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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), pp. 221-235. (doi:10.1177/1356336X030093002).

Record type: 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.

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More information

Published date: November 2003
Keywords: situated learning, sport education, transfer of learning

Identifiers

Local EPrints ID: 18789
URI: http://eprints.soton.ac.uk/id/eprint/18789
ISSN: 1356-336X
PURE UUID: d5f0c704-b704-4dba-b728-b79dacd9c460

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Date deposited: 07 Dec 2005
Last modified: 17 Jul 2017 16:34

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Contributors

Author: David Kirk
Author: Gary Kinchin

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