Applied Coaching Research Journal Research Journal 2 | Page 14

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2
“With the assessments, he’s made it so he came
here and it was much more to do with what you’re
doing and your session. Instead of just doing it on
a course then not knowing how to relate it back to
different sessions, the two are mixed together and
I’ve been able to make more sense of it. It makes a
massive difference because on some of the courses
it’s not realistic, everyone kind of behaves well.”
(Leanne, aged 21)
‘With the traditional courses it was very much skills
focused, but then you would just be in a controlled
environment…it wasn’t authentic. Whereas with this
programme, what they’ve done is do them in our
place.” (Leroy, aged 27)
Inclusive coach education
Coach education has specific parameters or
guidelines to address individual needs. However,
sometimes individual needs are not disclosed, or
are only identified part-way through a programme
of delivery. It is only through building relationships
with individuals, that any barriers to learning can
be identified and suitabley addressed.
Meet the coaches – Michael
Michael, aged 19, is currently at college studying
sport leadership and he has just passed Level 2
of a multi sports coaching qualification. Michael
has learning difficulties and all his life has needed
additional support for literacy and understanding.
Little and often input over time has allowed him
to build confidence and find his style. Michael was
allowed to utilise technology with an app to dictate
and evidence knowledge. The use of technology
and an awareness of his specific learning needs
allowed Michael to demonstrate knowledge in
an alternative way, aiding his development and
removing barriers. Michael has since been offered
work in a school as a coach, as well as going to
Uganda on an exchange programme.
Two of the coaches in the sample had a disability,
and for them the support they received had been
particularly beneficial. Both of those individuals
reported that the programme had taken their
specific needs into account and had ensured
that they could access the same opportunities as
everyone else. The one-to-one support had allowed
them to identify their developmental requirements
and work towards overcoming the specific barriers
that they faced.
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