A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

2015 ◽  
Vol 34 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Insook Kim ◽  
Yun Soo Lee ◽  
Phillip Ward ◽  
Weidong Li
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teacher Quality ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Course Syllabi ◽  
K 12

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.

Exploring the meaning of movement capability in physical education teacher education through student voices

2019 ◽  
Vol 26 (1) ◽  
pp. 144-158 ◽  
Author(s):  
Gunn Nyberg ◽  
Erik Backman ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Point Of View ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective

2019 ◽  
Vol 26 (1) ◽  
pp. 111-127 ◽  
Author(s):  
Erik Backman ◽  
Gunn Nyberg ◽  
Håkan Larsson
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Theoretical Perspective ◽  
Student Perspective ◽  
Physical Education Teacher ◽  
Structured Interviews ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Group Interviews

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

A Critical Examination of the Curriculum of Physical Education Teacher Education Doctoral Programs

2011 ◽  
Vol 30 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Phillip Ward ◽  
Melissa Parker ◽  
Sue Sutherland ◽  
Christina Sinclair
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Core Curriculum ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Part Time Students

Concerns have been raised in the Physical Education Teacher Education (PETE) doctoral education literature regarding: (a) the narrowness of research preparation, (b) the emphasis on disciplinary silos, (c) the lack of competitiveness and innovation within and beyond academia, and (d) the role of graduate assistants. These concerns mirror those in the professoriate at large regarding doctoral education. There is, however, little research that has examined these issues in our field. In this paper we report on the content studied in the core curriculum of doctoral programs, admission requirements, number of full and part time students, number of faculty serving these students, funding supporting students, and type and scope of research classes. Data were collected from websites as well as other public domain sources and open-ended interviews with faculty members in each program. We discuss the findings and implications for PETE.

Transfer of Content Development Across Practica in Physical Education Teacher Education

2018 ◽  
Vol 37 (4) ◽  
pp. 330-339 ◽  
Author(s):  
Fatih Dervent ◽  
Phillip Ward ◽  
Erhan Devrilmez ◽  
Emi Tsuda
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Content Knowledge ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Content Development ◽  
The Mean ◽  
Instructional Tasks

Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.

Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers

2020 ◽  
Vol 39 (3) ◽  
pp. 321-330 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Work Experience ◽  
Physical Education Teacher ◽  
Gender History ◽  
Education Teacher ◽  
Written Responses ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
K 12

This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.

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