This chapter reviews existing disciplinary positions by considering psychological/sociocultural complexity approaches emerging in the late 1990s; social approaches emerging in the early 2000s; and normative models in sport coaching research. Complexity researchers understand/define coaching as a cooperative, collective activity between coach and athlete(s), through which the dynamics of action and interaction can be explored in situ. Social approaches critique what they believe to be the traditional, mainstream and/or dominant view of coaching resident among a wide range of non-sociologically informed stakeholders. The general critique extends into the education and development of coaches, with many of the same themes, descriptors and terminology being repeated and extended. Social approaches also offer a positive/constructive position on coach education and development. Social approaches provide a view of coach learning largely bound to the social environment and social practices. This chapter provides an overview of complexity and social approaches, as well as a number of positions which offer a more normative perspective.