为了促进教练员的发展，课程教育计划作为一种潜在的方法，获得了作为一名有效教练所必需的技术、战术和心理技能。大型教练教育计划已经确立了几十年在欧洲，美国（美国运动教育计划），加拿大（加拿大的国家队教练认证教练协会）和澳大利亚（澳大利亚教练认证计划）然而，出现了有限的研究这些计划的有效性进行评估（与Gilbert & Trudel，1999除外）。这些课程往往会出现不规则的，通常数月，经常岁（Knowles et al.，2001，Nelson和垫，2006）。正式教练教育计划，到现在为止，唯一的方法识别，导致，认证。教练证书通常是通过成功完成正式教练教育计划/课程。科恩（1992）认为“有管理机构证明基于我们项目的成功完成教练，但我们不保证能力的教练，”（werthner & Trudel，2008）。以前的研究已经表明，正式的学习环境并不是学习教练的首选方法（Werthner和特鲁德尔，2008；德默斯，2006）。日常学习，通过自我体验，观察和互动与其他教练是所需的学习方法（吉尔伯特等，2006）。这一发现是可以理解的时间比花在正式的学习环境是比较小的时间花在体育教练与运动员的环境和互动的数量，其他教练和体育官员（德默斯et al.，2006，吉尔伯特等人，2006）。下面的章节检查有关教练教育计划的文献，并确定这些课程的失败影响显着的教练的发展。
In an attempt to foster the development of coaches, course education programs have been established as a potential method of acquiring the technical, tactical and psychological skills necessary to be an effective coach. Large Scale coach education programs have been established for decades across Europe, America (the American Sport Education Program), Canada (the Coaching Association of Canada’s National Coach Certification Program) and Australia (the Australian Coach Accreditation Scheme) however, there has been limited research evaluating the effectiveness of these programs (with the exception of Gilbert & Trudel, 1999). These courses often tend to occur irregularly, usually several months and often years apart (Knowles et al., 2001, Nelson and Cushion, 2006). Formal coach education programs have been, up to now, the only method recognized, that leads, to certification. A coaching certificate is usually obtained through the successful completion of a formal coach education program/course. Cohen (1992) concluded “there are governing bodies that certify coaches based on the successful completion of our program but we don’t certify competency of coaches,” (Werthner & Trudel, 2008). Previous studies have shown that formalized learning environments are not the preferred method of learning for coaches (Werthner and Trudel, 2008; Demers, 2006). Day-to-day learning through self experience, observation and interaction with other coaches are the desired methods for learning (Gilbert et al., 2006). This finding is understandable given the ratio of time spent in a formalized learning environment is small compared to the number of hours a coach spends in the sporting environment and interaction with athletes, other coaches and sporting officials (Demers et al., 2006, Gilbert et al., 2006). The section below examines the literature relating to coach education program and identifies the failure of these courses to impact significantly on the development of coaches.