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Submit a Manuscript to the Journal
Sports Coaching Review

For a Special Issue on
Scholarship of Teaching and Learning (SoTL) in Sport Coach Education Call for Papers

Manuscript deadline
01 February 2022

Cover image - Sports Coaching Review

Special Issue Editor(s)

Dr. Clayton Kuklick, University of Denver
[email protected]

Brian Gearity, University of Denver
[email protected]

Joseph Mills, University of Denver
[email protected]

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Scholarship of Teaching and Learning (SoTL) in Sport Coach Education Call for Papers

Call for Papers 

On behalf of Sport Coaching Review, we are pleased to announce this call for papers for a special issue on the topic of Scholarship of Teaching and Learning (SoTL) in Sport Coach Education. SoTL has been defined as, “the systematic reflection/study of teaching and learning made public” (McKinney, 2007 p. 8). SoTL is also a research agenda that integrates theory, data collection, reflection and narrative to study teaching and learning in context. It is not solely an assessment of learning, an afterthought or tacked on reflection to some larger study, or a smash and grab of data organized haphazardly. The aim of this special issue is to take a deeper dive into explaining the dynamics and complexities behind how and why coaches learn. The proposed focus concerns the teaching and learning experiences of coach developers, students, or coaches across small- to large-scale systems and universities. We invite scholars to submit original, theoretical, empirical SoTL research on coach education specific to the teaching and learning of sport coaches. We are not interested in best practice or insights type manuscripts, elongated abstracts, or brief reports.

Background and Context

Coach developers are individuals responsible for facilitating the development of coaches in a variety of settings. Across the world, national governing bodies, universities, profit and non-profit organizations responsible for providing and preparing coaches to practice from youth- through masters-levels are on the rise. To keep up with this growing demand, these stakeholders call upon coach developers to design, deliver, or assess the teaching and learning of coaches. The academy has also been busy producing many theoretically informed resources on learning and teaching applied to the field of coach development (see Cassidy, Jones, & Potrac, 2016; Nelson, Groom, & Potrac, 2016). There are also a smattering of empirical studies specific to how coaches learn and the complexities of teaching and learning (see Chesterfield, Potrac, & Jones, 2010; Jones & Turner, 2007; Kuklick, Gearity, & Thompson, 2015).

Noting the lack of a central resource for coach developers to learn how to teach sport coaches, Callary and Gearity’s (2020) recent text offers numerous exemplary instructional strategies for the preparation of coaches across a range of contexts. Unfortunately, this text was limited because of the paucity of empirical research on teaching coaches. Therefore, to address a broader and deeper understanding of teaching and learning that is theoretical, practical, and diverse, the purpose of this special issue is to advance SoTL within sport coaching education. Although larger disciplines have journals devoted to SoTL, such as biology (Advances in Physiology Education), sociology (Teaching Sociology), and English (Research in the Teaching of English), sport coaching does not. A logical step for sport coaching is a special issue in one of our top journals, Sport Coaching Review.

Suggested Topics 

Contributors are provided considerable latitude with their paradigm and theoretical approach, research focus, content, and participants, but submissions must be framed as SoTL. Different to general educational research, SoTL is the process and product of gaining a deep understanding of teaching and learning in a specific context. We welcome submissions from any sport, types of coaches (including strength and conditioning coaches) or learners at the competitive or participatory level, and in any type of coach development or education system (small-scale, large-scale, university based). We are not interested in life or executive coaching, sport psychology interventions with coaches, or SoTL on other sport workers (i.e., sport administrators or managers). SoTL submissions should:

  • Be approved through an ethics or Institutional Review Board
  • Use a theoretical approach to help explain the processes of teaching and learning of sport coaches
  • Draw upon a planned-out research method from any paradigm to explore a SoTL research question
  • Use a small or large sample of participants in a particular context
  • Use multiple data sources to investigate multi-faceted aspects of teaching and learning
  • Present findings and discussion that unearth the dynamic and complex psycho-social processes behind teaching and learning in a particular context

Generally, SoTL research looks to explore what works (or does not) to enhance learning or outcomes; how learning occurs; subtle suspicions or intuitions about the influences of specific instructional strategies; and/or strategies to address a reoccurring or challenging problem. Some general SoTL research questions for coach education (could) include:

  • What works better?
    • What are the effects and complexities with using one theoretically informed instructional strategy compared to another on coaches’ learning experiences?
    • What impact does online teaching have in comparison to in-person, or hybrid approaches?
    • What social learning approaches to coach development or experiential approaches work better to facilitate coaches’ knowledge and learning outcomes?
    • What assessments for coach learning work better and to what effect?
    • What are the influences and dynamics with using a theoretically informed workshop strategy in contrast to another on coach learning?
  • How learning occurs?
    • In what ways and how, do coaches learn in mentorship programs, in coaching networks, or facilitated collaborations?
    • To what intention and degree do observations, assessments, or feedback of coaching practices influence learning?
    • How does technology used to facilitate learning impact the learning experience?
    • How and to what extent do discourses used in coach education interact with learning and coaches’ practices?
  • What factors influence coach education and coach learning?
    • How do political and organizational policies, standards, or rules influence curriculum design and coach learning?
    • To what extent does diversity and inclusion strategies influence learning experiences and engagement?
    • How does identity (e.g., race, class, gender, economic, ableism, religion, etc.) affect the teaching and learning experience, including curriculum and course design?
  • In what ways does coach education (re)produce inequality, anti-intellectualism, and varying forms of oppression (e.g., racism, sexism, etc.)?
  • How do social and cultural factors influence coach developers and coaches’ learning experiences in short term educational courses or workshops?
  • To what extent does technology use implicate social, cultural, or pedagogical elements involved with educating coaches and how they learn?
  • How do coach developers’ self-evaluation and assessment of learning influence curriculum changes and their approaches?

Suggested Work Schedule and Tentative Publication Deadlines

November-January 2021: If not already completed, researchers should submit for ethical or Institutional Review Board approval.

February 2021—October 2021: Data collection and analysis.

October 2021—January 2021: Writing manuscript.

February 1, 2022: Targeted submission deadline for full-length manuscripts.

February—June 2022: Review and revise processes.

July 2022: Special Issue on SoTL published in Sport Coaching Review.

Please note this is a suggested timeline only and submissions prior to these deadlines will be considered, reviewed and, if accepted, published online first.

Submission Instructions

Sport Coaching Review’s instruction for authors may be accessed via this URL:


Authors are reminded to submit manuscripts of usually no more than 8,000 words using British English. Submission to the special issue does not guarantee publication.

All submissions must meet the journals’ standards, and final decisions on all manuscripts are decided by the Editor in Chief, Dr. Robyn Jones. Prospective contributors are encouraged to email the guest editors to determine fit for the special issue.

Please select the 'Special issue title' when submitting to SCR.

Instructions for AuthorsSubmit an Article