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Authentic Assessment Through the Sport Management Practicum: Participants’ Perceptions of the Effectiveness of a Student-Led Sports Event

Amy K. Bermingham, Ross D. Neville, and Kyriaki Makopoulou

within a real-life community of practice can be exemplified in situated learning theory ( Lave, 1993 ; Lave & Wenger, 1991 ). Situated learning theory rose to prominence in the late 1980s in response to dissatisfaction with the persistence and widening of theory–practice divides in education. In this

Cover Sport Management Education Journal

In Sport Management Education Journal Volume 15 (2021): Issue 1 (Apr 2021)

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Sport for Social Change With Aotearoa New Zealand Youth: Navigating the Theory–Practice Nexus Through Indigenous Principles

Jeremy Hapeta, Rochelle Stewart-Withers, and Farah Palmer

are theory, 1 as Indigenous philosophical paradigms typically presume a relational ontology, which is about a place-based existence and practices that link to particular territories ( Davidson-Hunt & O’Flaherty, 2007 ; Smith, 2013 ). For most Indigenous peoples, there is no theory–practice divide

Cover Journal of Sport Management

In Journal of Sport Management Volume 33 (2019): Issue 5 (Sep 2019): JSM Special Issue: Sport for Social Change: Bridging the Theory–Practice Divide