ABSTRACT
Knowledge exchange between academics and practitioners in sport and leisure has traditionally been a one-sided affair. This has been magnified when it has come to evaluating programmes. This chapter sets out to identify collaborative arrangements that will facilitate appropriate knowledge exchange across the divide between theory and practice and between academic and practitioner. To do this I examine several tactics that are born of a need to overcome power differentials, address how evaluation knowledge is constructed, and understand and consider how institutional factors impinge on the knowledge production envelope. These tactics are categorised as boundary spanning tactics, cognitive tactics, strategic tactics, and logistical tactics, which act as enablers and constraints for knowledge exchange in evaluating sport and leisure programmes.
