Search Results

You are looking at 1 - 8 of 8 items for :

  • "specialized content knowledge" x
Clear All
Restricted access

Phillip Ward, Yaohui He, Xiaozan Wang and Weidong Li

specialized content knowledge (SCK). CCK consists of knowledge of the rules, techniques and tactics of an activity or sport. SCK consists of knowledge of instructional tasks, how they are represented to students as well as a knowledge of errors that students might make when performing those tasks. The

Restricted access

Fatih Dervent, Phillip Ward, Erhan Devrilmez and Emi Tsuda

 al., 2000 ; Rink, 1994 ). Theoretically, instructional tasks are a form of content knowledge described by Ward ( 2009 ) as specialized content knowledge (SCK). SCK includes knowledge of the errors that students might make in performing those tasks and also the ways in which the tasks might be represented

Restricted access

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

Restricted access

Phillip Ward, Emi Tsuda, Fatih Dervent and Erhan Devrilmez

knowledge (CCK) includes knowledge of rules, technique and tactics. CCK is most commonly acquired from being taught or performing a sport. Specialized content knowledge (SCK) includes knowledge of instructional tasks, how they are represented to students, and the errors that students might make performing

Restricted access

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.

Restricted access

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

Restricted access

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

and the tactics of a movement and the rules governing its performance ( Ball et al., 2008 ; Ward, 2009 ). Specialized content knowledge (SCK) includes knowledge of the instructional representations of CCK, instructional tasks to teach CCK, and errors that students can make associated with those tasks

Restricted access

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