ABSTRACT
We would not expect to visit a doctor and receive health prescriptions based on common sense, but we are often happy to receive coaching from practitioners who are unaware of the principles underlying the effective provision of instruction. There is a growing need for evidence-based practice in the coaching arena and classroom to validate the use of techniques that are too often administered based on implicit and explicit assumptions of how a skill should be performed, rather than how people learn (see Hodges and Franks, 2002b).
