ABSTRACT
High performance in sport has been attributed to innovations in sport science, technological advances, training systems and nutritional analysis. However, little attention has been given to the place of the coach in the furtherance of sporting achievement, as there is a tendency to concentrate on scientific aspects that are perceived as easier to control (Williams and Hodges 2005). Although the coach has a crucial role to play, the support systems available are generally in place for the athlete. Many countries have an infrastructure in place for coach education, continuing professional development and sport science support. This is usually organised under the auspices of a governmental agency, a national governing body of sport and, depending on the country, an autonomous national coach education organisation. As with many frameworks that involve a number of different organisations, the manner in which the organisations interact to provide the best experience for coaches, through identification, selection, education, employment and deployment, and support coaches to allow them to offer the best service possible to athletes, is not often as successful in practice as was originally envisaged.
