An investigation into coach developers’ theories in practice, learning, and development on a continuing professional development course

Despite the importance of the coach developer in supporting coach learning, there is a limited understanding of how they develop. In response, this study explored the theories in practice of twenty-three English coach developers who undertook a continuing professional development (CPD) course. Data were collected through semi-structured interviews, focus groups, and observations of coach developers’ practice and engagement on the course. The data were analysed using a phronetic-iterative approach, with Argyris and Schön’s ideas on theories in practice, mostly espoused theories and theories-in-use, providing the primary heuristic framework. The findings identified how before the CPD course the coach developers articulated espoused theories but as the course progressed there was a move to theories-in-use. This was due to their (re)constructed understanding of learning and working environment. The findings are discussed in light of how the CPD course, and tutors’ pedagogic approaches, influenced the coach developers’ knowledge and understanding. Based on these findings, it seems there is much to gain from supporting coach developers with a deconstruction and reconstruction of theories in practice.