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Elizabeth J. Durden-Myers, Nigel R. Green, and Margaret E. Whitehead

sufficiency in movement patterns and the deployment of these in the context of a range of movement forms” ( Murdoch & Whitehead, 2010 , p. 181). Sometimes, the notion of a movement vocabulary is used to describe the extent of this sufficiency, however, reference to a vocabulary has proved controversial in

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Johanna E.A. Brocken, John van der Kamp, Rene Wormhoudt, Matthieu L. Lenoir, and Geert J.P. Savelsbergh

Test of Gross Motor Development-3 ( Ulrich, 2013 ), focus on how motor skills are performed and typically involve criteria specifying some ideal movement form which are applied to all children. Process-oriented tests require assessors to judge a child’s performance against these qualitative criteria

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Laura J. Petranek, Nicole D. Bolter, and Ken Bell

provided feedback statements that either had an internal or external attentional focus at high (100%) or low frequency (33%) rates ( Wulf et al., 2010 ). The external groups had better movement form than the internal groups by the end of acquisition. Furthermore, the External-High (Ext-High) group

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Daniel B. Robinson, Lynn Randall, and Joe Barrett

essence or defining characteristic, and each differing with respect to the physical environment in which the activity takes place and the relationships that occur (see Table  1 ). Table 1 Presentation and Description of the Various Movement Forms Movement Form Possible Examples Environment Essence

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John Williams and Shane Pill

reported here. An Overview of the Development of PE in China During the late 19th and early 20th centuries, promulgated by military force colonial expansion and Chinese students returning from trips to the West, British movement forms diffused to China ( Liang, Walls, & Lu, 2005 ). These found their way

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Murray F. Mitchell, Sue Sutherland, and Jennifer Walton-Fisette

the PETE curriculum should emphasize PST proficiency in various movement forms and deciding what should be omitted is a powerful indicator of values. Is there space in the curriculum for all to become capable individual/dual performers who can actually model skills; or team-sport performers, dancers

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Phillip Ward, Yaohui He, Xiaozan Wang, and Weidong Li

as such we know very little empirically about how teachers acquire SCK. If the SCK acquisition hypothesis is correct, we would expect little SCK to be developed from school-based physical education and extracurricular engagement in sports and other movement forms ( Ward, 2009 ). There are few studies

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy, and Feng-Min Wei

development includes not only the acquisition of motor ability and movement competency, but also the realization of movement confidence ( Moreno, 2013 ). Having acquired proficiency in numerous movement forms, preservice PE teachers can better use their experiences within PE teacher education as a platform to

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Fatih Dervent, Phillip Ward, Erhan Devrilmez, and Emi Tsuda

to students ( Ward, 2009 ; Ward & Ayvazo, 2016 ). Instructional tasks as SCK also require a knowledge of the rules, techniques, and if appropriate, the tactics of movement forms. Ward ( 2009 ) called this knowledge common content knowledge (CCK). We use the following review to unpack what is meant

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Yaohui He, Phillip Ward, Xiaozan Wang, and Guang Yang

gymnastics in Turkey ( Devrilmez, Dervent, Ward, & Ince, 2019 ). In summary, the research suggests that health-related fitness knowledge of teachers is typically low. There are few studies that have been reported on the CCK of preservice or in-service teachers’ CCK in sport and movement forms. Research on