Toggle Main Menu Toggle Search

Open Access padlockePrints

Realist evaluation of the Football Association’s Post Graduate Diploma (PG Dip) in Coach Development

Lookup NU author(s): Dr Samantha RedgateORCiD


Full text for this publication is not currently held within this repository. Alternative links are provided below where available.


© 2020 Informa UK Limited, trading as Taylor & Francis Group.Recent studies have provided important initial insights into the relational and micropolitical dimensions of coach educators’ and coach developers’ work. However, there remains a paucity of inquiry addressing how sporting organisations prepare these members of their workforce to achieve desired goals and objectives. This research uses realist evaluation and normalisation process theory to examine a bespoke ‘reality grounded’ learning initiative that targeted the professional judgements and decision making of experienced coach developers. This rigorous, longitudinal, and theoretically informed approach allowed for the generation of rich, causal, explanations of ‘what has worked within this learning initiative, for whom, and under what circumstances’. Specifically, the study provides original and significant insights into the interconnections between (a) new ways of thinking, organising and acting, (b) already existing, socially patterned, knowledge and practices, and (c) positive and sustainable changes in everyday professional practice; something that has been largely absent in the wider coach education literature base to date. The research concludes that the programme entails more a transfer of knowledge from tutors to coach developers. Importantly, this intervention also aided (a) the development of a coach developer community, (b) facilitated the exchange of information and ideas between peers and, ultimately, (c) impacted on coach development practices and behaviours.

Publication metadata

Author(s): Redgate S, Potrac P, Boocock E, Dalkin S

Publication type: Article

Publication status: Published

Journal: Sport, Education and Society

Year: 2022

Volume: 27

Issue: 3

Pages: 361-376

Online publication date: 20/11/2020

Acceptance date: 03/11/2020

ISSN (print): 1357-3322

ISSN (electronic): 1470-1243

Publisher: Taylor and Francis


DOI: 10.1080/13573322.2020.1847066


Altmetrics provided by Altmetric