Sport Education and Situated Learning: Problematizing the Potential

Abstract

This article pursues a number of issues raised by preceding contributions to this special issue. It outlines and critically explores tensions inherent in commentaries on sport education and relating to the adoption of the situated learning perspective in investigations of its potential contribution as a pedagogical model within physical education. It is argued that there is a need for continued and extended debate in relation to the advancements in policy and practice that may be achieved through the development of sport education and that important challenges remain to be taken up by sport education researchers and practitioners within the UK and international physical education and sport communities.