Abstract
ABSTRACT Post-structural scholarship has been a strong and influential part of social science and humanities for over fifty years. That scholarship includes coach education where for the last twenty years, a growing number of scholars have developed post-structural thinking to coaching. Yet, the post-coach is still far off. We argue, whether we like it or not that all coaches and indeed coach educators are unknowingly immersed in a modern and therefore humanist, or positivist/disciplinary, logic that works as a perspective shaping, filtering and diluting post-structural coach education. By its nature, post-structural coach education has to engage these perspectives, and their underpinning assumptions, in as many moments of the education as possible. Otherwise, post educators and their students remain stuck, confused by the suggestions in the education. We do not critique positivism or discipline but instead lay out the consequences of their assumptions for post-structural coach educators to consider when they plan and deliver their education.
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