An(other) conceptual model for coach learning

A(nother) conceptual model for coach learning: revisiting and revising Schön’s ‘reflective practitioner’ Dr David Piggott The purpose of this paper is to use Schön’s (1983) original notion of “the reflective practitioner” as a starting point for the development of a new conceptual model of coach learning. It is argued that, whilst “learning through reflection” has remained an important element of many coach education programmes, the full impact and application of Schön’s ideas has yet to be realised. In a new era of coach education, where the boundaries between formal, informal and non-formal learning are becoming blurred (e.g. UK Sport’s ECAP), it is argued that Schön’s original theory of professional learning can provide a simple yet practical platform on which to base and evaluate coach education provision. Schön’s original work (1983, 1987) was one long argument for rethinking education in the minor professions. He argued against damaging artificial divisions in education – between research and application; theory and practice – and replaced them with a theory of learning based the idea of ‘professional artistry’ that occurs in the ‘swampy lowlands’ of practice (based on research chiefly with architects, urban planners, psychotherapists). In revisiting this work, it is argued that his central ideas of “reflection-in-action” and the “reflective practicum” have yet to be properly applied in coach education. This paper therefore offers a prescriptive model of learning that points to the importance of developing a series of necessary capacities that enable reflection-in-action. Efforts are made to show how this model subsumes existing theories of learning in coach education and offers more specific guidance for coach developers and programme designers. It draws on two examples – the first from an undergraduate degree in sports coaching; the second from a bespoke elite coach education programme in football – to suggest how the model can be applied to ‘accelerate experience’ in different coach learning contexts. Biography David has a PhD in sport policy from Loughborough University and is currently a senior lecturer in sports coaching at Leeds Beckett University, where he works across BSc, MSc and PhD programmes. His main research interests are in developing pedagogical practice, enhancing coach education and the philosophy of research. He has consulted for a number of NGBs on coaching and coach education and is currently engaged in the evaluation of a number of high-profile coach education programmes across the UK and Europe.