ABSTRACT
Throughout the Handbook there are regular references to high performance coach development as a wicked problem. In this chapter, we elaborate on this notion. Specifically, we focus on curriculum, pedagogy/andragogy, and assessment individually as wicked problems but also the interdependencies between the three message systems. We draw upon Rittel and Webber's (1973) defining features of a wicked problem as a lens for thinking about quality coaching in ways that we hope will advance high-performance coach development. In this chapter, we use the broad term of development that includes formal education and pose a variety of rhetorical questions aimed at stimulating curiosity for coach developers. We do not seek to provide any answers or potential solutions to the wicked problem of coach development, rather, we attempt to make sense of the research to date and consider how future research might continue to provide guidance to inform policy and practice in high-performance coach development.
