Learning to Coach through Experience: Conditions that Influence Reflection.

Abstract

The goal of the present article is to describe conditions that influence coach reflection, and to provide suggestions for nurturing coach reflection. Coach reflection varies based on the interaction of four conditions: (a) peer access, (b) stage of learning, (c) issue characteristics, and (d) environment. Data are presented to support the four conditions, and findings are compared to literature on experiential learning, reflection, and coach and teacher education. Eight strategies are suggested for facilitating coach development: (a) issue discussion groups, (b) coaching pods, (c) pre-training coach assessment tools, (d) local coaching resource centers and educational partnerships, (e) issue-based training, (f) creation of shared visions between coaches and sport participants, (g) coaching environments that value reflection, and (h) coaching consultant programs.?