Coaching educational programs: (Re)conceptualising how coaches learn

Research developments within sports coaching have stressed coaches as highly influential actors in shaping, creating and developing athletes' experiences. It is therefore unsurprising to see that coach education and development has been subject to considerable investigation (e.g., Chesterfield, G., Jones, R. L., & Potrac, P., Sport Educ Soc 15:299-314; 2010; Nelson, L., & Cushion, C., Sports Psychol 20:174-183; 2006; Piggott, Phys Educ Sport Pedagogy 20:283-298; 2013; Townsend, R. C., & Cushion, C., Sport Educ Soc 22:528-546; 2015). This chapter presents a brief insight to this associated literature, specifically concerning the conduct, experiences, and development of coach education. The discussion considers the location of sports coaching research, coach education and higher education provision. In doing so, a case study is presented that illustrates the educational and methodological possibilities for coaches to consider within their professional development. Specific attention will be paid to the future implications for coaches and their associated development in the form of 'action research' as a methodology; of which, the approach is presented as holding the possibility of both 'deconstructing' and 'reconstructing' coaching practice. The argument here draws upon (Cassidy, Jones, and Potrac's, Cultural and pedagogical foundations of coaching practice. Routledge, London, 2016) recommendations of 'practical theorists' and, by way of example, the chapter concludes by offering the experiences of a Doctoral student engaging in action research as a live case study.