Situated Learning as a Theoretical Framework for Sport Education

By D. Kirk, G. Kinchin. 2003

133 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9d3f92020fed90f3676b4d2487293f6af8c6041f

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In Physical Therapy, Sports Therapy and Rehabilitation

In Sociology and Political Science

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “Dynamical systems theory also describes how and why context-dependent skills taught within small-sided games, for example, may work to facilitate skill learning and more advanced game play in young learners (Kirk & Kinchin, 2003).”
Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students (2006, background): “More recently, a number of researchers (e.g., Kirk & Macdonald, 22 P. A. Hastie and M. D. Curtner-Smith 1998; Kirk & Almond, 1999; Kirk & Kinchin, 2003) have focused on one component of constructivism known as situated learning theory.”
Sport Education: physical education for the new millennium? (2005, background): “…lack of empirical evidence to validate the claim that SE can promulgate a transformative agenda, Kirk and his colleagues (Kirk & MacDonald, 1998; Kirk & Kinchin, 2003) have theorized that, through situated learning and 204 T. Wallhead and M. O’Sullivan the legitimate, peripheral participation…”
Russian students’ participation in and perceptions of a season of Sport Education (2006, background): “It could be viewed as a more constructivist or situated approach to teaching and learning (Dyson et al., 2004; Kirk and Kinchin, 2003).”
Sport Education, Critical Pedagogy, and Learning Theory: Toward an Intrinsic Justifi cation for Physical Education and Youth Sport (2006, background): “According to this way of conceptualizing young people’s learning, a key challenge for Sport Education is the extent to which it can provide learner-players with meaningful, rich, and enjoyable experiences of sport as a community of practice in the extended sense just described ( Kirk & Kinchin, 2003”
“I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models (2015, background): “Regardless of the conception of student-centeredness, the notion of teacher-asfacilitator has become almost synonymously associated with student-centered learning (Dyson, Griffin, & Hastie, 2004; Kirk & Kinchin, 2003; Le Ha, 2014).”