Situated learning as a theoretical framework for sport education
Kirk, David and Kinchin, Gary (2003) Situated learning as a theoretical framework for sport education. European Physical Education Review, 9, (3), 221-235. (doi:10.1177/1356336X030093002).
Full text not available from this repository.
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.
|Digital Object Identifier (DOI):||doi:10.1177/1356336X030093002|
|Keywords:||situated learning, sport education, transfer of learning|
|Subjects:||L Education > L Education (General)|
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > School of Education
|Date Deposited:||07 Dec 2005|
|Last Modified:||06 Aug 2015 02:18|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)