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ABSTRACT:
The purpose of this study was to develop and apply an evaluation strategy for large scale coach education programs. The strategy was tested with one coach in a coaching course in Canada. several questions guided the evaluation: (a) Was the course delivered as designed? (b) Did the coach acquire any new knowledge? and (c) Was any change found in the use of course concepts in the field? Methods of data collection included participant observation, semi-structured interviews, stimulated recall interviews, and systematic observation. The use of this evaluation strategy shows that the course was not delivered as designed and there was no change in the coach's knowledge. Small changes, however, were evident in the coach's use of course concepts in the field. In conclusion, the evaluation strategy was successfully tested and serves two purposes. First, it provides in-depth information on course conduct and course impact. Second, the results contribute to a growing bank of information on the science of coaching.
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