1Common content knowledge (CCK) includes the knowledge of (a) rules, safety, and 2 etiquette, (b) techniques, and (c) tactics of movement forms (e.g., sports, dance and yoga; Ward, 3 2009) and has been established as critical knowledge for teachers to provide quality instruction. 4The purpose of this study was to evaluate the validity and reliability of a volleyball CCK test of 5 preservice teachers in Japan. The test was developed using three steps: (a) content experts 6 developed the questions, (b) ten experienced secondary school physical education teachers 7 established face and content validity, and (c) the test was pilot tested with eight preservice 8 teachers to secure concurrent validity. Following this, the test was given to 126 physical 9 education preservice teachers. Data were analyzed using Rasch modeling (Rasch, 1980). The 10 data fit the model for 29 of 30 questions. The analysis provides evidence to support the validity 11 and reliability of the volleyball CCK test for Japanese physical education preservice teachers. 12The test can be confidently used to assess the knowledge of preservice teachers and the 13 effectiveness of teacher education programs. 14
The purpose of the study was to investigate the levels of specialized content knowledge (SCK) in volleyball and basketball among preservice teachers (PSTs) in Japan. A total of 689 PSTs (female n = 258) participated in the study. Content maps were used to examine the levels of SCK and were analyzed using content development categories and a formula to calculate SCK index scores (Ward et al., 2017). An SCK index score of three was used to differentiate mature and immature levels of SCK. Participants' playing and teaching/coaching experiences in each sport were collected through a demographic questionnaire. The findings were similar in volleyball and basketball. First, more years of playing experiences helped more PSTs to obtain the mature level of SCK. However, even with more than six years of playing experiences, only less than half (volleyball = 33.33%; basketball = 46.66%) of PSTs scored the mature level SCK. Second, obtaining teaching/coaching experiences helped more PSTs to have the mature level of SCK. Finally, more PSTs who played higher than at the prefecture-level scored the mature level of SCK than PSTs with lower play levels. However, even at the highest playing level category (i.e., the national level or above), less than half of PSTs scored a mature level of SCK. Overall, playing and/or teaching/coaching experiences have some level of positive influence on developing SCK. However, even with those experiences, many PSTs still scored the immature level SCK. Teacher education programs need to be intentional in preparing PSTs to develop SCK.
The purpose of this study was to identify the learning sequence in the National Standards for Dance Education [NSDE]. To achieve this objective, we set the following three tasks; 1) to identify the frameworks of learning sequences in each grade-band, 2) to reveal the characteristics of content knowledge organized in Outlines of Sequential Learning, 3) to illustrate the rationale behind the learning progression in Outlines of Sequential Learning. The results showed that;1) The learning sequence in dance education in the United States were structured in three grade-band, K-4, 5-8, and 9-12. In all grade-bands, development of not only motor skills, but also cognitive (creating and appreciating dance) and social emotional (establishing relationships with others) domains of learning in
The purpose of this study was to characterize outcome of dance and the scope theory in National Standards for Dance Education (NSDE) in USA. To achieve this objective, description on content standard in NSDE was analyzed based on four domains (motor, cognitive, affective, social).Main findings of this study were followings ; 1) Content for dance education was consisted in 7 content areas and 2) Content was focused on motor and cognitive domains in related with scientific knowledge.The way of setting scope based on expected competencies in dance education in USA would be one of the alternatives in comparison with that of in Japanese Course of Study. NSDE Content Standard
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