://doi.org/10.1177/0170840605053102
Dreyfus, H. L., & Dreyfus, S. E. (2004). The Ethical Implications of the Five-Stage Skill-Acquisition Model. Bulletin of Science, Technology & Society, 24(3), 251–264. https://doi.org/10.1177/0270467604265023
Dreyfus, S. E. (2004). The Five-Stage Model of Adult Skill Acquisition. Bulletin of Science, Technology & Society, 24(3), 177–181. https://doi.org/10.1177/0270467604264992
Borredon, L., & Blake, A. (2002). Creating patterns of meaning: a collaborative approach to sensemaking. Career Development International, 7(5), 305–309. https://doi.org/10.1108/13620430210440163
Clark, H. H., & Schaefer, E. F. (1989). Contributing to Discourse. Cognitive Science, 13(2), 259–294. https://doi.org/10.1207/s15516709cog1302_7
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293–316. https://doi.org/10.1016/0361-476X(83)90018-8
Howe, M. J. A. (1974). The Utility of Taking Notes as an Aid to Learning. Educational Research, 16(3), 222–227. https://doi.org/10.1080/0013188740160310
Books in My Library
Hintikka, J. (2007). Socratic epistemology: explorations of knowledge-seeking by questioning. Cambridge University Press.
Crucial conversations: tools for talking when stakes are high. (2002). McGraw-Hill.
Weinberg, G. M. (2001). More Secrets of Consulting: The Consultant’s Tool Kit. Dorset House Publishing Company, Incorporated.
Schwarz, N. (1996). Cognition and communication: judgmental biases, research methods, and the logic of conversation. L. Erlbaum Associates.
Gallas, K. (1995). Talking their way into science: hearing children’s questions and theories, responding with curricula. Teachers College Press.
Weinberg, G. M. (1985). The secrets of consulting: a guide to giving & getting advice successfully. Dorset House Pub.