Content in physical education has been the subject of research for some years, with most studies being carried out under two scientific programs. One, in North America, concerned primarily with pedagogical content knowledge; the other, in France, studying the didactics of physical education. The purpose of this paper is to describe the theoretical framework, methodology, and principal results of these programs. It examines their similarities, differences, and the contribution of each to the teaching and learning of content in physical education. Researchers in both fields state that pedagogical content in physical education (a) is highly domain-specific to the activity being taught. (b) falls within an analysis of the situated-action, (c) undergoes long-term evolution in relation to professional competence, and (d) depends on constraints inherent in the system. Beyond the specifics of each program, there are some similarities that open up possibilities for fruitful collaboration between researchers in the two communities.
C. Amade-Escot is with the Laboratoire GRDAPS-LEMME at the Université Paul Sabatier, Bât 3R2, 118, route de Narbonne F-31062 Toulouse, France.