A Phenomenological Investigation of Ecocentrism in Coach Education

Abstract

This phenomenological study guided by the Reflective Lifeworld Research (Dahlberg et al., 2008), explores the lived experience of ecocentrism of the coach learners who have participated in and completed a foundational coach education program, and then to use that experience to inform coach education pedagogies that attend to ecocentrism or ecopedagogies. Ecocentrism, an ethical stance that values nature’s intrinsic worth and recognizes the interconnected agency of humans and nature (Naess, 1989, 1993, 2017; Orr, 2004; Plumwood, 2002; Skolimowski, 1992), provides a crucial lens for examining the knowledge base of coach education, especially amid rising global awareness of environmental interconnectedness and climate change. Through an integrated interpretive and descriptive phenomenological approach, this study captures through essences, horizons and constituents, reflections, insights, and transformative moments of learners as they engage with ecocentric pedagogy or ecopedagogy. Data was collected through in-depth interviews and reflective journals, enabling a rich analysis of participants’ encounters with ecocentrism in both theoretical and practical aspects of their coach education. The implications of this study underscore the value of incorporating ecocentric paradigms into coach education programs, contributing to the growing field of ecopedagogy by proposing pathways for a more holistic, Earth-conscious coaching paradigm. This study thus provides a foundation for future research and curriculum design aimed at fostering ecocentric awareness and sustainable practices within the coaching profession.