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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