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Bettina Callary, Diane Culver, Penny Werthner, and John Bales

High quality education programs across the globe could help coaching move forward as a profession. Although there have been suggestions to improve sports coaching education programs by integrating theory and practice through alternative learning approaches such as mentoring and critical refection (Armour, 2010; Cushion, Armour, & Jones, 2003), it is unclear whether such approaches have been implemented in coach education programs and how different countries are educating their coaches. The purpose of this paper is to describe how seven high performance coach education programs are educating coaches and to what extent they are employing alternative learning approaches. The goals, curricula, and pedagogical approaches are described and implications for the professionalization of coaching are discussed.

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Samuel Wood, David Richardson, and Simon Roberts

, or serve the coaching profession in the future, meaning that preparation to coach cannot be left to myopic experience alone ( Lyle & Cushion, 2017b ). Formal coach learning programmes “typically” define what knowledge is necessary for coaches to practice; accelerating the learning that takes place

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Julia Walsh and Fraser Carson

coach learning. There may never be consensus and no one place where a person can expect to fulfil all coach learning needs. This opens opportunity for coach developers to position themselves as curators who engage with novice learners and help them navigate different learning activities across informal

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Rhys J. Thurston, Danielle M. Alexander, and Mathieu Michaud

date, formal coach learning opportunities in parasport have been perceived as limited, inaccessible, or expensive to attend ( Bentzen et al., 2021 ). As a result, coaches are often left feeling unprepared or lacking the confidence necessary to work with athletes of varying abilities ( Townsend et