Exploring heutagogy in a tertiary coach developer course

Abstract

This study explores the challenges of applying heutagogy in a tertiary coach education course. It examines (first author) Blake’s assumptions about heutagogy as a complementary epistemological approach in coach education and how these assumptions shaped his teaching in a third-year coach developer course. Building on previous research on heutagogy in student-coach learning, this study uses self-study methodology to provide a nuanced perspective on the challenges of course design and implementation. Using the metaphor of flying a plane, the findings illustrate the complexities of applying heutagogical principles–meticulous planning, unexpected turbulence and in-flight adjustments–while navigating the tension between learner autonomy and the structured expectations of university settings. The findings suggest that while heutagogy encourages adaptability and self-directed learning, practical challenges such as maintaining motivation, managing workload and aligning expectations require adjustments that balance autonomy with structured support over time. This study offers insights into how a tertiary-based coach educator navigated institutional constraints, student readiness and pedagogical change while responding to calls for more learner-centred approaches in tertiary coach and coach developer education.