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Sport, Education and Society Volume 21, 2016 - Issue 6
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Original Articles

Everything is at stake; yet nothing is at stake: exploring meaning-making in game-centred approaches

Ruan JonesSchool of Sport, Leeds Beckett University, Leeds, UKCorrespondence[email protected]
,
Stephen HarveyCollege of Physical Activity and Sport Sciences, West Virginia University, Morgantown, WV, USA
&
David KirkSchool of Education, University of Strathclyde, Glasgow, UK
Pages 888-906 | Published online: 14 Oct 2014

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Gunn Nyberg. (2023) What it Means to be a Learner and What it Means to Learn and Know in Movement Skill Learning. Quest 75:2, pages 119-135.
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Karen Lambert, Shirley Gray, Justen O’Connor & Lisa Young. (2022) How is embodiment in physical education theoretically conceptualised? A concept analysis. Physical Education and Sport Pedagogy 0:0, pages 1-19.
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Elizabeth J. Durden-Myers, E. S. Meloche & Karamjeet K. Dhillon. (2020) The Embodied Nature of Physical Literacy: Interconnectedness of Lived Experience and Meaning. Journal of Physical Education, Recreation & Dance 91:3, pages 8-16.
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Zoi K. Papageorgaki. (2018) Researching the lived experience of physical education: some pedagogical insights. Sport, Education and Society 23:9, pages 916-927.
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Steven A. Stolz & Malcolm Thorburn. (2017) A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education. Sport, Education and Society 22:3, pages 377-390.
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Ashley Casey, Peter Hastie & Steve Jump. (2016) Examining student-designed games through Suits' theory of games. Sport, Education and Society 21:8, pages 1230-1248.
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Paul Potrac, Lee Nelson & Jimmy O’Gorman. (2016) Exploring the everyday realities of grass-roots football coaching: towards a relational perspective. Soccer & Society 17:6, pages 910-925.
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