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window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":15054247,"created_at":"2015-08-20T04:50:53.160-07:00","from_world_paper_id":null,"updated_at":"2025-01-13T17:58:13.195-08:00","_data":{"ai_abstract":"The paper examines the professionalisation of sports coaching in the UK and its impact on coaching policies. It highlights the evolution from amateurism to a professionalised system, noting the significant increase in higher education courses related to coaching. The study critiques current policies for failing to engage coaches adequately, emphasizing the need for community involvement in policy-making to ensure effective implementation and respect for coaches' roles, thus fostering a sustainable environment for sports participation."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"An analysis of the Professionalisation of Sports Coaching and UK-Wide Coaching Policies","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true,"seo_quality":null}}["work"]; window.loswp.workCoauthors = [34055294]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":38524111,"attachmentType":"pdf"}"><img alt="First page of “An analysis of the Professionalisation of Sports Coaching and UK-Wide Coaching Policies”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/38524111/mini_magick20180819-10656-76pdg9.png?1534733237" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">An analysis of the Professionalisation of Sports Coaching and UK-Wide Coaching Policies</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="34055294" href="https://westscotland.academia.edu/BlaneAbercrombie"><img alt="Profile image of Blane Abercrombie" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/34055294/10000095/17320992/s65_blane.abercrombie.jpg" />Blane Abercrombie</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">13 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 15054247; 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It highlights the evolution from amateurism to a professionalised system, noting the significant increase in higher education courses related to coaching. The study critiques current policies for failing to engage coaches adequately, emphasizing the need for community involvement in policy-making to ensure effective implementation and respect for coaches' roles, thus fostering a sustainable environment for sports participation.</p></div></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="3172629" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/3172629/Journeys_towards_the_professionalisation_of_coaching_Dilemmas_dialogues_and_decisions_along_the_global_pathway_">Journeys towards the professionalisation of coaching: Dilemmas, dialogues and decisions along the global pathway’</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="19124" href="https://gre.academia.edu/DavidEGray">David E Gray</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Coaching: An International Journal of Theory, Research and Practice. 4(1) 4-19. , 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The term ‘profession’ derives from the Latin word ‘profiteor’ meaning to profess. Professionalisation, is the process whereby a gainful activity moves from the status of ‘occupation’ to the status of ‘profession’. Claims for professional status and the emergence of standards and awards are typical of the journey that occupations make (or attempt to make) towards professionalisation. However, some occupations fall short of the mark or, at best, become semi-professions with shorter training, less specialised knowledge; and more societal (state) control. If coaching is to become a profession it must adopt criteria such as the development of an agreed and unified body of knowledge, professional standards and qualifications, and codes of ethics and behaviour. While some of these are already completed or in development, the continuation of a multiplicity (and growing) number of coaching associations suggests that the pathway of coaching to professionalisation may be at best bumpy, and at worst derailed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Journeys towards the professionalisation of coaching: Dilemmas, dialogues and decisions along the global pathway’","attachmentId":31066265,"attachmentType":"doc","work_url":"https://www.academia.edu/3172629/Journeys_towards_the_professionalisation_of_coaching_Dilemmas_dialogues_and_decisions_along_the_global_pathway_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/3172629/Journeys_towards_the_professionalisation_of_coaching_Dilemmas_dialogues_and_decisions_along_the_global_pathway_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="77529013" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/77529013/Position_paper_Sport_coaching_as_a_profession_challenges_and_future_directions">Position paper Sport coaching as a ‘ profession ’ : challenges and future directions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="198366630" href="https://independent.academia.edu/DesireeVardhan">Desiree Vardhan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</p><p class="ds-related-work--abstract ds2-5-body-sm">The strategy of the International Council for Coach Education (ICCE) has placed the development of sport coaching as a profession at the core of the mission of the organisation. The authors examine the basis for this aspiration against criteria associated with established professions, taking into account the unique features of sport coaching. It is concluded that, at a global level, sport coaching does not meet a number of the traditional hallmarks of a profession, primarily due to its current position on key descriptors such as purpose, knowledge base, organisation and ethics. In addition, the lack of fit of traditional ‘right to practice’ provisions within the established professions is identified as problematic. Sport coaching status categories include volunteer coach, professional coach, and the preparatory category of pre-coach. It is suggested that sport coaching should define its future identity as a blended professional area, operating within the wider field * Address for co...