In this commentary, I consider each of the papers in this special issue in regard to their contribution to a debate on the nature of learning in physical education (PE). I also discuss how we might take this aspiration further by moving beyond a ‘mere’ debate over learning theories to a knowledge building process in which knowledge claims are ‘tested’ against their compatibility (or non-compatibility) with other ‘knowings’. In this regard, I introduce the idea of vertical integration or compatibility as a consideration for building a more mature field of study of learning in PE.
CITATION STYLE
Tinning, R. (2015). Commentary on research into learning in physical education: towards a mature field of knowledge. Sport, Education and Society, 20(5), 676–690. https://doi.org/10.1080/13573322.2014.994491
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