In 2025, New Zealand Cricket (NZC) piloted a national–regional collaborative project designed to strengthen the environments within which secondary school cricket coaches operate, while also supporting the development of the coaches themselves.
The Catalyst Coaching pilot partnered with Wellington Cricket and Christchurch Metro Cricket, working closely with three secondary schools: Hutt International Boys’ School, St Patrick’s College Silverstream and Christchurch Boys’ High School.
Traditional coach development models typically focus on supporting individual coaches in isolation. This pilot deliberately took a different approach. Rather than starting with the coach, the programme worked with the schools that create the coaching environment, supporting them to clarify expectations, refine systems and strengthen structures that enable quality coaching to flourish over the long term.
The 12‑month pilot used a multi‑touchpoint, relationship‑based approach that engaged key cricket administrators and leaders within each school, alongside the coaches operating in those environments. Early “quick wins” included helping schools articulate why coaching needed to be prioritised and what quality coaching looked like in their specific context. These shared definitions then shaped bespoke learning opportunities for coaches, increasing relevance, alignment and engagement.
NZC Community Cricket National Coach Development Manager, Toby Doyle, says the pilot delivered meaningful impact across both systems and people.
“This pilot has been hugely successful for the schools involved and the coaches operating within their programmes. The willingness of school leaders to engage openly in the process has led to tangible improvements in how coaching is prioritised, supported and aligned to school philosophy. International and New Zealand research consistently shows that quality coaching is a key driver of youth engagement in sport, so it’s encouraging to see secondary schools placing real value on this area.”
Feedback from cricket administrators and leaders across the three schools was overwhelmingly positive, with several noting a shift in how coaching was viewed and utilised.
“The programme definitely helped us to understand how we can use our coaches more effectively, attract the right coaches and develop their skills. There has been a direct benefit to our players,” said one school leader.
From a systems perspective, the pilot supported schools to introduce or strengthen practical structures such as coach recruitment and retention plans, clearer role descriptions, improved communication channels and, in one case, the formation of a dedicated cricket committee. These changes provided a more stable and supportive platform for coaches to operate within.
Coaches reported increased confidence, clearer alignment with school philosophy and greater engagement with both formal and informal learning opportunities. One Christchurch Boys’ High School coach reflected:
“It was good to have that sit down, understand the school’s philosophy and align our coaching. It made the learning more meaningful.”
The Catalyst Coaching approach provides a clear roadmap for how NZC, Major Associations and District Associations can partner more effectively with secondary schools. By focusing on the environment first and embedding coach development within existing school structures, the model supports more sustainable outcomes for coaches, programmes and, ultimately, young cricketers.
