Answers are grounded in this paper and cite their sources.
Systematic review finds perceived professional benefits alongside conceptual and methodological limitations in online sport coach learning, highlighting the need for robust learning theories.
Recent technological advances and the COVID-19 pandemic have accelerated the adoption of online coach learning. To support effectiveness, such learning should be informed by evidence-based research. In response, this systematic review synthesises research on online coach learning published since 2017. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a comprehensive search across 10 databases identified 19 relevant studies that were appraised using the Mixed Methods Appraisal Tool. Reflexive thematic analysis generated an overview of theoretical, methodological, and practical insights. Findings suggest that online coach learning offers perceived benefits, including knowledge acquisition, increased confidence, and enhanced reflective skills. However, the existing literature frequently lacks philosophical and conceptual clarity, methodological rigour, and analysis of measurable impacts in practice. Overall, while the evidence is promising, the efficacy of online coach learning remains questionable in the absence of more conceptually grounded and methodologically robust studies. In response, future research should employ learning theories aligned with the virtual domain.
No takes yet. Share an insight, caveat, or question.
Bush et al. (2026) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: