Research into sport coaches' learning previously relied on descriptive learning histories and retrospective coach perceptions that revealed little detail about the processes and outcomes involved. More recent nuanced approaches have started to evidence the idea that coaches actively integrate multiple experiences as interconnected modes of learning, influenced by preexisting biography (Abraham et al. 2006). A learning theory specific to coaching that can explain how practitioners dynamically interact with learning environments is a necessary addition to advance understanding, inform professional development opportunities and move the field forward (Cushion and Nelson 2013). This research aimed to address this gap by investigating the learning of 25 English youth soccer coaches. Longitudinal semi-structured interviews and video stimulated recall interviews were used to elicit knowledge use in practice, associated sources of learning, and moderating factors. Data were organised and analysed using techniques and principles of grounded theory (Strauss and Corbin 1998). A substantive grounded theory is presented to explain the filter process whereby individuals adopted, adapted and rejected elements of their experiences, leading to uneven learning in apparently similar situations. The findings suggest that coaches actively constructed and experimented with knowledge for use in socially situated coaching practice, through double-loop individual and contextual level filters, and 'reflective conversations'. In response to McCullick et al.'s (2009) calls, questions of 'what works', how and for whom in this context of coach learning are addressed for the first time. Elucidation of these processes can enhance professional learning and practice through advancing evidence based 'theory in context' (Kennedy 2014).
Despite the centrality of coach developers to formal coach education settings, only a handful of studies have begun to touch upon the role they play in mediating quality learning, while links between different layers of learning and impact on coach learners remains underexplored. This research explored English coach developers’ understanding of learning, and the learning frameworks taught to them, through unstructured interviews and participant observation of a generic coach developer training course. Three coach developers were observed delivering formal coach education, to elucidate how understanding was applied in practice. Supporting interviews with 16 coaches attending the course gave an indication of reactions to developers’ practice. Combined layers of data were analysed using a three-phase integrated analytic process. In the absence of pertinent evidence-informed coach developer training course design and delivery, implicit ‘practice-theories’, based on participants’ experiences as coaches and coach developers, appeared to inform understanding and practices. Despite acknowledging ‘learner centred’ learning principles, coach developers experienced challenges implementing these in practice and coach learners perceived confusion and contradictions. Findings are discussed in relation to contemporary ideas around coaches’ and coach developers’ learning, to highlight potential ways that coach developers could be more effectively prepared and supported.
It is clear that sport coaches learn from multiple interconnected learning experiences, yet there is limited direct evidence to elucidate what is learned and how these combined experiences shape coaches' knowledge and day-today practice. This research aimed to investigate the impact of the learning of two groups of English youth soccer coaches over a period of a year and a half. Using the Coach Analysis and Intervention System (CAIS) and associated video-stimulated recall interviews, changes in the practice behaviours and knowledge use of coaches completing a formal coach education course, and equivalent coaches not undertaking formal education, were compared. Data indicated that the learning period had a different effect on coaches taking part in formal coach education versus those not in education. Changes in the use of knowledge about individual players and tactics were reflected in increased behaviours directed towards individuals, and an altered proportion of technical to tactically-related questioning, linked to coaches' participation in education. Overall, more change was evident in coaching knowledge than in practice behaviours, suggesting an absence of deep learning that bridged the knowledgepractice gap.
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