This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a critical friend to offer alternative perspectives on their reflections, and they planned their coaching strategies together. This paper illustrates the collaborative reflective process that supported the trajectory of the novice coach learning. This journey is represented using Fuller’s concern based model to map concern for self, concern for the task and concern for the learners. The reflective process and learning trajectory are outlined to exemplify the value of informal collaborative reflection to support coach learning. Implications are outlined for shared reflective practice to enhance learning opportunities for other coaching partners and small groups or in other educational domains.

本文通过一个共享的反思过程提供了两个赛季教练学习轨迹的见解。它描述了如何支持和维持志愿者，业余教练环境中的协作过程。在正式确定合作过程之前，教练研究人员已经共同指导了大学运动队两年。他们采用了协作式自学方法，以支持和构建他们在整个学习过程中的反思性实践和学习。两位教练每周撰写个人和合作感言。他们与一个重要的朋友互动，对他们的反思提供其他观点，并且他们共同计划了他们的教练策略。本文说明了支持新手教练学习轨迹的协作反思过程。使用富勒基于关注的模型来表示此旅程，以映射对自身的关注，对任务的关注以及对学习者的关注。概述了反思过程和学习轨迹，以例证非正式协作反思对支持教练学习的价值。概述了共享反思实践的含义，以提高其他教练伙伴和小组或其他教育领域的学习机会。