2.50
Hdl Handle:
http://hdl.handle.net/10547/229033
Title:
Situated learning as a theoretical framework for sport education
Authors:
Kirk, David ( 0000-0001-9884-9106 ) ; Kinchin, Gary
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.
Citation:
Kirk, D. and Kinchin, G. (2003) 'Situated Learning as a Theoretical Framework for Sport Education', European Physical Education Review, 9(3), pp. 221-235.
Publisher:
Sage Publications
Journal:
European Physical Education Review
Issue Date:
Oct-2003
URI:
http://hdl.handle.net/10547/229033
DOI:
10.1177/1356336X030093002
Additional Links:
http://epe.sagepub.com/cgi/doi/10.1177/1356336X030093002
Type:
Article
Language:
en
ISSN:
1356336X
Appears in Collections:
Physical Education and Sport Pedagogy Group

Full metadata record

DC FieldValue Language
dc.contributor.authorKirk, Daviden_GB
dc.contributor.authorKinchin, Garyen_GB
dc.date.accessioned2012-06-15T08:56:32Z-
dc.date.available2012-06-15T08:56:32Z-
dc.date.issued2003-10-
dc.identifier.citationKirk, D. and Kinchin, G. (2003) 'Situated Learning as a Theoretical Framework for Sport Education', European Physical Education Review, 9(3), pp. 221-235.en_GB
dc.identifier.issn1356336X-
dc.identifier.doi10.1177/1356336X030093002-
dc.identifier.urihttp://hdl.handle.net/10547/229033-
dc.description.abstractThe 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.en_GB
dc.language.isoenen
dc.publisherSage Publicationsen_GB
dc.relation.urlhttp://epe.sagepub.com/cgi/doi/10.1177/1356336X030093002en_GB
dc.rightsArchived with thanks to European Physical Education Reviewen_GB
dc.subjectsituated learningen_GB
dc.subjectsport educationen_GB
dc.subjecttransfer of learningen_GB
dc.titleSituated learning as a theoretical framework for sport educationen
dc.typeArticleen
dc.identifier.journalEuropean Physical Education Reviewen_GB
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