Alternative coaching pedagogies in higher education

Sanna Erdoğan
University of Lapland, Rovaniemi, Finland

In this review, I provide a comprehensive overview of each chapter in the book. For clarity, I have organised the chapters into three thematic groupings, notwithstanding the absence of such distinctions in the book’s structure. Following this overview, I identify and reflect upon those contributions that resonate with my experience as a pedagogy and coach educator. The review concludes with suggestions of the book’s potential contributions to the field of higher education, accompanied by a set of reflective observations intended to stimulate further consideration and dialogue.

Narrative and creative pedagogies

The first three articles provide empirical approaches to endorse pedagogical solutions that support coaches in building a common understanding of athletes’ feelings, identities, and challenging issues. Additionally, readers can familiarise themselves with detailed and well-documented phases of developing pedagogies that increase coaches’ knowledge of how athletes feel or think, and display guidelines for dealing with difficult situations. The authors share case studies to illuminate alternative pedagogies focusing on meaningful learning outcomes, demonstrating that narratives are a powerful way to increase coaches’ empathy skills. The chapters offer step-by-step guidelines for teachers willing to use research outcomes in the curriculum, classrooms or workshops.

Everard and Wadey showcase how video narratives can be a pedagogical tool in coach education programmes. Their well-documented phases—first understanding phenomena, then listening to athletes’ personal stories, and finally reflecting on those narratives as a coach—give a structure to follow in any educational content (pp.13–17). Geary and Kitching explore the learning potential of creative nonfiction to bring coach education closer to daily situations while coaching. Following research ethics, creative stories were written using data collected from athletes and linked with course learning objectives (pp. 30–33). Authors demonstrate the usefulness of intertwining theory and practice, building a pedagogical environment where coaches can find theories more convenient (pp. 42–45). Kavanaugh et al. demonstrate arts-based pedagogy as a tool to create critical thinking and reflective learning. They represent qualitative data from athletes at an interactive installation, showing innovative ideas on collaborating with researchers and developing teaching methods (pp. 56–60). Moreover, the authors’ well-documented, personal reflections establish their passion and willingness to explore creative ways to help coaches increase problem-solving skills and foster more sustainable learning (pp. 60–64).

Respecting the voices of Indigenous coaches and communities, the authors neglect Western and Indigenous coaching pedagogies in a way that can support coach educators in promoting cultural awareness and holistic approaches

Applied degree programmes

The chapters from four to seven focus on curricula, pedagogies, assessments, and bridging theory to the surrounding environments of coaches. These chapters provide a nuanced understanding of knowledge, competence, and perspectives coaches should carry in the rapidly changing world. The authors underline the importance of coach education being parallel to phenomena in the field where coaches work daily. The presented degree programmes give teachers and educators comprehensive frameworks to foster inclusive pedagogical methods and respectful learning environments. Additionally, they provide tools to reflect privilege and marginalised positions in academia and coaching.

Gurgis and Callary emphasise acknowledging how Western values may govern coach education curricula. Respecting the voices of Indigenous coaches and communities, the authors neglect Western and Indigenous coaching pedagogies in a way that can support coach educators in promoting cultural awareness and holistic approaches. The chapter exemplifies a schedule that enables coaches to integrate Western approaches (e.g., sports technical skills) along with Indigenous cultural values and beliefs in sports (pp. 82–86).

Danielsen et al. shed light on how a curriculum can be planned considering the current coaches’ working environments, which demand scientific knowledge. The authors illustrate the need to neglect practical experience in favour of theoretical and scientific knowledge. They emphasise combining practical training situations, the latest sports technologies, and interpersonal coaching skills (pp. 100–104). Rynne et al. also recommend planning education based on the coaches’ current working conditions and research-based knowledge. They follow authentic learning principles via curriculum, pedagogy and assessment and apply them in an e-learning course (pp. 121–124). The chapter gives practical examples of planning and delivering course assessments that engage coaches in meaningful discussions and enhance awareness to evaluate interpersonal communication skills and coaching manners.

Skebo and Markula describe pedagogical approaches based on action research, followed by student-centred learning and accomplished with the help of inquiry-based learning. They illustrate action research as a tool to increase coach-researchers’ self-awareness (pp. 146–151). By developing competence in coaching with critical examination of materials, spaces, language, and objects, the chapter effectively increases coach-researchers’ creative understanding of knowledge production (ss. 152–158).

