An interdisciplinary view and analysis of constructivism in Kinesiology


Discussions related to constructivist learning theories have become more prevalent within various subdisciplines of Kinesiology. This discourse, however, has typically been placed within the context of K-12 education. The purpose of this article is to examine constructivist theories (cognitive and social constructivism and situated learning theory) within the context of higher education. We first place “constructivism” within the context of education in general, and then examine through relevant literature its uses within kinesiology. We then describe examples of “constructivist” pedagogy and learning within our program and higher education in general. Ultimately we urge further discourse related to constructivist learning theories within higher education subdiscipline fields in Kinesiology.

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Taylor & Francis

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