Abstract
Despite its straightforward premise, coaching has found the implementation of Game Centered Approaches (GCAs) more difficult than is perhaps acknowledged. This paper outlines a theoretical analysis of GCAs in practice based on reflections from coaching practice, coach education and research. The application of the various GCAs are interrogated in light of their ‘constructivist’ assumptions, and situated within the ambiguities, tensions and compromises inherent within the coaching enterprise. Using Windschitl's framework of conceptual, pedagogical, cultural and political dilemmas as a heuristic, critical questions and issues are raised to help coaches and coach educators understand the forces impacting change in coaching. Through the analysis of dilemmas, an alternative agenda for coach education is presented to develop infinitely skilled coaches equipped to apply innovative pedagogies such as GCA.
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