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Careers in coaching are a relatively new phenomenon in the UK and at present appear to be limited to the performance coach. This study, using an interview approach, examined the transition of expert coaches (n = 9) through various stages in their careers. The main aim of this study was to ascertain if expert coaches could explain the process of their development to perceived expert status. The interviewed coaches could offer no real insight into their designation as experts. They did raise some questions regarding the value of current coach education provision, especially as it related to their current role as coaches of elite athletes. Their methods of development were considered to be informal, with networking with other coaches of like mind believed to be essential to their progress. The ability to contextualise knowledge and information to suit both the individual and situation, as well as appropriate mentors at the initial stages of their coaching careers were also regarded as vital.Development to the emphasis on sport and physical activity as part of an active lifestyle [1] and, as a result, there has been considerable demand for appropriately qualified and skilled sport coaches [2]. Careers in coaching are a relatively new phenomenon in the UK and have not yet been the subject of extensive research. However, it is clear from the scant research that is available that high levels of mobility and unclear career paths stigmatize coaching careers [3]. Quality coaching and guidance are key elements in the development of sport. Therefore, it is important to identify the fundamentals that contribute to the development of expertise. Effective coaches are those who adapt their behaviour to meet the demands of their particular coaching environment, but what constitutes an expert coach is still unclear [4][5][6]. As coaches develop and work with high-performance athletes, their role also changes, requiring more management skills [7]. There is a paucity of information as to how coaches make these transitions. The academic study of sport expertise is concerned with describing and then interpreting both the factors and processes that distinguish the expert, the stages through

While sport science can have significant and positive impact on coaches and athletes, there is still a general consensus that the transfer of sport science knowledge to coaching is poor. Given this apparent dilemma, this study investigated the perceptions of sport science from coaches across four different sports (football, rugby league, curling and judo) across three different levels (elite, developmental and novice). Specifically, 58 coaches (19 football; 21 rugby league; 9 curling; 9 judo) drawn evenly from novice, developmental and elite groups agreed to take part and were interviewed. Three key features emerged from the analysis 1) Practical application and relevance 2) Integration and access, 3) Language. In short, there was significant variability in the extent to which sport science was considered relevant and to whom, although interestingly this was not strongly related to coaching level. This inconsistency of understanding was a barrier to sport science engagement in some instances, as was the challenge of operationalising information for specific contexts. Furthermore, availability of opportunities and resources were often left to chance, while overuse of jargon and inability for research and practitioners to consider sport specific needs were also considered barriers to engagement. Implications for research and practice are discussed.

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.

Philosophy underpins all aspects of coaching and by creating a formal philosophy coaches may improve their coaching effectiveness. The role that coaches fulfill is based on their experience, knowledge, values, opinions and beliefs, but how coaches frame their role and form their philosophy is still unclear. This study investigates these aspects by interviewing coaches at various stages of their coaching career. It concludes that as coaches gain both knowledge and experience their ability to articulate a coherent philosophy and, more importantly, contextualize it for subsequent use in a more holistic coaching practice is enhanced. As a key element of coach development, the inclusion of a coaching philosophy, values clarification, and consideration of the coach's responsibilities could improve their practice and better meet the needs of their charges.