ABSTRACT
Building from previous chapters on curriculum and pedagogy in coach education programmes, the purpose of the present chapter is to shine a light on assessment as a feature of those programmes. Through this chapter, we outline and describe what coach education stakeholders stand to gain by considering the assessment of sport coaches in more detail. We introduce three principles of good assessment practice in coach education. We then share a case study of assessment on a coach education programme in England. While there is no suggestion that this is a model to be followed, we hope to stimulate dialogue about, and the development of, assessment practices in coach education.
