Situated learning as a theoretical framework for sport education

David Kirk, G. Kinchin

Research output: Contribution to journal › Article

Abstract

The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.
LanguageEnglish
Pages221-235
Number of pages15
JournalEuropean Physical Education Review
Volume9
Issue number3
DOIs
Publication statusPublished - Oct 2003

Fingerprint

Sports
Learning
Education
learning
education
Physical Education and Training
learning theory
abstraction
physical education
experience
participation
school
community

Keywords

  • situated learning
  • sport education
  • physical education
  • transfer of knowledge

Cite this

Kirk, David ; Kinchin, G. / Situated learning as a theoretical framework for sport education. In: European Physical Education Review. 2003 ; Vol. 9, No. 3. pp. 221-235.
@article{1eddaa5639a84a8a832158c8234a7a35,
title = "Situated learning as a theoretical framework for sport education",
abstract = "The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.",
keywords = "situated learning, sport education, physical education, transfer of knowledge",
author = "David Kirk and G. Kinchin",
year = "2003",
month = "10",
doi = "10.1177/1356336X030093002",
language = "English",
volume = "9",
pages = "221--235",
journal = "European Physical Education Review",
issn = "1356-336X",
number = "3",

}

Kirk, D & Kinchin, G 2003, 'Situated learning as a theoretical framework for sport education' European Physical Education Review, vol. 9, no. 3, pp. 221-235. https://doi.org/10.1177/1356336X030093002

Situated learning as a theoretical framework for sport education. / Kirk, David; Kinchin, G.

In: European Physical Education Review, Vol. 9, No. 3, 10.2003, p. 221-235.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Situated learning as a theoretical framework for sport education

AU - Kirk, David

AU - Kinchin, G.

PY - 2003/10

Y1 - 2003/10

N2 - The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.

AB - The article seeks to establish the usefulness of situated learning theory as a means of thinking differently about the alleged abstraction of school learning in a range of subjects including physical education, and the issue of transfer of learning. Following a discussion of Lave and Wenger’s notion of situated learning as legitimate peripheral participation in communities of practice, the article explores the potential of Siedentop’s sport education model as a means of providing young people with educative and authentic experiences of sport as legitimate peripheral participants. It is concluded that sport education may have the potential to provide educative and authentic experiences of sport, but that further detailed empirical investigation is required to establish the conditions in which this potential might be realized.

KW - situated learning

KW - sport education

KW - physical education

KW - transfer of knowledge

U2 - 10.1177/1356336X030093002

DO - 10.1177/1356336X030093002

M3 - Article

VL - 9

SP - 221

EP - 235

JO - European Physical Education Review

T2 - European Physical Education Review

JF - European Physical Education Review

SN - 1356-336X

IS - 3

ER -

Kirk D, Kinchin G. Situated learning as a theoretical framework for sport education. European Physical Education Review. 2003 Oct;9(3):221-235. https://doi.org/10.1177/1356336X030093002

Access to Document