Coaching Pedagogy

By James Marley

Abstract

This chapter will argue that the realities and complexities of real-world coaching cannot be explained by a single theory of learning. Thus, coaches should take a pragmatic, rather than ideological, approach to coaching, with the needs of the individual situation, player and/or team guiding the chosen approach rather than a ‘flags in the sand’ theoretical perspective. The viewpoint that both strands of theory hold value, depending on context and circumstance, will be presented and both theoretical perspectives will be dissected to consider the key facets in terms of their practical use to coaches.

This chapter aims to arm coaches with a broad, evidence-based toolbox to utilise in a wide range of contexts rather than promote a single, limiting, understanding of learning. It will therefore build on the work of prominent authors who have called for research informed practice as opposed to strict theoretical boundaries, by providing coaches with advice to coach in an evidence informed manner and apply theory in practice. This chapter will play a key role in bridging the theory-practice gap by presenting research in a way which can be understood by coaches and can transform practice.