Tania Cassidy is an associate professor in the area of Sport Pedagogy, particularly sports coaching. Tania views sports coaching as a social and educational enterprise as well as one which is culturally bound.Paul Potrac is a professor of sports coaching in the Department of Sport, Exercise, and Rehabilitation at Northumbria University, UK. Alongside his academic work, Paul was a football coach for 18 years. He coached male and female teams at various levels in the United Kingdom, the United States of America, and New Zealand.Steven Rynne, PhD, is an associate professor in the School of Human Movement and Nutrition Sciences at The University of Queensland, Australia. With a professional background in, and ongoing research focus on, pedagogy he has extensive expertise in fostering sporting outcomes through high-quality learning.

• Setting the Scene 1 Introduction2 ReflectionSECTION IThe Context of Coaching3 Culture and Meaning-Making in Sports Coaching4 Coaching as a Micropolitical Activity5 The Professionalisation of Sports CoachingSECTION IIThe Coach6 Philosophy and Sports Coaching7 Quality in Coaching8 Leadership9 The Coach as a Social PerformerSECTION IIIThe Athletes10 Athlete Learning11 Emotions and Athlete Learning12 Development and Talent IdentificationSECTION IVKnowledge13 Assessment, Knowledge and Ability14 Discourse and the (Re)Production of Coaching Knowledge

Tania Cassidy is an associate professor in the area of Sport Pedagogy, particularly sports coaching. Tania views sports coaching as a social and educational enterprise as well as one which is culturally bound.Paul Potrac is a professor of sports coaching in the Department of Sport, Exercise, and Rehabilitation at Northumbria University, UK. Alongside his academic work, Paul was a football coach for 18 years. He coached male and female teams at various levels in the United Kingdom, the United States of America, and New Zealand.Steven Rynne, PhD, is an associate professor in the School of Human Movement and Nutrition Sciences at The University of Queensland, Australia. With a professional background in, and ongoing research focus on, pedagogy he has extensive expertise in fostering sporting outcomes through high-quality learning.

• Setting the Scene 1 Introduction2 ReflectionSECTION IThe Context of Coaching3 Culture and Meaning-Making in Sports Coaching4 Coaching as a Micropolitical Activity5 The Professionalisation of Sports CoachingSECTION IIThe Coach6 Philosophy and Sports Coaching7 Quality in Coaching8 Leadership9 The Coach as a Social PerformerSECTION IIIThe Athletes10 Athlete Learning11 Emotions and Athlete Learning12 Development and Talent IdentificationSECTION IVKnowledge13 Assessment, Knowledge and Ability14 Discourse and the (Re)Production of Coaching Knowledge

Tania Cassidy is an associate professor in the area of Sport Pedagogy, particularly sports coaching. Tania views sports coaching as a social and educational enterprise as well as one which is culturally bound.Paul Potrac is a professor of sports coaching in the Department of Sport, Exercise, and Rehabilitation at Northumbria University, UK. Alongside his academic work, Paul was a football coach for 18 years. He coached male and female teams at various levels in the United Kingdom, the United States of America, and New Zealand.Steven Rynne, PhD, is an associate professor in the School of Human Movement and Nutrition Sciences at The University of Queensland, Australia. With a professional background in, and ongoing research focus on, pedagogy he has extensive expertise in fostering sporting outcomes through high-quality learning.

• Setting the Scene 1 Introduction2 ReflectionSECTION IThe Context of Coaching3 Culture and Meaning-Making in Sports Coaching4 Coaching as a Micropolitical Activity5 The Professionalisation of Sports CoachingSECTION IIThe Coach6 Philosophy and Sports Coaching7 Quality in Coaching8 Leadership9 The Coach as a Social PerformerSECTION IIIThe Athletes10 Athlete Learning11 Emotions and Athlete Learning12 Development and Talent IdentificationSECTION IVKnowledge13 Assessment, Knowledge and Ability14 Discourse and the (Re)Production of Coaching Knowledge