Situated learning as a theoretical framework for sport education

David Kirk, G. Kinchin

Research output: Contribution to journalArticle

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

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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

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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 journalArticle

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