Sports coaching is an established field of academic inquiry. Research over the past two decades has generated knowledge on what coaching is and who coaches are, what they do and why, and how, when and where they learn. Today’s body of knowledge is considerable; published in a number of coaching-specific and sport science journals and backed by coach education at all levels. Yet, a scientific field requires continued scientific development in order to remain state-of-the-art. Thus, the purpose of this special issue is to focus on a number of topics that have recently gained relevance for sports coaching or may do well with renewed attention, and to consider these topics from theoretical perspectives that sports coaching scholars have to date not employed, but which we regard have the potential to enliven our understanding of sports coaching. This special issue features the work of a select group of authors who were invited to discuss their key ideas/scholarship (technology, coach/athlete learning, inequities) in light of sports coaching with the aim of providing new possibilities and prospects and/or to stimulate debate/discussion. Consequently, this special issue attempts to transcends some disciplinary boundaries and introduce new conceptual frameworks and methodological possibilities.
