Evaluation of Learner-Centered Teaching in a Sports Coaching Undergraduate Program

Learner-centered teaching (LCT) has gained recognition in higher education (HE) broadly and in tertiary coach education for promoting autonomy, reflection, and deep learning. However, empirical evidence of its implementation at the program level remains limited. The purposes of this study were to (a) assess the extent to which LCT constructs are integrated into teaching practice in an undergraduate sport coaching program and (b) identify areas and strategies for improvement. A mixed-methods case study was conducted using Blumberg’s updated LCT rubrics and triangulated data from module syllabi, classroom observations, student questionnaires, and instructor interviews. Each data source was analyzed across 30 LCT actions, aggregated into five constructs. Results showed a high degree of LCT alignment (overall score was 3.8 out of 4.0), particularly in the constructs of Role of Instructor and Balance of Power . Responsibility for Learning was the least developed construct (median score 3.1), indicating that LCT methods were mostly utilized. The use of rubrics provided a detailed assessment of program-wide practices and revealed variation in LCT across modules. This study offers a practical model for evaluating LCT implementation within a program and highlights the value of evidence-based approaches to program design and development in coach education.