Content Knowledge Acquisition in Physical Education: Evidence From Knowing and Performing by Majors and Nonmajors

in Journal of Teaching in Physical Education
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Purpose: Common and specialized content knowledge (CCK and SCK) and performance are requirements in the Society of Health and Physical Educators America initial physical education teacher education (PETE) standards, yet relationships among these requirements are unclear. The authors examined relationships among CCK, SCK, and performance. Method: A total of 127 students were recruited from basic instruction courses (non-PETE majors; n = 51) in which they were taught how to perform a sport and PETE major courses (PETE majors; n = 76) and a sport and SCK. Pre- and posttests on CCK, SCK, and performance were conducted in volleyball, basketball, badminton, and tennis. Results: No relationships among three measures were found. The non-PETE majors improved their scores in CCK and performance, whereas the PETE majors improved their scores in all three measures (CCK, p < .001–.002; SCK, p = 001–.002; and performance, p < .001–.006). Discussion/Conclusion: Teaching CCK, SCK, and performance is essential for the professional development of teachers as improving one does not appear to improve another. The study also demonstrates that CCK, SCK, and performance can be taught together within a course.

Tsuda is with the College of Physical Activity and Sport Sciences, West Virginia University, Morgantown, WV. Ward, Li, Higginson, and Cho are with the Department of Human Sciences, The Ohio State University, Columbus, OH. He and Su are with the College of Physical Education and Health, East China Normal University, Shanghai, China.

Address author correspondence to Emi Tsuda at emi.tsuda@mail.wvu.edu.
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