ABSTRACT
Having taken a global and practical perspective in Part I, in the opening chapter of Part II we tackle the thorny issue of learning. While fundamental to coach development (and coaching), learning remains poorly understood, with coach developers often operating solely based on their personal experiences rather than on empirical foundations. In this chapter we explore why this is the case, the associated issues, and introduce the complex theoretical world of learning. We conclude the chapter by broadly introducing the remaining chapters in Part II that deal with different theoretical perspectives relevant to coach development including learning as conditioning, learning as internal processes, learning as meaning making, and learning as a social endeavour.
