Developing coaching pedagogy: seeking a better integration of theory and practice

TLDR

Although coaching education is largely didactic, evidence shows that practical experience is the primary knowledge source for coaches, leaving a theory‑practice gap. The article aims to design and evaluate an MSc unit that blends action research and communities of practice to bridge this gap. The unit introduced a theoretical framework, required students to apply it in practice, then shared experiences in discussion groups, with learning data collected through observations and focus‑group interviews and inductively analyzed. Students reported increased motivation, better organization of knowledge, and new coaching insights, while staff noted heightened engagement and continuous participation.

Abstract

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.