Towards the reflective sports coach: issues of context, education and application

Results indicate that none of the programmes examined contained structures or processes for directly teaching or overtly nurturing reflective skills, but almost all programmes offered a potential structure for this through completion of a coaching log or undertaking a period of mentoring.

Abstract

The current demands faced by elite sports coaches and the nature of their educational experiences are outlined. Examination of current approaches to coach education are considered in relation to research evidence which describes the key skills required in elite sports coaching. Recently, reflective practice has emerged as a key skill with which to enhance coach learning and increase the value of coaches' educational experiences. In tracing this emergence, this study analyses the use of reflective practice and learning strategies within six governing body award coaching programmes. Results indicate that none of the programmes examined contained structures or processes for directly teaching or overtly nurturing reflective skills. However, almost all programmes offered a potential structure for this through completion of a coaching log or undertaking a period of mentoring. Finally, recommendations are made to coach educators for developing reflection within coach education programme structures.