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Background. Our understanding of the role in which CK can strengthen instructional 8 models and how that knowledge matters for professional development is limited. It is 9 contended that mere use of an instructional model is insufficient to impact 10 psychomotor learning in meaningful ways. 11 Purpose. This study was conducted to investigate how a teacher's enacted 12 Pedagogical Content Knowledge (PCK) differed as a function of Content Knowledge 13 (CK) and Sport Education (SE); and to investigate the relative contribution of CK and 14 Sport Education on student learning in terms of swimming performance. 15 Methods. Four intact classes comprising 88 secondary school students (age: 16-17 16 years) were randomly assigned to a Traditional, a Sport Education, a Traditional-CK, 17 and a SE-CK group. All classes were taught by the same teacher during a 10-day unit 18 of instruction in the front crawl. 19 Results. Results showed that the teacher's PCK differed as a function of improved 20 CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK 21 groups increased about six-fold compared to the Traditional and Sport Education 22 group. For visual representations, more partially incorrect demonstrations were 23 observed than correct demonstrations in the Traditional and the Sport Education 24 group. More mature and developmentally appropriate tasks were observed in the 25

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