Applied Coaching Research Journal Research Journal 2 | Page 17

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2 were highlighted as important hooks in getting individuals involved in the first instance. The provision of training opportunities that were local, accessible and familiar, were deemed essential. The programme emphasised the importance of ongoing improvement and recognised that gaining a qualification was the start rather than the end point of an individual’s coach education journey. A learning culture was created where coaches were not only supported through a qualification but where they were also supported in accessing opportunities to put their skills into practice, to build confidence and to develop networks in the process. The additional support the coaches received in terms of accessing opportunities helped them to make clear connections between the training they received and potential career pathways. Although there may be opportunities to be assessed and supported on a course that follows a traditional delivery pattern, these opportunities may be relatively limited and may not reflect the environment an individual works in. Learning from challenges Whilst the benefits of the programme have been outlined in this paper, the programme did face some challenges that will need to addressed to support future developments. A key challenge faced by the programme was the change of circumstance of some individuals (due to relocation or new employment, for example), which impacted on their time and availability. This could be resolved by widening the programme to other areas, and signposting those individuals to other coach mate connectors. References Sport England, (2016). Towards and An Active Nation: Strategy 2016-2021 [online]. Retrieved from: https:// www.sportengland.org/media/10629/sport-england- towards-an-active-nation.pdf Sport England, (2016). Coaching in an Active Nation, The Coaching Plan for England: 2017-2021 [online]. Retrieved from: https://www.sportengland.org/media/11317/ coaching-in-an-active-nation_the-coaching-plan-for- england.pdf Contact Russel Smith – [email protected] Being supported and assessed in their workplace allowed coaches to tailor their skills to a particular environment and to their client group. Ongoing mentoring throughout the coaching journey played a central role in the success of the pilot programme. This has shaped how Street Games now run the Level 2 Doorstep programme, where every learner has a combination of coach education, coach development and mentoring in their context. The personal and familiar approach of being able to ask for advice, being observed, being encouraged, and being pushed at the right time, allowed individuals to reach their potential at their own pace. The development of a sustained working relationship with a mentor was also important for the development of the coaches, particularly those who had specific needs. Overall the pilot programme offered an accessible, flexible and long term approach to coach development, which in turn helped produce competent, confident and appropriately skilled coaches. They felt supported and were able to set clear career goals. 17