Developing coach education to enhance rugby coaches’ understanding and application of game centred approaches—The importance of questioning

 Although there seems a willingness to adopt pedagogical approaches that address the complexity of team games, there islittle guidance as to how. Transforming coaching practice does not happen overnight, therefore developing non-linearapproaches to coaching assumes the development of new knowledge. These approaches to coaching privilege social inter-action and the use of questioning in the coaching process, which is far removed from the traditional approach to coaching.Greater exploration is needed as to how to support coaches in developing their application of non-linear coaching prac-tices to support transformative coach learning. Research identified the challenges coaches face when trying to incorpor-ate questioning into their practice. Recognising the pedagogical nature of coaching, this paper draws on Lev Vygotsky tosupport coaches in improving their coaching with game-centred approaches and the use of questioning. The study aimwas to improve my practice as a coach educator to enhance rugby coaches’understanding and application of thegame-centred approach. It involved a group of six student rugby coaches. Using action research, coaches delivered an11-week rugby programme to a class of year 5 children. Findings emphasised the importance of social interaction, priv-ileging the use of language in developing coach autonomy. Providing time to build a collaborative relationship between theeducator and coach assisted coach development. The major contribution this paper makes is to illustrate the value ofeffective questioning. The importance of questioning cannot be understated in coaching and coach education, with it lead-ing to social interaction and facilitating opportunities to develop co-construction of new knowledge.