seminal papers on the knowledge base for teaching, Shulman ( 1986 , 1987 ) emphasized the central place of content knowledge in conceptions of teaching quality. The take home messages from Shulman’s ( 1986 , 1987 ) comments were that distinguishing features of quality in teaching lies in: (a) a teacher
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Differences in the Content Knowledge of Those Taught to Teach and Those Taught to Play
Phillip Ward, Emi Tsuda, Fatih Dervent, and Erhan Devrilmez
Physical Education Teachers’ Content Knowledge of Movement Capability
Gunn Nyberg and Hakan Larsson
The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.
A Primer on Content Knowledge in Physical Education Research
Peter A. Hastie
, while those in the second group were most likely seeking knowledge about the regulative or constitutive rules of the game. This knowledge, in turn, would allow them to delve into their personal repertoire of physical education content knowledge to allow them to make at least tenuous connections between
Evaluating the Content Knowledge of Preservice Physical Education Teachers
Phillip Ward, Won Seok Chey, and Kyuil Cho
The contribution of content knowledge to pedagogical content knowledge (PCK) is well established in the general education ( Agathangelou & Charalambous, 2021 ; Ball et al., 2008 ; Depaepe et al., 2013 ) and physical education (PE) literature ( Chang et al., 2020 ; Kim et al., 2018 ; Stefanou et
The Influence of Content Knowledge on Pedagogical Content Knowledge: An Evidence-Based Practice for Physical Education
Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li, and Matthew Curtner-Smith
in the use of pedagogical content knowledge (PCK; Shulman, 1987 ). PCK represents the epitome of the application of professional knowledge and the use of professional judgment. In the next section, we describe pertinent theoretical and empirical literature concerned with PCK that underpinned the
Validation of a Common Content Knowledge Test for Soccer
Yaohui He, Phillip Ward, and Xiaozan Wang
Content knowledge is essential knowledge for teaching. The proof is grounded in a simple maxim that you cannot teach what you do not know. Historically, “knowing” has been taught by developing the playing ability (performance) of the teachers in university courses designed to teach preservice
Unpacking Pedagogical Content Knowledge in Physical Education: What We Know and Do Not Know
Phillip Ward and Insook Kim
The term “pedagogical content knowledge” (PCK) was coined by Shulman in 1986 and elaborated in 1987 to refer to the importance of content in considerations of teaching effectiveness. Consider the task systems research in physical education at the time ( Siedentop, 1991 ). There were detailed
Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise
Insook Kim and Bomna Ko
in the suburban area, but may not in the inner city) and with particular content (e.g., experts in dance, but may not in gymnastics). Some have argued that teaching experience is not by itself associated with gains of content knowledge (CK) or expertise ( O’Sullivan & Doutis, 1994 ; Schempp, Manross
The Effectiveness of Content Knowledge Instruction in Tennis and Badminton in Physical Education Teacher Education
Won Seok Chey, Phillip Ward, Leslie Dillon, Rio Watanabe, Sam Meyerhoff, and Fabián Arroyo-Rojas
, 2022 ; Tsuda et al., 2019 , 2023 ; Ward et al., 2018 , 2023 ). This knowledge is called common content knowledge or CCK ( Ball et al., 2008 ; Ward, 2009 ), and it has been typically measured using reliable and valid psychometric tests ( Tsuda et al., 2021 ). The scores of PST’s movements CCK
The Impact of Sport Education on Physical Education Majors’ Basketball Content Knowledge and Performance
Hairui Liu, Wei Shen, Anyi Hu, Wei Wang, Wei Li, and Peter A. Hastie
” ( Siedentop, 2002 , p. 369). The research conducted on teacher knowledge since then would give us reason to believe this original claim has stood the test of time and is equally applicable and valid today as it was then. As a case in point, Ward et al. ( 2020 ) report that sport-specific content knowledge
