Numerous academic and practitioner research has examined the role of Higher Education
Institutions (HEI) in the development of sport coaches in the UK (e.g. Crisp 2018; Stoszkowski and
Collins 2018). However, whilst most fields related to coach development have significant bodies of work
underpinning them, there is a dearth of information related to best practice within the context of disability
sport coaching. Given that both coach learning in the HEI context and disability sports coaching are
significant areas worthy of further exploration, this work investigates how learning can be developed
through disability sport coaching in the HEI context. The aims of this study were to gather the
perceptions, thoughts, and experiences of ten student-coaches enrolled on an HEI coaching programme
who were completing a year long placement module that included sessions for participants with
disabilities. Data were collected through two focus group meetings with the student-coaches and the
submission of learning journals. Inductive analysis showed that coaching disability groups facilitated
learning through generating knowledge from practice through a process of reflection, higher order
thinking, and meta-cognition. This suggests that using disability coaching can be a useful tool for HEIs
to use in terms of challenging student-coach practice and education