Abstract
Coaches in sport are given many opportunities to embrace new practice with the ultimate aim of developing team or individual performance. Problems arise as the coach attempts to make sense of all the available information. Two coaches, one expert and one novice, were interviewed and provide a strong contrast on the ways in which coaches construct their knowledge. Our study evidences that the expert coach adapts her practice to the emerging situation by synchronising a number of pertinent variables, while the novice coach mimics perceived good practice during her sessions. The developmental process from novice to expert status within coaching adheres to certain principles formulated within other domains, but is perceived in this case to be due to the interest and application of the coach rather than the formal coach education input.
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