Handball Common Content Knowledge Test for Pre-service Physical Education Teachers

Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.

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Validation of a Common Content Knowledge Test for Soccer

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2017-0204 ◽

2018 ◽

Vol 37 (4) ◽

pp. 407-412 ◽

Cited By ~ 5

Author(s):

Yaohui He ◽

Phillip Ward ◽

Xiaozan Wang

Keyword(s):

Physical Education ◽

Content Knowledge ◽

Internal Consistency ◽

Item Difficulty ◽

Physical Education Teachers ◽

Validity And Reliability ◽

Education Students ◽

High Internal Consistency ◽

Common Content ◽

Teacher Education Students

Purpose: Teacher knowledge of rules, techniques, and tactics is called common content knowledge. Such knowledge is essential for effective teaching of physical education. The purpose of this study was to evaluate the validity and reliability of a test of soccer common content knowledge.Method: Rasch modeling was used to evaluate the validity and reliability of a test of soccer to a sample of 530 Chinese teacher education students.Results: Twenty-seven of 30 questions demonstrated good item-model fit. Moderately high internal consistency for personability and high internal consistency for item difficulty are reported. There were gaps between personability estimates and item-difficulty levels at the lower and higher ends of the map, indicating a lack of more easy and difficult questions.Conclusion: The analysis provides evidence to support the validity and reliability of this instrument as a test of soccer common content knowledge for Chinese preservice physical education teachers.

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A Primer on Content Knowledge in Physical Education Research

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0221 ◽

2020 ◽

pp. 1-6

Author(s):

Peter A. Hastie

Keyword(s):

Teacher Education ◽

Education Research ◽

Physical Education ◽

Preservice Teacher ◽

Content Knowledge ◽

Specialized Content Knowledge ◽

Teacher Content Knowledge ◽

Common Content ◽

Key Terms

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

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Content Development as a Function of Content Knowledge Courses in Preservice Physical Education Teachers

International Journal of Kinesiology in Higher Education ◽

10.1080/24711616.2019.1666691 ◽

2019 ◽

Vol 4 (2) ◽

pp. 41-54 ◽

Cited By ~ 2

Author(s):

Peter Iserbyt ◽

Rosalie Coolkens

Keyword(s):

Physical Education ◽

Content Knowledge ◽

Physical Education Teachers ◽

Content Development

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Conocimiento del contenido y conocimiento pedagógico del contenido de educación física en educación secundaria (Physical Education Content knowledge and pedagogical content knowledge in secondary education)

Retos ◽

10.47197/retos.v0i32.51845 ◽

2017 ◽

pp. 146-151 ◽

Cited By ~ 1

Author(s):

Fco. Javier Castejon Oliva ◽

Fco. Javier Giménez Fuentes-Guerra

Keyword(s):

Secondary Education ◽

Physical Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Pedagogical Knowledge ◽

Physical Education Teachers ◽

Pedagogical Content ◽

Teaching Efficiency ◽

Key Aspects

El objetivo principal del estudio ha sido comprobar qué manifiesta el profesorado de educación física en educación secundaria con relación al Conocimiento del contenido y al Conocimiento Pedagógico del contenido, según su formación inicial, permanente y las clases que imparte, pues este dominio supone una característica clave de los docentes. Un total de 18 profesores de EF de secundaria (lo que supone el 72% del profesorado existente; 14 hombres y cuatro mujeres) contestaron a un cuestionario, y a cuatro de ellos se les entrevistó para ampliar la información. Los resultados muestran que en la formación inicial y para nuevos contenidos predomina el interés por el conocimiento del contenido; mientras que en los contenidos que dicen dominar o que identifican, se interesan por el conocimiento pedagógico del contenido. Los resultados pueden servir para que el profesorado en ejercicio asuma una mejora en estos dos aspectos claves del conocimiento pedagógico, y la mejora de la eficacia en la enseñanza de la EF. También se señalan limitaciones del estudio en cuanto a la población y los temas abordados. Abstract. The objective of the study is to examine secondary education physical education teachers’ knowledge and pedagogical knowledge of contents, depending on their initial and permanent education, as well as on the classes they teach, as the former represents a key feature for teachers. A total of 18 secondary education PE teachers (72% of the existing teachers’ workforce; 14 men and four women) answered a questionnaire. Additionally, four of them were interviewed in order to collect further information. The results show that interest in knowing the content predominates in initial education and when presenting new contents, whereas pedagogical knowledge is the focus of teachers when they claim to master a certain content. These results can be used to promote in-service teachers’ improvement in these two key aspects of pedagogical knowledge, as well as to enhance teaching efficiency in PE. Population and addressed topics may be considered as limitations of this sudy.

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