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Background: National Governing Bodies (NGBs) and National Sporting Organisations (NSOs) invest significant resources into the design and delivery of learning and development opportunities for sport coaches. This has attracted the attention of sport coaching scholars, who are now focussing their efforts on better understanding the principles of effective coach learning and development. This work has led to principles associated with democratic forms of education being drawn upon to inform how coach learning could be thought about. However, this work to date has almost exclusively focussed on learning from educational programmes where the coaches are known to the coach development/research team, the programmes have been delivered face-to-face, and/or cultural considerations and expectations have not been a factor. With an international interest in sport coaching, coach education is now receiving attention beyond the western world, where coaches are not always known to coach developers prior to the start of an educational programme. These issues requiring research attention.
Cope et al. (Thu,) studied this question.