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Position paper Sport coaching as a ‘ profession ’ : challenges and future directions","attachmentId":84835065,"attachmentType":"pdf","work_url":"https://www.academia.edu/77529013/Position_paper_Sport_coaching_as_a_profession_challenges_and_future_directions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/77529013/Position_paper_Sport_coaching_as_a_profession_challenges_and_future_directions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="112467354" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112467354/Distinctions_in_practice_within_coaching_in_Wales">Distinctions in practice within coaching in Wales</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51367056" href="https://independent.academia.edu/HazelBrown4">Hazel Brown</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Coaching Psychologist</p><p class="ds-related-work--abstract ds2-5-body-sm">This research sought to identify distinctions in the practice of coaches within Wales, compared to other European nations. A survey design was adopted, with a snowball sampling strategy generating 150 respondents. Seven surveyed aspects of coaching practice produced distinctive responses from coaches within Wales: they are less likely to have membership of any professional coaching bodies, they spend a very small proportion of their working time coaching, they are more likely to operate as internal coaches or for low fees, they are more likely to engage in self-reflection and participate in peer networks, they have a marked preference for behavioural/goalfocused methods, they are thorough in the range of topics they cover when contracting and they are likely to be selected as coaches based predominantly upon their experience levels. Recommendations are made for future analytical research to identify causal factors for these distinctions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Distinctions in practice within coaching in Wales","attachmentId":109688971,"attachmentType":"pdf","work_url":"https://www.academia.edu/112467354/Distinctions_in_practice_within_coaching_in_Wales","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112467354/Distinctions_in_practice_within_coaching_in_Wales"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="86553963" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/86553963/Critical_considerations_of_Level_4_coach_education_in_the_UK_A_theoretical_and_empirical_study">Critical considerations of Level 4 coach education in the UK: A theoretical and empirical study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="109573363" href="https://independent.academia.edu/ArvinderKaur40">Dr. Arvinder Kaur</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Within the last half a century the developments within the sporting landscape have been coupled with changes in the political sphere and - most recently - the successful bid to host the London 2012 Olympics Games. An incidental effect of such changes emphasised the fundamental role of coach education and development in the United Kingdom (UK) and stressed the need to up skill the coaching workforce. Accordingly, the primary aim in conducting this research was to investigate the effectiveness and appropriateness of the current coach education system for elite coaches (Level 4); to establish what best facilitates coach learning. In order to do so, I undertook a literature review to examine the applicability of Knowles (1970) andragogical principles and how - if at all - these principles could inform programme design and subsequent coach learning. The contributions of formal, informal and non-formal educative situations were considered alongside the currently prescribed approach - the ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Critical considerations of Level 4 coach education in the UK: A theoretical and empirical study","attachmentId":90980233,"attachmentType":"pdf","work_url":"https://www.academia.edu/86553963/Critical_considerations_of_Level_4_coach_education_in_the_UK_A_theoretical_and_empirical_study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/86553963/Critical_considerations_of_Level_4_coach_education_in_the_UK_A_theoretical_and_empirical_study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="10140309" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10140309/A_critical_analysis_of_the_conceptualisation_of_coaching_philosophy_">A critical analysis of the conceptualisation of ‘coaching philosophy’'</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="346856" href="https://edgehill.academia.edu/MarkPartington">Mark Partington</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="232524" href="https://lboro.academia.edu/ChristopherCushion">Christopher Cushion</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Abstract The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, ‘coaching philosophy’. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning ‘coaching philosophy’; namely the overemphasis of coaches’ agency and reflexivity, the downplaying of the significance of social structure on coaches’ dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice. Keywords: Coaching philosophy, philosophical enquiry, coach education, coaching, critical analysis, ideology, coaching discourse.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A critical analysis of the conceptualisation of ‘coaching philosophy’'","attachmentId":37132948,"attachmentType":"pdf","work_url":"https://www.academia.edu/10140309/A_critical_analysis_of_the_conceptualisation_of_coaching_philosophy_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/10140309/A_critical_analysis_of_the_conceptualisation_of_coaching_philosophy_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="112467355" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/112467355/Distinctions_in_practice_within_coaching_in_Scotland">Distinctions in practice within coaching in Scotland</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="51367056" href="https://independent.academia.edu/HazelBrown4">Hazel Brown</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Coaching Psychologist</p><p class="ds-related-work--abstract ds2-5-body-sm">This research sought to identify distinctions in the practice of coaches within Scotland. A survey design was adopted, with a snowball sampling strategy generating 74 responses. The data from coaches within Scotland, compared with that from respondents in other European nations, suggest that: a greater proportion of the Scottish coaching community are male, that coaches commonly evaluate at the end of every meeting and also seek feedback from commissioning managers as well as clients, that there are numerous approaches to coaching and also to continuous professional development that are less widely adopted in Scotland, that the reputation of the coaching provider is often an important factor for those commissioning coaching and that there are preferences for certain coaching models when presented with particular client issues. Recommendations are made for future analytical research to identify causal factors for any phenomena that can be cautiously determined from this data set.