Understanding the role of the Coach Developer in the women’s game

Clark et al. (2023) reported that Football Association (FA) Coach Developers within the women’s game perceived their effectiveness was hampered by a lack of credibility and legitimacy. Over the last fifteen years, credibility and legitimacy have been highlighted through a small number of studies, although these have been focussed on coach learning rather than Coach Developer practice. Therefore, very limited research exists to aid Coach Developers address the challenges which arise from their roles in different environments. This project draws on Wenger-Trayner and Wenger-Trayner’s (2015) social theory of learning to help better understand the phenomena of the credibility and legitimacy of the Coach Developer. Sources of legitimacy for Coach Developers would include aspects such as reputation, technical competence and organisational support which would engender respect in the Coach Developer. In addition, Coach Developers need connection, engagement, status, and legitimacy in the communities they support. The aim of this project was to explore the nature of the factors influencing the legitimacy and credibility of FA Coach Developers within the women’s game and better understand the implications for practice. Extending Clark et al. (2023), data have been collected through semi-structured interviews with 11 coach developers and 11 coaches they support. In addition, field notes have been gathered during site visits. Three prominent themes have been generated so far. Firstly, credibility and legitimacy are hindered because of a lack of role clarity – both from the perspective of the Coach Developers themselves, but also from the organisation. This lack of role clarity is exacerbated by several factors including limited job security and the concomitant financial infrastructure. For example, whilst National Coach Developers are funded entirely by the FA, regional Coach Developers are employed through a joint arrangement by the FA and universities. Wenger-Trayner and Wenger-Trayner (2021) asserted that legitimacy was founded on extensive time in the field and an expert understanding of the landscape in which the professional operates. Such expertise is hard to generate when operating on the short-term contracts afforded to some of the Coach Developers participating in this study. Secondly, the Coach Developers have received limited professional development support. Although the internal support that has been offered has been valuable and well intentioned, the organisation has yet to develop a consistent programme of support. Resultantly, this research identifies areas of focus for the organisation in terms of their recruitment and training of Coach Developers. For example, pertinent aspects include the furtherment of reflective practice, enhancing critical thinking and creating a more accessible development environment by enriching developers’ professional networks. Finally, Coach Developers sometimes struggle to access certain club environments which they attribute to a lack of legitimacy and credibility. To circumvent these difficulties, National Coach Developers have delivered formal qualifications to gain entry and build credibility. However, Regional Coach Developers cannot do so and so struggle to have the legitimacy and credibility to do their job. In conclusion, without legitimacy, the Coach Developer will achieve little. As intimated, the work of the Coach Developer within this environment is complex and changing and this research could play an important part in helping to establish greater effectiveness and clarity within the role.