Expertise in Coach Development: The Need for Clarity

Abstract

In this position paper, we start by identifying the issues inherent to coach development; we then consider the current status of coach development and present our position before concluding with key points and suggesting resolutions for the issues. Our intention is to propose the progression of appropriate practices and approaches for the professional development and preparation of coaches. In coach development, a lack of clarity exists at both organisational and individual levels, particularly around the role of and aims for coach developers. Organisationally, we consider a radical reframing required to progress the profession of coach development. We also suggest that many individuals currently involved in coach development do not possess the requisite knowledge to move the field forward. Our aspirations for coach development include recognising the need for expertise and what it looks like in practice. Coaching and coach development interactions should examine particular coaching challenges, concentrating on the thought processes and decision-making strategies necessary to solve them. This necessitates a bespoke, problem-based approach to learning.

Coaching adaptive skill and expertise in Premier League football academies—paving a way forward for research and practice

“…There is a clear, whilst conceptual argument which is consistent across the coaching expertise literature ( 24 – 27 ). Universally, authors are suggesting that coaching expertise is characterised by the capacity for adaptation to context ( 23 ).…”

“…Exemplifying quality in such approaches, Ward et al ( 33 ) drew on Woods ( 62 ) work, to suggest a combination of four methodological approaches; Research should be contextually situated using individuals who represent the population and context under consideration ( 63 , 64 ) e.g., using an Under-10's academy coach to understand skilful coaching within the foundation phase. Use cognitive task analysis methods (e.g., eliciting verbal reports of thinking, roles and responsibilities, action protocols, knowledge) that externalize performance and delivery, which allow researchers to understand internal processes ( 27 , 43 , 65 , 66 ). Use retrospective analyses and stimulated recall of critical incidents to reconstruct the dynamics and problem-solving strategies used to approach critical challenges using participant interviews and other data [e.g., critical decision method ( 67 )].…”

“…Use cognitive task analysis methods (e.g., eliciting verbal reports of thinking, roles and responsibilities, action protocols, knowledge) that externalize performance and delivery, which allow researchers to understand internal processes ( 27 , 43 , 65 , 66 ).…”