way . Often the CPD , or ongoing offer , is designed with progress between the qualifications in mind . The reality though , is that most coaches do not complete the whole pathway . They may only do one or two coaching qualifications , and this is certainly the case within football . So , if this is the reality , the question is why do we anchor our learning approach based on a pathway that most coaches do not complete ? The argument here is usually about alignment , or the need for qualifications to progress on and from each other , but this argument pulls us back into the world of content-driven learning design : it fails to acknowledge the variety of other opportunities that support coaches to learn . This is further enforced with the use of levels , highlighting a pre-determined , hierarchical pathway that pushes all coaches through the same ‘ one size fits all ’ route .
This is not to say that qualifications are not needed , or that they don ’ t have value . But we must be conscious of their purpose , and cautious of the impact they have on learning behaviours . Qualifications play a critical role in performance standards for specific purposes or requirements , e . g . club affiliation . They support regulation and provide points of reassurance or confidence in competence at a given point in time . As we reconsider coach learning experiences , we must challenge ourselves to create qualifications to meet this continuing need , without it determining our entire learning approach .
During my time working in a national governing body , and within the context outlined above , I have observed a prevalence of binary declarations . Face to face or digital , qualification or CPD , what we think coaches need versus the requirements of the coach . The reality is the world we live in is much more complex and nuanced than these ‘ either or ’ examples imply . Qualifications are CPD , and face to face and digital provision sit on a continuum based on constraints ( time and place ).
If we are going to truly support coaches in their learning , we need to know what they spend their time doing , and what they are challenged by . We need to design experiences and resources in a variety of formats that mean coaches – a volunteer who is giving up eight hours a week with the local under 9s for example – can access help and support ‘ just in time ’, e . g . in an accessible and immediate way . And we need to ensure that there is connection and consistency in our support , rewarding and recognising all learning opportunities , including the critical one ; coaching itself and not just following the predetermined pathway .
The reality is qualifications are not , and never will be , the answer to everything . At best , they ignite a spark , leave a lasting mark or provide a catalyst for more , but we know they can never work in isolation . Often , we place too greater expectation on the qualification to expediate progress , progress that requires the application of change , continual practice and trial and error based on the experience the qualification provided . If we place the qualification on a pedestal as the pinnacle of coach development , it will always fall short . And if , like many coach developers I engage with , we
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