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Yaohui He, Phillip Ward and Xiaozan Wang

common content knowledge (CCK) and specialized content knowledge (SCK). They argued that CCK is the knowledge of how to perform in a content area (e.g., knowing how to complete long division or perform a layup), and SCK is the knowledge of the instructional tasks to teach CCK. Ward ( 2009 ) further

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Insook Kim, Yun Soo Lee, Phillip Ward and Weidong Li

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of the movement content courses, (c) the focus of the movement content course syllabi, and (d) pedagogical tasks used to teach movement content knowledge. Data were collected from websites, program coordinators, and course syllabi in 26 PETE programs and analyzed using descriptive statistics or one-way chi-square test. A primary conclusion from this study is that not a lot of common content knowledge is taught in the PETE curriculums we examined. A second conclusion is that specialized content knowledge does not represent a significant focus in the movement content classes. These findings both support and challenge current policy initiatives that address teacher quality in PETE.

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Emi Tsuda, Phillip Ward, Yilin Li, Kelsey Higginson, Kyuil Cho, Yaohui He and Jianzhen Su

how to perform the content (e.g., the forearm pass in volleyball), which they called common content knowledge (CCK), and knowledge of content and tasks to teach CCK, which they called specialized content knowledge (SCK). In physical education, Ward ( 2009 ) further delineated CCK and SCK showing that

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Phillip Ward, Emi Tsuda, Fatih Dervent and Erhan Devrilmez

difference lies in their use of instructional tasks to sequence, in a developmental and progressive manner, the performance of the 4v1 task by their students. Theoretical distinctions have been drawn between the types of content knowledge described in the above example ( Ward, 2009 ). Common content

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Insook Kim and Bomna Ko

Ball et al. ( 2008 ) in mathematics, Ward ( 2009 ) identified two distinct forms of CK in PE, common content knowledge (CCK) that one needs to perform an activity (e.g., knowing game rules, techniques, and tactics) and specialized content knowledge (SCK) that one needs to teach the activity (e

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Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

is located, district policies, and standards for learning established by the district and the state. Content knowledge as knowledge base that informs PCK, can be differentiated as two sub-domains ( Ball et al., 2008 ; Ward, 2009 ). Common content knowledge (CCK) refers to knowledge of the technique

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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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Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

education mirror those in other subject areas such as mathematics where students’ learning gains were predicted by the teachers’ mathematics content knowledge ( Hill, Rowan, & Ball, 2005 ). Content knowledge has been described in terms of two domains ( Ward, 2009 ): Common content knowledge (CCK) and