ABSTRACT
The purpose of this chapter is to explore coach development curriculum, specifically what knowledge is prioritised, how coach development curricula are negotiated, and by whom. Furthermore, to explore how social influences shape coach development curricula. The theoretical ‘lens’ that informs this exploration is Bernstein's (1990) concept of curriculum as a message system, specifically the concept of ‘voice’. By drawing on Bernstein's (1990) concept of ‘voice’ to explore coach development curricula, this chapter builds on the work of a small group of sports coaching scholars who have already made a case as to the value of Bernstein's work and adds another dimension to this emerging body of work. Drawing on the authors’ understandings of various coach development jurisdictions, with a focus on the New Zealand context, we provide insights into the construction of a coach development message system; namely curriculum.
