A scoping review of coach development opportunities in parasport

Abstract

A scoping review was conducted to map: (a) empirical literature on coach development opportunities in parasport, and (b) empirical literature on coaches’ experiences (barriers and facilitators) of accessing coach development opportunities in parasport. Eight sport sciences databases were searched generating an initial 1406 records; a three-phase process of screening narrowed the selection to 32 records. Data were charted on study aims, theory, context, program information, methodology, and results. Descriptive frequencies were calculated across these categories, and an inductive qualitative approach was taken to categorize the results. The descriptive results showed that relevant literature spanned years 1990 – 2021, 50% of records were published in the last decade, 68% were from Canada and USA, 47% were in elite or Paralympic contexts, 25% used human learning theories to frame their studies, 81% used qualitative approaches, and 75% were interview studies. The inductive results indicated that: (a) coaches often began their careers with limited education in parasport coaching; (b) coaches’ formal education of coaching practices are most predominantly drawn from able-bodied education opportunities; (c) coaches most often learned through social opportunities, such as mentoring from experts, and through interactions with athletes, peer coaches, family; (c) coaches preferred information about strategies for working with different impairments, and preferred learning through hands-on, practical opportunities. Findings reveal the value of: (a) offering tailored, parasport-specific learning opportunities to coaches already coaching in parasport; (b) providing broader parasport education to coaches entering the context, and (c) and incorporating parasport coach development opportunities within undergraduate curriculums in the sport sciences.