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Distinctions in practice within coaching in Scotland","attachmentId":109688967,"attachmentType":"pdf","work_url":"https://www.academia.edu/112467355/Distinctions_in_practice_within_coaching_in_Scotland","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/112467355/Distinctions_in_practice_within_coaching_in_Scotland"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="1396486" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1396486/Coaching_as_a_reflective_space_in_a_society_of_growing_diversity_towards_a_narrative_postmodern_paradigm">Coaching as a reflective space in a society of growing diversity-towards a narrative, postmodern paradigm</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="590649" href="https://ku-dk.academia.edu/ReinhardStelter">Reinhard Stelter</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Coaching Psychology Review, 2009</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Coaching as a reflective space in a society of growing diversity-towards a narrative, postmodern paradigm","attachmentId":8982345,"attachmentType":"pdf","work_url":"https://www.academia.edu/1396486/Coaching_as_a_reflective_space_in_a_society_of_growing_diversity_towards_a_narrative_postmodern_paradigm","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1396486/Coaching_as_a_reflective_space_in_a_society_of_growing_diversity_towards_a_narrative_postmodern_paradigm"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="19901351" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/19901351/Grounding_coaching_in_its_history_the_limitations_of_current_coaching_politicking">Grounding coaching in its history: the limitations of current coaching politicking</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8025239" href="https://independent.academia.edu/YThackray">Yvonne Thackray</a></div><p class="ds-related-work--abstract ds2-5-body-sm">I know what I know. Do I know why I know? That is the question I started with because I wanted to know where the word ‘coach’ and ‘coaching’ originated. If you read the pablum of coaching literature available, some authors try to demonstrate their breadth of understanding by referring to where the word first appeared most likely via a quick google search and voila! Connecting how a coach relates to coaching, that is not the remit of their book. They quickly move onto something that is more important, the real reason you bought their book – how to do coaching!</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Grounding coaching in its history: the limitations of current coaching politicking","attachmentId":40907761,"attachmentType":"pdf","work_url":"https://www.academia.edu/19901351/Grounding_coaching_in_its_history_the_limitations_of_current_coaching_politicking","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/19901351/Grounding_coaching_in_its_history_the_limitations_of_current_coaching_politicking"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="91692168" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/91692168/The_global_initiatives_in_the_coaching_field">The global initiatives in the coaching field</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="247387911" href="https://independent.academia.edu/SunnyStoutRostron">Sunny Stout-Rostron</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Coaching: An International Journal of Theory, Research and Practice, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">ABSTRACT The escalating demand for coaching worldwide has motivated practitioners, consumers and educators of coaching to advocate professionalisation of the industry to safeguard quality, effectiveness and ethical integrity. The potential benefit to coaching of professional status has led to an interest in consultative dialogue, such as the Global Convention on Coaching (GCC) and the International Coaching Research Forum (ICRF). The formal GCC began in July 2007 in New York, culminating in Dublin in 2008, with the presentation and discussion of white papers related to the advancement of the discipline. The Dublin Declaration on Coaching recommends establishment of a common understanding of the profession through shared codes of ethics, standards of practice and educational guidelines; acknowledgement of the multi-disciplinary roots and nature of coaching; and moving beyond self-interest to address core critical areas in on-going consultative dialogue. In September 2008, the ICRF, consisting of internationally recognised researchers, coaching professionals and other stakeholders met at Harvard to produce research proposal outlines to advance coaching as an evidence-based discipline. The GCC and ICRF have initiated a process that is seeking to clarify what coaching is, to measure and study its effectiveness, and to identify what role practitioners, academics and other stakeholders have to play. This article examines the achievements of the GCC in some detail, with an overview of the ICRF. However, coaching is a fair distance from becoming a profession, and there is a question mark as to whether it will become a full-blown profession. The challenge for stakeholders in the global coaching community is to let go of power, control and territoriality in order to collaborate and share their ideas, expertise and research to advance a more disciplined and rigorous field.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The global initiatives in the coaching field","attachmentId":102724103,"attachmentType":"pdf","work_url":"https://www.academia.edu/91692168/The_global_initiatives_in_the_coaching_field","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/91692168/The_global_initiatives_in_the_coaching_field"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="2543504" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2543504/Locating_the_coaching_process_in_practice_Models_for_and_of_coaching">Locating the coaching process in practice: Models ‘for’ and ‘of’ coaching</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2446759" href="https://cardiffmet.academia.edu/RobynJones">Robyn Jones</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Physical Education & Sport Pedagogy</p><p class="ds-related-work--abstract ds2-5-body-sm">Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Locating the coaching process in practice: Models ‘for’ and ‘of’ coaching","attachmentId":50576657,"attachmentType":"pdf","work_url":"https://www.academia.edu/2543504/Locating_the_coaching_process_in_practice_Models_for_and_of_coaching","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2543504/Locating_the_coaching_process_in_practice_Models_for_and_of_coaching"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":38524111,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":38524111,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_38524111" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="80471004" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80471004/Coaching_Education_Coming_of_Age">Coaching Education: Coming of Age</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="213109" href="https://columbia.academia.edu/TerrenceMaltbia">Terrence Maltbia</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Psychological Issues in Organizational Culture, 2014</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link 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