Principles of Good Assessment Practice in Coach Education

Despite its obvious importance, we argue that assessment as a feature of coach education programmes has been overlooked in the peer-reviewed published literature. As a result, it is suggested that approaches to assessing sport coaches within coach education programmes can sometimes be ill-considered and lead to sub-optimal experiences for multiple stakeholders. To address this problem-situation, we tentatively propose five interconnected principles of assessment in the first section of this article. These include the integration of teaching, learning, and assessment; assessment as a means of developing metacognitive skills; authentic/practice-based assessment; clearly and transparently foregrounding success criteria; and collaboration within assessment activities. By considering these principles, we suggest that there is much to be gained by the coach education community. In the second section, we showcase how these principles have been adopted within a football coach education programme in Flanders (Belgium). With this example, we explain why assessment became a central concern of the organisation and how they developed an effective assessment approach. Finally, we invite considered discussion and comment on our paper, with a view to starting a conversation in an area which is scarcely spoken about