The effects of a needs assessment-based learning community on pre-service coaches' coaching content knowledge development

Objective: This study aims: (i) to identify content knowledge levels of pre-service coaches studying in higher education coach education programs, (ii) to understand role of formal education in their learning, and (iii) to determine effects of a needs-assessment based learning community on development of coaching content knowledge. Method: In the first phase of the research, Content Knowledge Test Packs for Physical and Technical Competence Development were developed with participation of 2457 pre service coaches. In the second phase, an explanatory sequential mixed method was used. The knowledge levels of 2108 pre-service coaches were determined using the developed tests. Then, interviews with 18 pre-serrvice coaches, 19 faculty members, and two mentors were evaluated using inductive reflexive thematic analysis. In the third phase, an eight week learning community was conducted with five pre-service coaches as a design-based research. Interviews with pre-service coaches and facilitator, and reflective essays were evaluated using inductive reflexive thematic analysis. Results: All content knowledge tests met the standards. The data collected using these tests showed that pre-service coaches did not have enough content knowledge. Subsequently, four themes were generated from the interviews in needs analysis: (i) readiness and engagement of pre-service coaches; (ii) quality of the teaching environment; (iii) scope of the curriculum; (iv) macro level issues as a source of opportunities and concerns in coaching and coach education. In the learning community evaluation, three themes were generated: (i) developing coaching sense, agency, and lifelong learning orientation; (ii) the power of social learning and motivational dynamics; (iii) bridging theory and practice in coaching (praxis). Conclusion: Pre-service coaches did not have enough content knowledge regarding the development of physical and technical competence in athletes. The reasons for this are multifaceted. In this context, learning communities, as informal learning environments, are one of the effective practices that support the formal coach education. Keywords: coaching effectiveness, coach education, social learning, agency