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Sport coaching policies in Europe lack a guiding framework, and there is limited knowledge about good practices within those policies. This lack of guidance stands in stark contrast to the growing role and importance, from both a practical and a policy perspective, that coaches play in Europe. It is against this background that the Policy, Evidence, and Knowledge in Coaching (PEAK) project was initiated to strengthen the policy foundations of sports coaching in Europe. To do so, the Policy, Evidence, and Knowledge in Coaching project aimed to develop coaching policy recommendations for national authorities and sport federations on the European continent. In the following, we present the main policy recommendations for national authorities as well as the extensive process that led to the formulation of those recommendations. Based on this work, nine recommendations featuring a total of 61 indicators were developed. Overall, we contend that the policy foundation for an effective coaching system includes clarity on who the policies are for, how the results of the policy will be measured, the education, regulation, and support of the workforce, and addressing the inclusion of underrepresented groups. [ABSTRACT FROM AUTHOR]

The contribution that sport coaches make to society has received growing recognition among policy-makers over the last decade. Sport coaching is no longer only associated with professional and Olympic sport, trophies, and medals, and it is regularly proposed as an activity that contributes to the development of individuals, communities, and societies. Unfortunately, sport coaching has also been associated with negative outcomes, such as institutionalized doping, abuse of athletes, and match fixing. The level of scrutiny and expectations on coaches are higher than ever, and, therefore, more and more countries and sport organizations are examining how coaches are currently recruited, educated, developed, supported, employed, represented, and recognized. In the current landscape, the need to review the existing International Council for Coaching Excellence position statement on "Sport Coaching as a Profession," written in 2011, is paramount. The 2021 position statement takes into account policy, practice, and research developments over the last decade to propose a way forward for sport coaching over the next 10 years. [ABSTRACT FROM AUTHOR]

Sport coaching is at a pivotal moment in its short history. The publication of the International Sport Coaching Framework by the International Council for Coaching Excellence (ICCE) in 2013 has drawn attention to coaching world-wide and fostered a step change in the way coaching systems are understood and built. Within this evolving context, higher education institutions are increasingly playing a greater role in the education and development of coaches in many countries. One way in which they are doing so is through the delivery of partial or full sport coaching degrees. ICCE recognises this emerging landscape. In this article we present an introduction to the newly developed International Sport Coaching Bachelor Degree Standards. The Standards are the culmination of a 12-month process of cooperation and consultation between an expert group and the coaching community at large. They aim to respond to the needs of higher education institutions and serve as an internationally accepted reference point to aid the development of bachelor coaching degrees that prepare coaches to effectively support athletes and participants. [ABSTRACT FROM AUTHOR]

Information on the international "Master Class on Coach Education" conducted by the International Council for Coach Education that was held in Vancouver, British Columbia in October 2003. It was participated by 35 coach education researchers and practitioners from 5 countries who aim to discuss the way coaches are educated and to investigate the implications of research. Topics covered in this event include Translating Theory to Practice and Mentoring High Performance Coaches and Athletes.