ABSTRACT
Exponents of situated learning argue that through social interaction, authentic activity and participation within communities of practice, learners are better able to construct meaning in practical ways so that knowledge can be applied outside of formal learning settings (Kirshner and Whitson 1997; Lave and Wenger 1992). King (1990) suggests that the process of constructing new knowledge or the process of transforming previous knowledge into new formats is actually enhanced through peer interaction. Additionally, Bleed (2001) reports on the importance of socialisation in the learning process. So, promoting learning partnerships through many of the social media outlets now available could enable sports coaches to network. This process of networking can be very beneficial within the coach learning and development process and the translation of theory into the actual practice of coaching.
