Recent decades have seen an upsurge of interest regarding the use of constructivist theories of learning as a theoretical framework from which to validate and legitimise the teaching models of Teaching Games for Understanding (TGfU) and Sport Education (SE). However, despite the extensive interest generated, little attention has been paid to the theoretical assumptions which underpin constructivist theories of learning. Of concern is the lack of referencing to the work of seminal constructivist theorists, whom despite rarely being cited within TGfU and SE research have a significant influence on the ideas currently presented. This situation becomes problematic when one considers that the meaning of the term 'constructivism' is contentious, with some authors suggesting the term has become ambiguous, confusing and reflects a "diversity of discourses that have been clustered together - some accidentally - under the constructivist banner" (Davis and Sumara, 2003, p.125). This paper seeks to address these concerns by presenting the results of a study that sought to uncover the origins of theorising constructivist knowledge by conducting a critical examination into the translation of constructivist theories of learning within the research of TGfU and SE.
A twofold research methodology was employed. First citation analysis was used to conduct a historical trace of the development of constructivist theorising within TGfU and SE research through systematically analysing the citation practices employed by researchers when 'defining', 'applying' and/or 'justifying' constructivism. Results from the citation analysis conducted on the total text population containing 102 journal articles, books, book chapters and full conference papers confirmed the extent of secondary sourcing; with the work of seminal constructivist theorists occupying a peripheral role within current conceptualisations through the way in which their work accounted for just over a tenth of all citations received. Furthermore, citation analysis revealed which texts have had a prominent and influential role in shaping constructivist theorising.
Once identified, these influential texts were further analysed - through the use of Postman's (1989) 'languaging' framework in combination with the thinking devices of Edley's (2001) interpretive repertoires and Bakhtin's (1984) dialogism - to gain an insight into the ways in which constructivist theories of learning have been translated within TGfU and SE research. The final stages of this analysis are currently being conducted with preliminary analysis revealing a complex mosaic of nuance and meaning, where the ideas of seminal authors are reconceptualised in ways which are both generative and restrictive to constructivism's future usage.