~ 100 ~ International Journal of Physical Education, Sports and Health 2015; 1(6): 100-104 P-ISSN: 2394-1685 E-ISSN: 2394-1693 Impact Factor (ISRA): 4.69 IJPESH 2015; 1(6): 100-104 © 2015 IJPESH www.kheljournal.com Received: 25-05-2015 Accepted: 22-06-2015 Oleksandr Krasilshchikov School Of Health Sciences, Universiti Sains Malaysia Kubang Kerian, 16150, Kelantan, Malaysia. Correspondence: Oleksandr Krasilshchikov School Of Health Sciences, Universiti Sains Malaysia Kubang Kerian, 16150, Kelantan, Malaysia. Contemporary Issues in Coach Education and Learning: Coach Education: A Review Oleksandr Krasilshchikov Abstract The fact, that the existing coaching workforce is largely represented by ex-athletes who continue their sporting career after retiring as athletes opens an extra channel in coach development, namely – experiential learning by gaining expertise through experience from their athletic career, and also through their coaching practice. With various forms of learning situations available, coaches are encouraged to get educated through formal learning, non-formal learning, and informal learning. Major Coach Education pathways on the offer include higher education based education, federation based education and recognized coaching education agencies based education. Cooperation between the agencies involved is a priority issue in order to maximize the quality of coach education and the available combined resources. Parties should recognize each other, so that coaches could utilize their knowledge and expertise transparently and for the mutual benefit of all parties involved regardless if employed by a sports authority, a higher education institution or a federation. Keywords: coach educational pathways, experiential learning, high performance sport. 1. Introduction Although population of coaches of various professional and educational levels grew up significantly through the past decades, coaching profession doesn’t look fully legitimate to everyone. Movement towards a professional work force that could commit full-time to the development of expert knowledge, that might value and seek professional development and regard coaching as a sustainable career choice, would be crucial in the process of coaches’ development and education [1] . Many maintain the stand that community coaches are doing well without formal education and formal pay and that junior coaches can still deliver the goods after attending few brief courses; while others think that coaching at any level requires properly educated professionals. Therefore the ideas of coaches’ learning and education aren’t always straightforward and unanimously agreed upon. 2. Problem Statement Generally, and especially among academicians, coach education is discussed from a cur- riculum design perspective, meaning that 'experts' (researchers or program designers) are in charge of selecting and delivering a specific content and, at the end of the program, participants complete some form of evaluation [2] . What is presumably missing in the roadmap of coach education is the learner's perspective. Three main factors lend support for the inclusion of the learner's perspective when addressing the structure and the evaluation of coach education programs: 1. Coach education programs often play a marginal role in coach development in comparison to learning from experience. This should not be a surprise considering that most coaches accumulate many years of experience as athletes and time spent in a coach education program is minimal compared with the number of hours spent actually coaching [3, 4, 5] . Jarvis [6] mentions that any short coach education program could actually qualify as an 'episodic learning experience'. 2. In a contemporary society with constant technological developments and intense information exchange formal education programs cannot be considered as the sole providers of professional knowledge. Jarvis [2] claimed that many of the traditional