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    Situated learning as a theoretical framework for sport education

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    Authors
    Kirk, David
    Kinchin, Gary
    Issue Date
    2003-10
    Subjects
    situated learning
    sport education
    transfer of learning
    
    Metadata
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    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1177/1356336X030093002
    Scopus Count
    Collections
    Physical Education and Sport Pedagogy Group

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