Table 2
Summary of the most relevant characteristics of each of the studies included in this review.
| Studies | Objective | Method and sample | Results |
| Cushion and Townsend (2018) | To consider evidence of technology-enhanced learning in the education of coaches | Review study: systematic review | Despite the use of technology in training, teaching and learning, the evidence for its efficacy is weak, and its use requires further research |
| Driska (2018) | Assess the effectiveness of online education programmes | Descriptive study. Semi-structured interviews. N=21 | The assessment showed positive perceptions of the course and demonstrated that it can help expand learning opportunities and professional development |
| Koh et al. (2017) | To investigate the perceived benefits of using internet coaching resources, the types of internet resources sought by youth soccer coaches, and also how the resources are used to improve their coaching knowledge | Descriptive study. Personal interviews. N=10 | The Internet was seen as a source for learning, due to its easy accessibility, time saving, low cost and the availability of new ideas. Google, Facebook, YouTube and Twitter were the most common platforms used to find learning resources, but checking the credibility of these learning resources is the biggest challenge that coaches face |
| Stoszkowski and Collins (2015) | Explore coaches’ perceptions of their actual and preferred methods of acquiring new training knowledge | Descriptive study. Online survey. N=320 | Coaches preferred, and mostly acquired, coaching knowledge through informal learning activities |
| Kubayi et al. (2016) | To examine the coaches’ preferences for their ongoing education | Descriptive study. Surveys during attendance at training courses, workshops and seminars. N=224 | Coaches wanted to learn more about motivational techniques and were more likely to continue their education as coaches if they wanted to train at a high level if the topics were relevant, and if the courses were available online |
| Sackey-Addo and Pérez (2016) | Analysing the evolution of online learning for sports coaches: a tennis perspective | Review study: systematic review | The use of good quality resources and materials obtained through online learning platforms produced benefits, not only for tennis coaches, but also for the tutors |
| Pope et al. (2015) | To examine the content of the information that coaches get from online sports psychology resources and its use | Descriptive study. Online survey. N=253 | Coaches currently get information from online sports psychology resources “a few times a year,” but would get it “once a month” if more accessible and credible resources were available |
| Augustýn and Jůva (2014) | To analyse the use of ICT in informal education and informal learning for handball coaches | Descriptive study. Questionnaires. N=186 | The most frequently used sources are the materials on the Federation’s websites and the least used are paid-for sources, E-learning, webinars and video conferencing. 91% of coaches regularly use methodological materials on the Federation’s website. A computer is the most frequently used ICT medium for coaches for their education, but not especially so during training or matches. Progressively greater use of mobile phones is also to be expected, due to their many functions, such as a camera and the ability to work with video, but there is apparently a lack of suitable applications to allow their wider use |
| Callary et al. (2011) | To use information from a survey to continue developing their coach education programme | Descriptive study. Online survey. N=765. It is estimated 45% of active coaches | The authors considered ways that sports organisations could use the survey information to further develop their coach education programme from an ongoing learning perspective |
| Mester and Wigger (2011) | To explore online resources for the education of coaches | Review study: systematic review | Accessing information is no longer a problem. The challenge is, in any case, knowing how to compile, harmonise and adapt the information to the needs of the practical application and also to provide feedback to the scientists |
| Sanz (2011) | To describe some of the most frequently used tools for the ongoing education of tennis coaches | Review study: systematic review | New technologies for education are already available and the internet has had a great impact on access to information and education |
| Cushion et al. (2010) | Provide an overview and analysis of existing research on coach learning | Review study: systematic review | Coaches learn in a variety of ways and from various sources: informal, non-formal, and formal. Informal learning through coaching experience and interaction with other coaches remains the dominant mode of learning |
| Reade et al. (2008) | To discover how high-performance coaches access the knowledge of sports scientists | Descriptive study. Questionnaire. N=205 | There are differences between what coaches are looking for and the research that is being carried out, especially in the area of tactics and strategy. Coaches are more likely to consult other coaches or to attend coaching conferences for new information |
| Over (2008) | To describe current advances available to coaches and players through information technology and computers | Review study: systematic review | The accessibility of these resources and the progress of technology allow training in areas and lifestyles for people who had not previously been exposed to this quality of information, at relatively low cost for both the coach and the federations |
