The Coach Role
Knowledge acquisition and practice in modern triathlon coaching: formal education, mentoring, informal learning, and the integration of technology.
Source: PhD Thesis, Chapter 2 · §2.3 · Deakin University Repository →
This page is adapted from the Literature Review of Leighton Wells' doctoral thesis: Triathlon Coaching Practices — Optimising Training Load Processes and Communication. Read the full thesis →
Routledge handbook of sports coaching
DOI →Informal and nonformal learning for sport coaches: A systematic review
DOI →An examination of how and why triathlon coaches use a suite of technologies in their practice
DOI →Tacit knowledge in expert coaching: Science or art?
DOI →Philosophical and Ethical Investigation of Transhumanism Technologies in Sports
What coaching means in modern triathlon
Coaching has traditionally been viewed as both a role and a process of guiding, instructing, mentoring, and supporting athletes to achieve their potential.69 Best practices in modern coaching now emphasise a holistic approach,70 incorporating athlete-centred strategies,71 and interpersonal communication72 to build strong coach-athlete relationships.
Effective coaching involves technical and tactical expertise,69 the ability to provide accountability,73 support and motivation.74 This includes tailored training load prescription, measurement, monitoring, and management.36
The role of the modern triathlon coach extends well beyond writing training programs. It requires technical expertise, strong communication, and the ability to integrate athlete wellbeing into every decision. The literature positions coaching as a relationship-driven process, not a one-way prescription.
Technology has transformed the coaching process
The advent of training management systems (TMS) has significantly transformed the coaching process11 for coaches who use this technology. Tools such as TMS platforms, wearable devices8 and digital communication technologies have enabled coaches to monitor and analyse athlete performance, objective and subjective data in near real time.56,75
However, integrating technology into coaching practices also requires coaches to develop the knowledge and skills necessary to interpret and apply these tools effectively.76
Beyond their practical use, sociotechnical perspectives help frame the context in which these tools are used. The Butryn adaptation of Feenberg,77 and related views on technology's integration with society, now sit within a landscape where sport technology is inextricably embedded in performance — and, at times, in athletes' bodies — via human augmentation,78 genomics,79 and increasingly complex monitoring.80 Recent work by Emami et al.81 frames the emergence of the "post-human athlete", adding further complexity for coaches to manage within practice.
Technology has given coaches more data than ever — but data is not the answer by itself. The challenge is developing the skills to interpret and apply these tools meaningfully. The sociotechnical framing matters: technology is no longer separate from the coaching process, it's embedded in it.
How coaches acquire and apply knowledge
Coach education is central to knowledge acquisition82 and the effective deployment of that knowledge in practice.83,84 Coaches gain knowledge from three primary pathways:
Formal Education
Structured education programs85 that provide foundational technical expertise and coaching frameworks.
Mentoring & Peers
Mentoring and peer relationships84 that build practical wisdom through shared experience.
Informal Learning
Practical, on-the-job experiences82 that shape tacit knowledge and situational awareness.
These learning pathways provide opportunities to develop technical expertise,35 understand athlete psychology,86 and learn effective communication strategies.87,88 Applying this knowledge effectively requires critical thinking, flexibility, self-awareness, situational awareness and ongoing professional development and reflection.89
The evidence is clear: formal qualifications are necessary but not sufficient. The coaches who develop most effectively combine structured education with mentoring relationships and reflective, on-the-job learning. This has direct implications for how coach education programs are designed.
"Coaching has traditionally been viewed as both a role and a process of guiding, instructing, mentoring, and supporting athletes to achieve their potential."
— Potrac, Gilbert & Denison, 2013
Key takeaways
Coaching is a relationship, not a prescription
Modern coaching demands a holistic, athlete-centred approach that goes beyond writing training programs to include accountability, motivation, and wellbeing.
Technology is embedded, not optional
TMS platforms, wearables, and digital communication are now integral to the coaching process — but coaches need the skills to interpret and apply the data effectively.
Learning never stops
The most effective coaches combine formal education, mentoring, and reflective practice. Critical thinking and situational awareness are as important as technical knowledge.
This page draws on the Literature Review of Leighton Wells' doctoral thesis and the work of the researchers cited below, whose contributions have shaped the fields of coaching science, coach education, and sport technology.
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- 72Creating a Successful and Effective Coaching Environment through Interpersonal Sports Coaching. Sport and Exercise Psychology. 2016;215–38. ↩
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- 80Supersapiens Gives Athletes Visibility Into Glucose, Redefines Fueling in Sport. Legal Monitor Worldwide. 2020. ↩
- 81Philosophical and Ethical Investigation of Transhumanism Technologies in Sports: A Prospective Study. Int J Ethics and Society. 2025;7(2):25–34. ↩
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- 87Trust within the coach-athlete relationship through digital communication. Trust and Communication. Springer. 2021;273–93. ↩
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- 89Defining coaching effectiveness: A focus on coaches' knowledge. Routledge Handbook of Sports Coaching. 2013;147–59. ↩