Objectives Applying an ecological dynamics perspective with the Skilled Intentionality Framework, this study examined whether an integrated coach learning and development framework could be successfully implemented in Australian female tennis coaching. Methods Participants were all females: qualified coaches (N = 4), coach developers (N = 2) and athletes, aged 15-18 years (N = 7). Participants completed an online survey, examining socio-demographics, playing/coaching history and learning outcomes. An ethnographic and action research approach utilising the Learning in Development Research Framework (LDRF) was undertaken over 20 weeks of coach learning and development. Coaches followed two female coach developers (one as the primary investigator) for a minimum of two hours per week (in situ learning), while the coaches worked directly with athletes. To identify influential factors, multiple data collection strategies were employed, including surveys, semi-structured interviews, observations, critical reflections and focus groups. Results Perceived program benefits (e.g., coach self-confidence and reassurance) and on-court/off-court support were verified within qualitative interview-derived data. Conclusion Findings identify the positive influence of an integrated coach learning and development framework on continued Australian female coaching career progression, highlighting coach development implications.
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