Teaching and Assessing Content Knowledge in Preservice Physical Education

Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

doi:10.1080/07303084.2010.10598463

Cited by 33 publications

(18 citation statements)

References 9 publications

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“…Oslin, Collier, and Mitchell (2001) and Wiegand, Bulger, and Mohr (2004) provide examples of this type of integration. More recently Ayvazo, Ward, and Stuhr (2010) described specifically how SCK could be taught in the movement content classes using; (a) video clips of basic movements where preservice teachers were asked to anticipate and/or identify errors, (b) repeated peer teaching of content, (c) scenario driven instructional problems designed to elicit solutions from preservice teachers, (d) freeze replay of teaching episodes where the representations of the instructional task were repeated by preservice teachers to increase clarity, and (e) assessment of SCK knowledge in the form of online quizzes. Given that SCK typically must be explicitly taught, PETE programs would do well to increase the extent to which SCK is occurring in their programs.…”

Section: Discussionmentioning

confidence: 99%

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

Kim

Lee

Ward

et al. 2015

Journal of Teaching in Physical Education

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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.While poor content knowledge (CK) is often lamented by teacher educators at conferences and by researchers in their discussion sections of their papers, there are few studies that have directly measured CK (Ward, Li, Kim, & Lee, 2012). 60Kim, Lee, Ward, and Li Studies that have examined CK have focused their measures on health-related fitness knowledge of teachers. Miller and Housner (1998) examined health-related fitness knowledge among in-service teachers (n = 23), preservice teachers (n = 54), and graduate students (n = 21) in physical education and exercise physiology. Both in-service and preservice teachers scored poorly on the 40-item knowledge test with mean scores below 66%. Castelli and Williams (2007) studied 73 middle school physical education teachers who were very confident in their knowledge of health-related fitness, yet they did not meet the standards expected of ninth grade students. Disch, Santiago, and Morales (2012) recently reported scores for preservice (n = 89) and in-service (n = 61) teachers at 54.8% and 57.5% respectively on their 40-item health-related fitness knowledge instrument.

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Section: Discussionmentioning

confidence: 99%

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

Kim

Lee

Ward

et al. 2015

Journal of Teaching in Physical Education

Self Cite

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“…Despite such concerns it is also acknowledged that a lack of content knowledge can be a potential barrier to effective teaching (Sinelnikov et al 2015) and to the development of PSTs teaching in PETE (Ayvazo et al 2010;Griggs and Wheeler 2005;Waring 2009, 2011;Sloan 2007). The challenge for PETE is to develop PSTs who have a nuanced and balanced understanding of content knowledge as part of the knowledge base for teaching and its place in the context of pupils' learning which is located within a broad and balanced, relevant curricular context.…”

Section: Figure 1: Conceptualisation Of Shulman's (1987) Knowledge Bamentioning

confidence: 99%

Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Herold

Waring

2016

Physical Education and Sport Pedagogy

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“…Due to the current shortage of the practice of physical activity in PETE curricula, there is a growing trend in PETE where knowing how to teach physical activity is considered more important than knowing how to perform physical activity (Ayvazo, Ward, & Stuhr, 2010). Surely both are important.…”

Section: Lived Body Knowledge and Preservice Physical Education Teachersmentioning

confidence: 99%

“…A PETE faculty member has observed a student teacher instruct multiple lessons of the sport of Ultimate to eighth grade students in physical education. The student teacher effectively taught the rules and etiquette of the game, demonstrated appropriate knowledge of throwing and catching technique and game tactics, identified and corrected student performance errors, and implemented appropriate skill progressions (Ayvazo, Ward, & Stuhr, 2010). Student time-on-task was high, feedback regarding skill performance was provided regularly, and the student teacher implemented formative and summative assessments.…”

Section: Lived Body Knowledge and Preservice Physical Education Teachersmentioning

confidence: 99%

Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

Johnson

2015

Quest

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The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of physical activity and the practice of physical activity, in Physical Education Teacher Education curricula. Maurice Merleau-Ponty’s philosophy of the lived body is employed to (a) challenge the predominant inclusion of the scientific dimensions of physical activity in teacher preparation curricula and (b) suggest that preservice physical education teachers need “lived body knowledge” of the subject matter to teach physical education. Lived body knowledge is skillful and meaningful engagement in dance, exercise, games, play, and/or sport. It is then argued that the practice of physical activity deserves a significant presence in Physical Education Teacher Education curricula

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Teaching and Assessing Content Knowledge in Preservice Physical Education

Cited by 33 publications

References 9 publications

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

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

Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

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