REgardless of any profession. periodical reviewing its revolution from the beginning the the present time is important in order to prepare the future of its scholarship more effectly, and as a result, the future will be meaningless. Then, it is important for the sport pedagogists to scrutinize what the sport pedagogy accompliched in the past, what the current research trends are, and what we should do in the future considering changing zeitgeist, era. conditions, possibilities, etc. Sport pedagogists have agreed that sport pedagogy has emerged as an independent subdiscipline in sport science since the late 1970s and that it was 1980s in which sport pedagogy flouriched as a recongnizable discipline. Researchers have issued pedagogical journals, presented articles at sport pedegogy conferences and published papers in professional magazines on the teaching and coaching of physical activity and sports. In the 1990s the area of sport pedagogy accumulated a considerable body of research-based knowledge. Lawson(1990) and Choi(2000) categorized the developmental process of sport pedagogy into three periods. Those are: (a) positivistic research paradigm periods. (b) interpretive and critical research paradigm periods, (c) multidimensional research paradigm periods. Also research programs as teaching effectiveness research, teacher and student thinking process research, curriculum model development research, curriculum value-orientation research. teacher behaviour modification research. teacher socialization research, teacher knowledge research have developed and produced results that can be used to improve physical education teaching and teacher education. This paper purports to describe the rise of sport pedagogy research field in an historical perspective, sketches research paradigms and research trends, and suggests current issues and some recommendations for future of sport pedagogy.