Fostering changes

The book’s last two chapters shed light on advancing critical, ethical, sustainable, and reflective coach education. The authors encourage teachers to consider multiple backgrounds, continuous coach-athlete development, and rapid changes in the world when planning course content. They introduce how to shift from didactic solutions surrounded by sports rules, respect for competitive outcomes, or discourses of technologies to more diverse pedagogical solutions. The authors provide models that can be used to break down traditional beliefs in coaching and disciplinary techniques considered reasonable.

Barker-Ruchti and Parker reimagine coach education with a pedagogy that could reduce unethical coaching behaviours. They suggest that “Education for Sustainable Development” can be a tool to advance coaching competencies and establish interactive learning situations that underpin social learning in sports (pp. 166–169). The authors deliver a case method to evidence that ethics and sustainability can be implemented in the coach education curriculum and decision-making in high-performance sports.

Bjørndal uses critical pedagogy and post-structural theory to guide more sustainable coach development. He demonstrates how to implement coach education with critical perspectives on sport-specific training ideas, coaching behaviours, and reflective coaching styles instead of indiscriminately applying them. This is achieved, for example, through assignments where students reflect on their experiences as docile athletes under disciplinary power (pp. 197–198). After self-reflection on the impact of the structured coaching environment with unnecessary control, the students can create more critical perspectives towards technology, measurement or standardised actions (pp. 199–201).

Memorable reading moments

Even though all the articles are high-quality and provide a selection of pedagogical solutions, I want to underline three brilliant details and insights. Firstly, Kavanaug et al. show how to use immersive installations to allow coaches to engage with the data, including pictures showing how to see, listen to, or touch the data. Secondly, Skebo’s interpersonal approach and sharing a detailed learning process provide insightful evidence on how to foster more holistic coaching, together with captured novel insights into the ways to implement theory in everyday coaching. Thirdly, Bjørndal implements post-structural theory in education in line with critical pedagogy, building understanding of multiple factors traditionally considered natural or normal.

In these three chapters, the authors’ suggestions are distinguished by a rare ability to combine incisive critique with an inspiring vision, offering a rigorous examination of education and a motivating call for rethinking established perspectives. To put it another way, I appreciate how the authors show how to be both critical and ethical in teaching. Their views on questioning long-standing traditional pedagogies and using researchers’ lenses to develop coaching practices are a way to obtain more creative learning spaces. Their examples can guide teachers in understanding multiple social relations in coaching and give them resilience to engage in long-lasting change processes.

Reflections and considerations

While pedagogically sound, the guidance offered presupposes a level of time. Alternative pedagogical ideas may be challenging to implement in time-pressured schedules and outcome-focused curriculum constraints. Moreover, if coach education programmes are more firmly rooted in traditional, instructor-led pedagogies, introducing alternative or non-traditional teaching strategies within coach education can present particular challenges regarding institutional culture and participant expectations. Consequently, adopting alternative or non-traditional teaching strategies within coach education can be met with resistance, stemming from entrenched instructional norms and participants’ professional priorities. In other words, the book may be more helpful for those familiar with alternative pedagogies.

The editors noticed the importance of diversity and individualisation, though a deeper consideration of divergence dimensions is always welcomed. Although diversity receives attention in the book, there remains scope for greater awareness of so-called minority perspectives. Additionally, a more sustained engagement with gender considerations or intersectional perspectives could further enrich the discussion.

Conclusion

For researchers, the book offers valuable guidance on implementing their research into practical applications within educational settings. It provides comprehensive strategies and conceptual clarity for academics wishing to extend the impact of their research into the sphere of education, as the author’s insights benefit scholars aiming to bridge the gap between research and coaching. For teachers, the book offers a thoughtful roadmap to leverage their work to inform and enhance up-to-date educational practice. If higher education encompasses a broad spectrum of pedagogical approaches, including innovative and student-centred methods, these alternative pedagogical approaches are easy to implement in course curricula.

The editorial team has made significant efforts to include scholars from different countries in this book. This volume is relevant and applicable in higher education, accompanied by a series of reflective considerations designed to provoke further scholarly discussion.  I recommend the book especially for higher education teachers who are familiar with implementing research and interested in creative thinking.

Acknowledges

The review is written to estimate the book’s value in coach education without noticing different levels of education or other possible differences between cultures or countries. As English is not my first language, I used a writing assistant to check my grammar and proofread my language. In the last two parts of the review, I asked the AI for suggestions on how to frame my ideas in English more clearly.

Copyright © Sanna Erdoğan 2025