Globally, design-based learning (DBL) is seen as a powerful method to support students in becoming creative and innovative thinkers and to develop associated and relevant skills. The role of the coach is very important in DBL. The coach strongly affects what students learn from DBL and how they perceive it. Coaching, though, is for many scientists a complex skill. They are oftentimes not educated to coach. Consequently, many academic teachers shape their coaching based on experience, intuition, and common sense. As a result, there is an urgent need to inform academic teachers about evidence-based principles of good coaching.