topics and collectively advance our understanding of the theory–practice nexus. Although challenges certainly exist in theory building in sport for social change and in bridging the theory–practice divide, in conjunction these articles provide an important contribution by actively and constructively
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Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij
JSM Journal of Sport Management 0888-4773 1543-270X 1 09 2019 33 5 10.1123/jsm.2019.33.issue-5 JSM Special Issue: Sport for Social Change: Bridging the Theory–Practice Divide Guest Editors: Jon Welty Peachey, Nico Schulenkorf, and Ramon Spaaij EDITORIAL 10.1123/jsm.2019-0291 ARTICLES 10.1123/jsm
Hebe Schaillée, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom
Funding bodies seek to promote scientific research that has a social or economic impact beyond academia, including in sport management. Knowledge translation in sport management remains largely implicit and is yet to be fully understood. This study examines how knowledge translation in sport management can be conceptualized and fostered. The authors draw on a comparative analysis of coproduced research projects in Belgium and Australia to identify the strategic, cognitive, and logistic translation practices that researchers adopt, as well as enablers and constraints that affect knowledge translation. The findings show ways in which knowledge translation may be facilitated and supported, such as codesign, boundary spanning, adaptation of research products, and linkage and exchange activities. The findings reveal individual, organizational, and external constraints that need to be recognized and, where possible, managed.
Amy E. Cox, Lauren Beasley, and Robin Hardin
. https://doi.org/10.1123/smej.2015-0023 Welty Peachey , J. , Schulenkorf , N. , & Spaaij , R. ( 2019 ). Sport for social change: Bridging the theory-practice divide . Journal of Sport Management, 33 ( 5 ) 361 – 365 . https://doi.org/10.1123/jsm.2019-0291 Woods , C.T. , McKeown , I. , O
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
Dunja Antunovic and Andrea Bundon
, we also attempt to bridge the theory–practice divide discussed by Weedon and Wilson ( 2020 ), whereby academics engage in critiques of sports media in ways that are seen as unhelpful or even suspect by journalists. Our interest in this topic comes from our own engagement with sports media, the
Gidon S. Jakar and Kiernan O. Gordon
.1540-6040.2011.01371.x 10.1111/j.1540-6040.2011.01371.x Peachey , J.W. , Schulenkorf , N. , & Spaaij , R. ( 2019 ). Sport for social change: Bridging the theory–practice divide . Journal of Sport Management, 29 ( 5 ), 361 – 365 . https://doi.org/10.1123/jsm.2014-0126 10.1123/jsm.2019
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
