An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners

Abstract

Although portfolios have not yet gained widespread use in the field of coach education, they hold considerable promise for the development of reflective coach practitioners. However, it is unclear under which conditions their use is most successful. The purpose of this article is to examine the use of digital portfolios in graduate coach education and to offer recommendations for the adoption of portfolios in developing reflective practice among students. Data from 28 qualitative interviews eliciting student reactions to digital portfolio assignments were content analyzed in a summative assessment of reflection and learning. Illustrative examples are presented. Key advantages identified include student reflection and synthesis of material across multiple courses, development of professional identity, unique learning and value derived from writing for an anticipated audience, and unanticipated personal and professional benefits that extended beyond the bounds of the classroom. The article concludes with implications for including digital portfolios in coaching curricula and developing reflective coach practitioners.