Considerations and Suggestions for Design of a Learning and Development Program for Sport Coaches

Abstract

Coaches play a highly influential role across the whole spectrum of sport. Their proficiency is crucial to the progression, welfare and even the personal development of the athletes under their charge. Maximising the development of that proficiency is therefore a crucial concern of numerous sporting and community organisations. Effort must be directed to continuous improvement of learning and development programs for coaches, with consideration given to the differing requirements of coaches operating in different contexts. Historically, most coach education initiatives have entailed formal instruction in “classroom” situations, but feedback from participants suggests that this is sub-optimal. Better outcomes might be achieved through methods designed to promote informal learning within real-world coaching environments. There is evidence that experiential learning resulting from repeated cycles of action and reflection can contribute substantially to the development of expertise. Observation and imitation of significant others is also a powerful learning mechanism. Here, we review and summarise literature relating to these matters, while also addressing topics such as the nature of coaching, the characteristics of expert coaches, and the ways in which coaches currently learn. We touch upon the concepts of situated learning, cognitive apprenticeship, and mentoring, and identify known barriers and facilitators to adult learning. We then provide a suggested framework for the practical design, implementation, evaluation, and continual refinement of a program emphasising informal but guided nurturing of coach learning and development. The suggested approach is consistent with classical learning theories and incorporates the establishment of critical friendships and communities of practice.