Following global efforts to impose an orthodoxy on knowledge generation that is above all, evidence-based, a number of social science scholars have begun to question the very ground on which evidence has been given its cultural and canonical purchase (e.g., Denzin & Giardina, 2008). For coach educators, this debate raises a number of relevant questions. For example, how should evidence be represented when researching coaches' effectiveness? Or, how should evidence be used to help coaches identify and solve problems? Further, what implications does the evidence-based movement have for the development of ethical coaching practices? In this paper, I present two narratives that show how these questions played out in two coaching contexts—one in the field and one in the classroom. I conclude by problematising various apparatuses of knowledge and evidence present in sport that define the conditions of acceptable coach education scholarship (Foucault, 1980).
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