At a European policy level, there is a strong focus on developing lifelong learners through the ‘knowledge triangle’ comprising of education, research and innovation (EC, 2009). Moreover, it is argued that European education and training systems, which nurture lifelong learning, are in need of radical reform and that ‘pedagogical reform’ should be accelerated (ET, 2020). In physical education and sport, pedagogical reform should be initiated by teachers/coaches who are themselves lifelong learners. To meet the needs of client-learners in sport, it would be helpful to conceptualise professional education and training beyond the traditional boundaries of initial training, induction and continuing professional development, and across the sport-physical education and teaching/coaching divides. The focus should be on supporting teachers/coaches to build learning capacity (Claxton (2007) and learning autonomy (James et al, 2008) over a career; and on sustained engagement with research-informed practice in meaningful, lifelong and life-broad (Larsson, 2009) learning opportunities. This boundary-crossing model of learning for teachers/coaches creates places and spaces where traditional sport pedagogies can be challenged and pedagogic innovation can occur. The aim is to develop new ‘advanced pedagogies’ (ET, 2020) that can support EU citizens to engage in sport and physical activity for lifelong health, well-being and social engagement.