Abstract
A signature pedagogy for the recreation field is proposed through a review of the field’s scholarship on teaching and learning. A signature pedagogy is identified as the, “defining characteristics that, when explicated, reveal the deepest beliefs and practices of professional apprenticeship.” (Gurung, Chick, Haynie, 2009, p. xv). A review of literature in Schole reveals an active, situated signature pedagogy. The authors refer to this as a pedagogy “out of the stands and onto the court.” This pedagogy situates learning in real-world contexts through four modes: (a) community collaboration, (b) professional engagement, (c) learning situated in real-world experiences, and (d) service learning. Defining a signature pedagogy for recreation allows the field to gain more transparency about the assumptions behind its teaching practices and opens such assumptions to critique and growth.