Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field’s ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validity evidence for a 19-question test of the CCK for gymnastics required in Turkish elementary and secondary schools. Participants were 240 preservice teachers who had previously taken a class in content knowledge for gymnastics in six state universities. Rasch modeling was used to evaluate the validity and reliability of the CCK gymnastics test. Results indicated good item model fit for all 19 items. High internal consistency for item difficulty and high internal consistency for person-ability were obtained. Overall analysis showed good evidence to support the validity and reliability of the CCK gymnastics test. The CCK test can be used in initial teacher education and continuing professional development to determine the CCK knowledge of preservice and inservice teachers and in turn a measure of what they learn from professional development efforts.

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K–12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on relevance defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.

Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.

Fiziksel aktiviteye yönelik araştırmalar ve raporlar incelendiğinde, çocuk ve gençlerde fiziksel aktiviteye yönelik tutumun Türk kültüründe ölçülmesi ve değerlendirilmesi önemli olduğu görülmektedir. Ancak Türk kültürüne uygun çocuk ve gençlere yönelik geçerli ve güvenilir bir ölçek bulunmamaktadır. Bu çalışmanın amacı, Simonton ve arkadaşları (2021) tarafından ilkokul ve ortaokul öğrencileri için çocuk ve gençlerde FA tutumlarını (Development of Youth Physical Activity Attitude Scale (YPAAS) for elementary and middle school students) belirlemek amacıyla geliştirilmiş olan ölçeğin Türk kültürüne uyarlamasının gerçekleştirilmesidir. Çalışmaya 9 ile 14 yaş aralığında (X̄=11,95 Ss=1,40 ) 248 kız, 238 erkek olmak üzere toplam 486 öğrenci gönüllü olarak katılmıştır. Ölçek geçerliği için açımlayıcı ve doğrulayıcı faktör analizleri uygulanmıştır. Bulgulara göre Türk kültürüne uyarlanan ölçeğin orijinal formunda olduğu gibi 2 alt boyutlu ve 12 maddeden oluştuğu belirlenmiştir. Ölçek 7 olumlu madde ve 5 olumsuz maddeden oluşmaktadır. Güvenirlik kontrolü için Cronbach Alfa katsayısı ve test-tekrar test yöntemleri kullanılmıştır. Cronbach alfa bulguları ölçeğin olumlu (.85), olumsuz (.80) alt boyutları ve toplam (.89) değerleri ölçeğin yeterli iç tutarlılığa sahip olduğunu göstermektedir. Test tekrar test yönteminde ise olumlu (.87), olumsuz (.83) alt boyutları ve ölçeğin toplam (.86) değerlerinin istendik seviyede olduğu belirlenmiştir. Türk kültürüne uyarlaması yapılan ölçeğin çocuk ve gençlerin fiziksel aktiviteye yönelik tutumlarını ölçmede geçerli ve güvenilir bir ölçek olduğu belirlenmiştir.

Background: The Situated Game Teaching Through Set Plays (SGTSP) model, a newly proposed curricular model, extends the previous game-based approaches by adopting the Theory of Situated Learning as a framework to focus on the relational and situational nature of the changing relations of all game parameters in a specific momentary game scenario. However, as a new game-based model, SGTSP warrants further empirical research investigations to establish its effectiveness at advancing student learning such as skill acquisition and game competence. Purpose: To examine the effects of the SGTSP curricular model on secondary school students’ tactical knowledge, technical ability, and game performance in badminton when compared with a technique-focused approach during a 10-lesson unit. Methods: A completely randomized block design with a repeated measure was used to address the research purpose. A sample of 158 sixth graders from eight classes at two Turkish middle schools (67 girls and 89 boys; M_age = 12.62 ± 0.47) were assigned to either the SGTSP (n = 79 from four classes) or the technique-focused approach conditions (n = 79 from four classes) for the experiment. Assessments were conducted before and after the badminton instructional unit. The statistical models consisted of one of the four technical ability performances, components of game performance, or tactical knowledge as a dependent variable and eight independent variables: teacher, treatment, class nested within teacher and treatment, gender, skill levels, and three 2-way interactions between treatment, gender, and skill levels. A series of repeated-measure multivariate analyses of variance were conducted to analyze the data. Results: Participants in both groups improved tactical knowledge, forehand long serve, forehand clear, smash, and drop skills, and game performances from pre to post. Participants in the SGTSP condition showed significantly greater improvements (). Discussion and Conclusion: The findings of this study substantiated the positive effects of the SGTSP model on developing secondary school students’ badminton tactical knowledge, technical ability, and game performances in badminton compared with the traditional technique-focused approach.

Purpose : The purpose of this study was to explore preservice teachers’ perspectives on two practice-based teacher education pedagogies, teaching rehearsals and repeated teaching, in eight physical education teacher education programs. Method : We employed a multiple case study design. Thirty-eight preservice teachers (four to six per program) participated in the study (female, n = 20; male, n = 18; sophomore, n = 7; junior, n = 12; senior, and n = 19). A semistructured interview was conducted to collect data. The data were analyzed using inductive thematic analysis, followed by magnitude coding. Results : Five themes were identified from the data: (a) improved practices in classroom management, (b) improved effectiveness in providing instructions, (c) enhanced content knowledge, (d) learning from peers, and (e) perspectives toward teaching rehearsals and repeated teaching. Discussion/Conclusion : The findings provide evidence of the acceptability of two practice-based teacher education pedagogies as teacher education practices by preservice teachers.