Professional coach educators are key to the success of coach education and play a crucial role in developing coaching practice. However, coach education research remains remarkably coach centric with little attention paid to the coach educator or the broader role of the sociocultural context that frames the learning process. Four professional coach educators working for a Sport Governing Body in-situ with twenty five professional clubs took part in interviews and focus groups over the course of a year. In addition, interviews were undertaken with nine academy managers and thirty two coaches as well as observations in eight of the clubs. This paper focuses on the coach educators specifically and aims to understand the nature of coach educators' social reality and practice by examining something of the relational nature of the coach educators and their practice in context. Using the work of Bourdieu the paper engages in epistemic reflexivity and attempts to uncover coach educators' social and intellectual unconscious embedded in and reflected through their social practice. Findings show the operation of a number of socially constructed legitimating principles where the success or failure of the coach educator's practice and learning was inextricably linked to power. Each club (field) was a field of struggles, and coach educators had to play a symbolic and relational game being defined by and, at the same time, struggling to define these relations. Hence practice for the coach educators was both social and embodied.

Background: Most children and young people (CYP) worldwide are classified as inactive because they fail to meet the World Health Organisation recommendations for physical activity. Online interventions that use devices like exergames, smartphones, social media, and wearables have the potential to improve physical activity engagement because of their extensive reach and opportunities for learning and use across contexts. Purpose: The objectives of this systematic review were to update the evidence-base on online physical activity interventions for CYP since 2015, analyse the outcomes associated with online interventions across physical, cognitive, social and affective domains, and assess the mechanisms (i.e. pedagogical strategies) of online interventions that resulted in outcomes related to physical activity. Methods: A systematic search of the literature was conducted across 4 databases (MEDLINE, PudMed, EBSCO and EMBASE) using key words related to online interventions, physical activity and CYP. The inclusion criteria were: CYP aged 5-18 years in the general population; use of an online-based medium to deliver an intervention related to physical activity; outcomes related to changes to physical activity, and in physical, cognitive, social and affective domains; and quantitative, qualitative and mixed methods studies. A modified version of the Quality Assessment Tool for Studies with Diverse Designs was used to assess study quality. A mixed methods approach was used to analyse and synthesise all evidence. Results: 26 papers were identified as meeting the inclusion criteria, including randomised control trials (n=8), non-randomised interventions (n=12), observational studies (n=3) and qualitative papers (n=3). The target population of most studies was children (<12 years) where data collection mostly took place in a school setting, in elementary schools, and in physical education lessons. The interventions reported on positive changes to CYP's physical activity behaviours, through increases in physical activity levels and emotions, attitudes and motivations toward physical activity. Gamification and personalisation were the main mechanisms of online interventions that elicited positive changes in behaviours. Conclusions: The studies in this review provide a convincing rationale for the use of online interventions to support CYP's engagement with physical activity, due to the positive effects on physical and affective outcomes. New evidence is provided on the key mechanisms of online ARTICLE HISTORY

This paper reports data from the evaluation of a coach education programme provided by a major national governing body of sport (NGB) in the UK. The programme was designed for youth sport coaches based on research evidence that suggests that CPD is most effective in supporting practitioner learning when it is interactive, collaborative and located in practice. At the same time, the NGB was keen to ensure that in order to meet the objectives of the organisation, there was some consistency in delivery across the various practice sites. The research aimed to investigate how the original CPD programme was enacted across eight professional sports clubs, and to understand how professional knowledge was interpreted and negotiated between participants at the NGB and sports club levels. Over a 2-year period, data were collected from a series of focus groups and extended individual semi-structured interviews. Participants were 7 senior managers, 8 coach educators, 8 Academy club directors and 12 sports club coaches. Data were initially analysed inductively and, drawing on the theoretical work of Bernstein [(1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173, (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Lanham, MD: Rowman & Littlefield], illustrate the numerous ways in which programme knowledge was interpreted, facilitated and blocked at different levels of the organisation. The paper adds new insights into the complexities of coach education settings and the inherent challenges faced when attempting to 'roll out' a coach education interventioneven when it is 'evidence-based'. ARTICLE HISTORY

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