A heutagogical approach to coach education: what worked for one particular learner, how and why

No longer the exclusive domain of national governing bodies (NGBs), an increasing number of coaches now engage in professional development through higher education (HE) routes. One educational approach that has gained a recent foothold in the HE sector is heutagogy, or the focus on self-determined learning by the learner. The aim of the present study, which was underpinned by a realist-inspired research philosophy, was to explore one particular student-coach’s success (Ellie) on a sports coaching Bachelor degree module that was underpinned by a heutagogical approach to learning. Asynchronous email interviews provided insight into the development and understanding of Ellie’s personal circumstances, resources and goals. This insight was then used to shape and conduct a realist interview. Data were analysed using an adaptive theory approach, resulting in three causal arguments that attempt to explain what worked for Ellie, how and why: (a) self-regulation (b), self-driven and (c) characteristics of the module tutor. The findings offer both philosophical and practical implications for coach education programme designers, deliverers and researchers.