Abstract
Using Coombs and Ahmed's [1] framework of formal, non-formal, and informal learning as the analytical framework, this paper aims to review and conceptually locate literature exploring how sports coaches acquire the knowledge that underpins their professional practice. Furthermore, in an attempt to develop a robust set of accessible terms and concepts this paper identifies, explores and positions various terminologies under the broader heading of coach learning. It was hoped that this conceptual review would not only stimulate discussion and research into coach learning, but that it would also promote the construction of models of how coaches currently learn, as well as models for enhancing coach learning The paper concludes that coaches learn from a wide range of sources, but formalised (i.e., formal and nonformal) learning episodes were found to be relatively low impact endeavours when compared to informal, self-directed modes of learning.