Beginner coaches are thought to have less than three years of experience whereby they lack a sense
of responsibility and are therefore learning the norms of coaching (Schempp, McCullick, & Mason,
2006). Coach learning and reflective practice is considered central to transforming experience and
knowledge into expertise through professional development (Vallance, 2019). However, there is a
lack of evidence to suggest how this is useful for beginner coaches as studies generally involve more
expert coaches, and when studies do involve beginners, limitations of reflection are predominately
addressed (Winfield, Williams, & Dixon, 2013; Burt & Morgan, 2014). Therefore, this study aimed to
explore the benefits and limitations of reflective practice, and to identify ideal learning for in-situ,
practice-based context as perceived by beginner coaches. A constructivist, interpretive position was
maintained throughout the research whereby semi-structured interviews were conducted with six
beginner coaches. Transcriptions were analysed using thematic analysis and the themes found
included sporting experience, traditional learning, and reflective practice which highlights the ways
these coaches learn. Limitations of reflection were evident; however, results demonstrated its
importance, concluding that it should remain a central facet of sporting education for beginners but
that its use could be enhanced through support structures. These findings provide evidence to
uphold and develop methods of coach education in the future to facilitate learning. Finally, this
study concludes with suggestions for future research such as greater investigation into the support
structures needed for coach learning, and alternative methodology that could be used.