The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.
I. Rovegno is with the Department of Kinesiology, University of Alabama, Tuscaloosa, AL 35487-0312; W. Chen is with the Division of Kinesiology, University of Michigan, Ann Arbor, MI 48109; J. Todorovich is with the Department of Exercise and Sport Sciences, University of Florida, Gainesville, FL, 32611-8205.