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Global Sport Business Journal

Abstract

Jan Meyer and Ray Land introduced the theory of threshold concepts to identify learning outcomes that represent a fundamental shift in the understanding of a subject which distinguishes how experts in the discipline internalize the discipline (Meyer & Land, 2006). They described the mastery of threshold concepts as being “akin to passing through a portal, opening up a new and previously inaccessible way of thinking about something” (Meyer & Land, 2006, p. 3). Threshold concepts as defined by Meyer and Land (2006) are characterized by these features:

  • Transformative: Once understood, a threshold concept changes the way in which the student views the discipline.
  • Troublesome: Threshold concepts are likely to be troublesome for the student.
  • Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e., they are difficult to unlearn.
  • Integrative: Once learned, threshold concepts, are likely to unite aspects of the subject that previously did not appear to be related.
  • Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.

This paper explores the literature of threshold concepts and provides examples of the theory’s applications to disciplines outside the study of sport management. It briefly discusses the evolution of sport management as a discipline and what concepts in this relatively new academic course of study could be considered threshold. The paper then posits strategies to aid students in mastering troublesome knowledge and traversing the threshold.

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