Abstract
Background: Generally, understandings of learning have predominantly been framed as knowledge transfer from the coach to the learner, and when there are discussions of learning the focus tends to be on coaches and coaching. As a consequence, learning has had little direct attention, so here the focus is on learning sport.
Purpose: This article presents a site-ontological practice theory perspective on learning sport, extending beyond traditional epistemological views. The purpose is to understand learning in sport as something that happens in time and space, and involves the practices of athletes, coaches, and others in the site.
Method: Drawing on a sociological practice theory perspective, we examine learning sport, with illustrations from volleyball. Specifically, we use the site-ontological ‘theory of practice architectures’ to demonstrate how learning happens in sport.
Findings: We argue that learning sport is an ontological transformation where participants are ‘stirred into practices’ rather than simply a process of acquiring discrete skills or knowledge. We position learning as site-specific and ecologically arranged, occurring through participation in ensembles where participants occupy different roles while sharing collective intentionality toward the practice's goals. The approach emphasises that learning transforms not only individuals but also sites, histories, and communities.
Significance and Impact: The significance of this site-ontological practice theory approach is that it highlights what actually occurs when people learn sport – ontological transformation, and this perspective provides a new ecological understanding of learning in sport that can inform coaching and player development.