#Practical example

Coach Educator demo session: Facilitating active participation

FIFA, 23 May 2024


In this session FIFA Technical Expert Mauricio Marques plays the role of Coach Educator delivering a demo/model session and involving Student-Coaches in the process. Supporting Marques is FIFA Technical Expert Sean Douglas, playing the role of Coach Educator Developer.

The role of the Coach Educator Developer is crucial to the development of better Coach Educators who, in turn, help shape better Student-Coaches.  In this session, FIFA Technical Experts, Sean Douglas and Mauricio Marques work together as Coach Educator Developer and Coach Educator. During the session, Marques uses different methods  to create a learner-centred environment and engage the Student-Coaches in the learning process including: observation; player coaching; refereeing; peer-to-peer discussion to encourage active participation creating a learner-centred environment. 

Pre-session meeting

To begin the mentoring process, the Coach Educator Developer and Coach Educator engage in a pre-session meeting. During the pre-session meeting the role of the Coach Educator Developer is to:

  • Create a positive learning environment and put the Coach Educator at ease;

  • Encourage the Coach Educator to clarify the session objectives;

  • Use effective questioning to encourage critical thinking; and

  • Share knowledge and expertise to support and develop the Coach Educator.

Part 1

Session observation

During the practical session, it is important for the Coach Educator Developer to adopt an effective position to allow for observation and active listening. The Coach Educator Developer should ensure the position they adopt does not distract or interfere with the session or interactions between Coach Educator and Student-Coaches. During the session, the Coach Educator Developer takes appropriate notes to feedback to the Coach Educator during the post-session feedback.


Part 2.1: Session introduction
Part 2.2
Part 2.3: Reflection
Part 2.4
Part 2.5
Part 2.6
Part 2.7
Part 2.8
Part 2.9: Reflection


The post-session feedback process is critical to supporting the development of the Coach Educator. Here we see the Coach Educator Developer skilfully work with the Coach Educator to reflect on the session. It is crucial to create a positive learning environment in which feedback, discussion and challenge are all encouraged.

Part 3

Learning frameworks

The LEARNS model
The Coach Educator consistently leads dynamic exercises, actively engaging Student-Coaches in reflections and empowering them to conduct activities independently. Within these sessions, key adult learning principles such as learner-centeredness, fostering a positive environment, encouraging active participation, and promoting reflection are explicitly evident and form part of the LEARNS model. 


Meet the needs of each learner by using a range of learning methods


Establish a positive learning environment where self-esteem is enhanced

Actively involved

Encourage individuals to apply their knowledge and skills


Create opportunities for self-reflection and connection with past and future experiences


Deliver new skills and knowledge


Provide each individual with optimal challenge

The GRIP model

Meanwhile, the Coach Educator Developer employs the GRIP model to facilitate a learning journey for the Coach Educator. During the feedback session, the Coach Educator Developer nurtured self-awareness in the Coach Educator by assisting in setting a goal for session improvement, facilitating Reflection on listening skills, and devising a plan for future coaching courses. Additionally, several insights from the Coach Educator Developer to the Coach Educator emerged during the feedback session.

As a Coach Educator Developer you should aim to:

  • Create a positive learning environment and connect with the Coach Educator;

  • Take up effective positions during all elements of the coaching process ensuring you can observe and listen without interfering;

  • Provide evidenced feedback;

  • Reinforce good practice; and

  • Encourage the Coach Educator to think critically to provide a better experience for Student-Coaches.

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