Teaching and learning is an infinitely complex area where definitive black-and-white answers are extremely rare and the essential ‘shades of grey’ are often difficult to define and/or convey.

If we want to prevent out-dated knowledge and behaviours from being passed on and reproduced, we need to consider more critically the constructs that the social environment uses to judge teaching and coaching quality.

Much of the coaching practice that coaches observe and discuss in the coaching environment may have been influenced more by tradition, emulation, and historical precedence in the sport than through critical consideration of the latest research.

How can we, as educators, help to facilitate the development of the transferable skills our participants will need to deal with the rapid (and sometimes tumultuous) change that will increasingly characterise their journeys through life?