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).


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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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1177/1356336X030093002
ISSNs: 1356-336X (print)
Related URLs:
Keywords: situated learning, sport education, transfer of learning
ePrint ID: 18789
Date :
Date Event
November 2003Published
Date Deposited: 07 Dec 2005
Last Modified: 16 Apr 2017 23:08
Further Information:Google Scholar

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