PDF(Pubmed)
Abstract：
In the last few decades, there has been a movement from individualistic and mechanistic notions of learning to approaches that turn attention to the significance of the context of learning. While these approaches have been utilized to point out the significance of the environment for skill acquisition, they have primarily been oriented towards performance-oriented milieus. Inspired by the theory of situated learning in \"communities of practice\" (CoP), the aim of the study is to analyze learning processes among members (participants, coaches, parents, etc.) of a diverse sporting community. The article is based on a multiple-case study of a Danish handball community named Lykkeliga (Happy League) that within a few years has attracted more than a thousand children with a remarkable diverse range of age, gender, diagnosis, and disabilities. The data collection included participant observation of training and tournament situations in two clubs over a 3-month period, along with informal interviews. The thematic analysis reveals a range of legitimate ways of participating for members of Happy League clubs, including sitting on the bench and even dating during practice. In sum, our case study sheds light on how situated learning in sporting communities may be directed towards inclusion and expansive understanding of what it means to be a sport participant.
摘要：
在过去的几十年里，从个人主义和机械主义的学习概念到将注意力转移到学习背景的重要性的方法。虽然这些方法已经被用来指出环境对技能获取的重要性，他们主要面向以绩效为导向的环境。受“实践社区”(CoP)情境学习理论的启发，这项研究的目的是分析成员之间的学习过程(参与者，教练，父母,等。)多元化的体育社区。这篇文章是基于一个名为Lykkeliga（快乐联盟）的丹麦手球社区的多案例研究，该社区在几年内吸引了一千多名年龄不同的儿童，性别,诊断,和残疾。数据收集包括参与者在三个月内观察两个俱乐部的训练和比赛情况，还有非正式的采访。主题分析揭示了快乐联盟俱乐部成员的一系列合法参与方式，包括坐在板凳上，甚至在练习中约会。总之,我们的案例研究揭示了体育社区中的情境学习如何被引导到包容性和对体育参与者意味着什么的广泛理解。
