ABSTRACT
To fully understand the notion of performance coaching, it is imperative for the notion to be contextualised with respect to the literature to date, and in relation to suggestions for moving forward. In advancing the case that the coach is a performer, a variety of scholars have sought to better understand what tasks coaches actually undertake in performing their work. One starting point in appraisal of coach performance is through an examination of the great number of tasks that coaches are responsible for in undertaking their work. Indeed, behavioural accounts have historically been popular in examinations of performance coaching. Cote and Gilbert proposed that we might better understand the performance of coaches through a consideration of three types of requisite knowledge: professional knowledge, interpersonal knowledge, and intrapersonal knowledge. Prior to examining coach learning it is worth noting that there are various conceptualisations of learning. Coaches engage frequently with formal learning.
