ABSTRACT
The centrality of athlete learning to the work of coaches is seemingly self-evident. Yet, developing deeper awareness and understanding regarding athlete learning is not a straightforward exercise. This is because learning is a complex and broad concept (Armour, 2010; Cushion et al., 2010), which is conceived in varied and contested ways. Regardless of the complexities, coaches are expected to support athlete learning. Also, whether coaches know it or not, they are operating through the use of underpinning theoretical perspectives on learning. In this chapter, we make use of a number of metaphors that permit us to offer specific details about learning theories while also acknowledging the complexity and overlap and evolution of theories and theorists. These metaphors include athlete learning as conditioning, athlete learning as internal processes, athlete learning as meaning making and athlete learning as situated. There are also no value judgements made about the different approaches. All of them are legitimate ways to impact athlete learning. However, each has its own strengths and limitations, that when well understood, can support coaches and coach educators to enhance athlete learning.
