Supporting Athlete-Centred Coaching Through Formal Coach Education: A Mixed-Methods Study of a Vocational Coach Education Programme

Abstract

Despite increasing theoretical support for athlete-centred coaching, there remains limited empirical understanding of how long-term, formal coach education programmes can foster its development. Addressing this gap, this study examined how a 9-month vocational coach education programme supported the adoption of athlete-centred practices and the mechanisms underpinning this process. A convergent mixed-methods design was employed. Systematic video observations of pre- and postprogramme training sessions and semistructured interviews were conducted with seven programme graduates. Observations were analysed using the Coach Leadership Assessment System while interviews explored participants’ experiences. Findings showed that coaches developed more athlete-centred practices, particularly within the domain of intellectual stimulation, where development was evident in both the observational and interview data. Coaches also self-reported improvements in interpersonal knowledge, autonomy support, and individualised consideration. Identified educational key mechanisms included the programme’s learner-centred implementation, facilitation of reflective peer dialogue, and its integration with everyday coaching practice. However, some coaches perceived athlete-centred coaching as resource-intensive, which they saw as a barrier to its consistent application. These findings contribute to understanding how athlete-centred approaches can be supported through formal education and highlight the importance of addressing practical challenges to achieve behaviour change.