Coach Learning Framework Inception
Discover the research and insights that led to its creation
Dive InExplore the foundations and key principles of the Coach Learning Framework
UK Coaching, along with more than 80 experts from around the world, examined the foundations that make up a high-quality coaching environment that is packed with great learning experiences. Our goal: to determine exactly what people need to be successful, as well as the skills, qualities and behaviours a coach needs to demonstrate to support them.
The result was a holistic approach towards coaching that is person-centred, has a long-term focus, and is based on the understanding of what development means both for you, the coach, and for your participants.
Next, we outline:
- the research-based origins of the framework
- key findings of the research
- principles of the framework
- an action plan for coaches and national governing bodies of sport to use to implement it for the benefit of all.
The Origins of the Coach Learning Framework
The Coach Learning Framework originated from the research project ‘Maximising Your Potential’.
This qualitative study involved 13 focus groups with experts from 12 different sports. These experts were not limited to sports professionals from the UK; they included coaches, practitioners, educators, pathway leads, and coach developers from various home countries and beyond. The wide-ranging audience was deliberately chosen to gather diverse perspectives.
The key questions addressed were:
- What are the characteristics of a high-quality development environment?
- What does an individual need to be successful in such an environment?
- What challenges exist across the development pathway?
- What support do coaches need to guide their participants effectively?
Key Findings from the Research
The research emphasised the importance of creating environments that nurture both the athletic and personal development of participants, promoting a culture of continuous improvement and inclusivity.
It highlighted the role of coaches as key facilitators and the need for systems to be adaptable and supportive to maintain engagement and development over time.
Through the research, eight common traits of high-quality development environments were identified:
Holistic Development
Focusing on developing well-rounded individuals with the skills to succeed in their sport and physical activity and in other areas of their lives.
Adaptive to Individual Needs
Embedding flexibility in pathways to accommodate different rates of progress
Focus on Long-Term Development
Prioritising long-term goals and motivating lifelong involvement in sport and physical activity.
The findings emphasise the importance of creating supportive, inclusive, and flexible environments that prioritise long-term growth and holistic development for everyone at your sessions.
The Five Principles of the Coach Learning Framework
The framework is built on five key foundational principles, each critical to creating an optimal development environment:
A holistic environment provides participants with diverse experiences, considering their well-being and development to support well-rounded individuals. To achieve this, move beyond just technical and tactical aspects and consider the development of psychological, physical, social, and life skills.
Flexibility within the participant journey is essential to maximise experiences and potential. Ensure that your pathway is non-linear with multiple entry and exit points, allowing for varied development rates and personal circumstances.
A high-quality environment is person-centred, differentiating and individualising development plans based on the unique needs of each participant. Promote intrinsic development and a love for the journey over extrinsic outcomes.
Focusing on long-term development rather than short-term success is crucial. Encourage and support self-improvement and provide equal opportunities, using competition as a developmental tool and redefining success to include sustained engagement and personal growth.
Connections are vital for a cohesive development environment. Effective communication and collaboration among all stakeholders, including participants, parents, coaches, and support staff, support a unified approach towards common goals.
Action Plan for Coaches and Partner Organisations
Several recommendations for coaches and partner organisations emerged from the research and were formulated into an action plan.
- Action: Conduct workshops and training sessions for coaches, participants, parents, and support networks to instil the value of continuous learning and improvement.
- Timeline: Quarterly focus, with ongoing reviews.
- Responsible: Coaching Team and Coach Development Workforce
- Measure of Success: Increased engagement in practice sessions and positive feedback from participants. Learning values embedded into practice design.
- Action: Implement a structured programme that introduces age-appropriate challenges and strong support systems.
- Timeline: Annually, with periodic reviews.
- Responsible: Programme Coordinators / Age Group Leads.
- Measure of Success: Participant progression and satisfaction surveys indicating a well-balanced approach. Growth and improvement recognised through individual development plans.
- Action: Develop individualised development plans for each participant, involving them and their families in the planning process. Implement a case review process.
- Timeline: At the beginning of each phase following the programme ‘start’.
- Responsible: Personal Development Coaches / Age Group Leads.
- Measure of Success: Personalised plans in place for all participants, with regular progress reviews.
- Action: Integrate life skills, well-being, and educational opportunities into the development curriculum and programme to support overall personal development. Focus on thriving within the environment (development, well-being, and performance).
- Timeline: Continuous with programme and personal reviews.
- Responsible: Personal Development Coaches / Educational and Well-being Coordinators/PLA.
- Measure of Success: Participants demonstrate growth in both athletic and personal areas.
- Action: Implement diversity and inclusion training for all staff and regularly review policies to ensure that they are accessible. Inclusion considered through selection, recruitment, onboarding, and programme design to increase the talent pool and provide appropriate support within the pathway programme.
- Timeline: Twice a year.
- Responsible: Inclusion Officer, Pathway Coordinator, Programme Coordinators/Talent Lead.
- Measure of Success: Increased diversity among participants and staff, and high scores in EDI audits. Retention within the pathway and wider talent pool through Talent Identification Leads.
- Action: Design flexible pathways with multiple entry, exit, and re-entry points to accommodate varying development rates. Individual actions and support to meet personal circumstances.
- Timeline: Annually.
- Responsible: Pathway Development Team.
- Measure of Success: Pathway flexibility reflected in participant retention and satisfaction rates.
- Action: Establish clear communication channels and regular meetings among all stakeholders to ensure alignment and coherence.
- Timeline: Monthly.
- Responsible: Pathway Development Team, Pathway Coordinator, Programme Coordinators/Talent Lead.
- Measure of Success: Consistent understanding and implementation of the pathway vision across all levels.
- Action: Shift focus from immediate success to long-term development by redefining success metrics to include participant retention and overall development.
- Timeline: Ongoing.
- Responsible: Strategic Planning Team (whole Leadership and Management Group)
- Measure of Success: Long-term participant engagement and progression metrics showing sustained development.
- Monthly Reviews: Conduct monthly reviews to track progress on each action item.
- Participant Feedback: Regularly collect and review feedback from participants and their families.
- Annual Report: Produce an annual report summarising progress, challenges, and areas for improvement.
- Coaching Team.
- Coach Development Workforce.
- Programme Coordinators/Talent Lead.
- Pathway Development Team.
- Educational and Well-being Coordinators/PLA.
- Inclusion Officer.
- Strategic Planning Team.
- Participants and their Support Network (families, Teachers, home Coaches).
Following the initial focus groups, each group selected an individual to represent their views and opinions in the steering group. This helped shape the framework and ensure that the initial perspectives were upheld. From these discussions, key themes emerged and were developed into the framework, which was subsequently shared with national governing bodies and partners. Following further refinement of the language, the Coach Learning Framework was established, featuring four core themes and five supporting themes.
In conclusion, the Coach Learning Framework can help you to create high-quality learning and development environments in sport.
By adopting the Coach Learning Framework, you will be prioritising long-term growth, holistic development, and sustained engagement for your participants.
Apply the Coach Learning Framework to Develop Your Participants
You've learned about the origins and development of the Coach Learning Framework. Now it’s time to put it into in practice!
Embrace the framework
Dive into the 9 themes and start accessing expert insights and practical tools to help you implement this framework effectively. Discover how these themes can enhance your coaching and enable you and your participants to reach your goals.
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