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Awarded CIMSPA Charterd status
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Starting MSc in Sport Performance Coaching at University of Sterling
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Awarded World Para Volley Level 2 Diploma - Only 1 in UK, First 1 of 3 in Europe and 1 of 15 in the world
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PADI Open Water Instructor with 11 Specialities and 2 TDI technical diving qualifiactions
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Achieved FIVB Level 3 course in Montenegro
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Over 50 International level coaching appearances
〰️ Awarded CIMSPA Charterd status 〰️ Starting MSc in Sport Performance Coaching at University of Sterling 〰️ Awarded World Para Volley Level 2 Diploma - Only 1 in UK, First 1 of 3 in Europe and 1 of 15 in the world 〰️ PADI Open Water Instructor with 11 Specialities and 2 TDI technical diving qualifiactions 〰️ Achieved FIVB Level 3 course in Montenegro 〰️ Over 50 International level coaching appearances
Athlete, adventurer, visionary leader, master facilitator, elite trainer, distinguished coach and coach developer with a wealth of experience in orchestrating and spearheading an extensive spectrum of group and one-to-one instruction, facilitation, coaching, and mentoring on a global scale. Renowned for unique problem solving approaches and highly versatile and effective communication skills, captivating and invigorating learners transforming every learning opportunity into an extraordinary experience. Exquisitely skilled in inspiring and tailoring training styles and environments to cater to individual needs, the learners’ needs and goals are the highest priority to ensure unrivaled results, consistently placing their aspirations at the forefront of my endeavor.
Do you want to improve, learn or develop … that’s ecpc !!
Former Chief of Staff,
RAF Officer Training Acadmey
England Indoor Volleyball Head Coach
Senior Lecturer in Sports Coaching
Para Bobsleigh World No 1, World & European Cup Champion
GB Sitting Volleyball Athlete
ecpc Learning Laboratory
The ecpc approach is to spend time undertaking critical analysis of the training need (the why), innovative design of the training solution/product (the what), and then the actual delivery of interventions (the where, when, and who). Finally, the loop must be closed with evaluation/assurance of the effectiveness – which will drive the ‘why’ cycle of the continuous improvement process. This ensures that every stage of training is intentional, evidence-informed, and aligned with both learner needs and organisational goals.
Do what you’ve always done, you’ll get what you’ve always got.
Honesty
Open to growth and feedback. Embrace root causes. Reduce blind spots—you don’t know what you don’t know.
Excellence
Act with courage and purpose. Always aim for the highest standard.
Attitude
Attitudes are contagious—make yours worth catching. (Thoughts → Feelings → Behaviours)
Reflection
Explore. Translate. Project. Learn from experience—yours and others’.
Team Focused
Do your part. Support the group. Achieve the task—together.
The AIM model is a simple framework for personal growth. It begins with becoming aware, acknowledging where you are, what is happening, what needs to change, and accepting responsibility. From there, individuals are supported to understand how they can take focused action to improve, before learning how to sustain progress through reflection and consistent effort back into the normal life experiences. It’s important because it helps turn insight into action and supports long-term, meaningful development.
Change is uncomfortable but every highly successful individual aims get comfortable with being uncomfortable to reduce their ‘blind spot’ {of Johairi’s window} by having meaningful interactions and learning, whether that’s as an individual, small team or a part of a larger organisation.
Where does the process start and what pieces of the jigsaw are required to drive change, share best practice and continuous improvement.
You only know what you know … so therefore you don’t know what you don’t know
FFor training to be effective, safety, enjoyment, and learning must all be present. Like the fire triangle, if one is missing, the process fails. Safety builds trust and allows participation. Enjoyment keeps people engaged and motivated. Learning gives the experience purpose and value. When balanced, these elements create meaningful, lasting development. A skilled facilitator actively designs for all three to ensure training makes a real difference.
Is something worth the risk? How do you make decisions and what determines your ‘go’ / ‘no go’ thresholds? There is a massive difference between look and see — we are a product of the environment we create, and for learning to be useful, it must influence future thoughts or actions. Sometimes, if the potential benefit is significant enough, it may justify accepting a higher level of risk — but only with clear understanding, accountability, and preparation for consequences.
We all do what we do to feel good about our self, no-one intentionally makes an error
Language & models
You can’t go through this life with a flip chart full of models and expect to be successful, the understanding, blending of principles and practical application of these models and frameworks allow us to be better versions of ourselves than we were yesterday.
