Cultural Intelligence in Sport Coaching: Developing and Evaluating a Cross-Cultural Training Programme

Globalisation in sport requires sport coaches to adapt to unfamiliar environments and work effectively with athletes and stakeholders from diverse cultural backgrounds. Coaches’ success in these settings depends on their ability to function across cultures, known as Cultural Intelligence (CQ). Despite its recognised importance in other professional fields, limited support exists to help coaches develop this ability. The purpose of this thesis is to examine coaches’ experiences in cross-cultural settings and to develop and evaluate a cross-cultural training programme tailored to sport. A narrative systematic review examined existing cross-cultural training approaches across professional fields to identify strategies applicable to sport, indicating that the most effective programmes for improving CQ combine courses, educational tasks, and experiential activities. Three subsequent studies were conducted. First, a qualitative study with 12 coach educators explored coaches’ cross-cultural challenges and strategies, identifying gaps in cultural preparation and difficulties in adapting leadership styles across cultures. Interviews showed that coaches relied on informal strategies such as cultural immersion and self-directed learning about the cultural and sporting context, highlighting key training needs. Second, a Delphi study with 20 experts in coach education and CQ was conducted to design the cross-cultural training programme, identifying three core content areas: cultural awareness, cultural intelligence, and cross-cultural leadership and communication. Experts also recommended interactive, practice-oriented methods delivered through flexible and blended formats. Lastly, a feasibility study with 11 coaches evaluated the programme’s acceptability, demand, implementation, and limited efficacy in improving coaches’ CQ. Although participants found the programme acceptable, relevant, and practical, recruitment barriers and high attrition indicated challenges with retention. These findings contribute to research and coach education by providing an evidence-based framework to support the development of culturally intelligent leaders in sport. The thesis makes a theoretical contribution by proposing a Model of Cultural Intelligence Development in Sport Coaching, which offers a context-sensitive, process-oriented conceptualisation of how coaches develop and enact CQ in practice. The findings are discussed in relation to coaches' roles in promoting culturally aware practices and inclusive environments in sport.