How ball games experts legitimate ball games knowledge within Swedish physical education teacher education

Mustell, J.; Geidne, Susanna; Barker, Dean

doi:10.1080/17408989.2022.2138305

Cited by 5 publications

(6 citation statements)

References 43 publications

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“…As mentioned above, the selected investigations were classified into three categories: Pedagogical Content Knowledge in School Physical Education, Pedagogical Content Knowledge in School Sports and Pedagogical Content Knowledge in Physical Education Teacher Training Programs; in Table 2 they are organized according to these categories and the authors who refer to them and, subsequently, a description of each one is presented. Fierro, Feu, et al, 2018;Almonacid-Fierro, Merellano-Navarro, et al, 2018;Ayvazo & Ward, 2011;Castejón Oliva & Fuentes Guerra, 2017;Chang et al, 2020;Ward, 2013) Pedagogical knowledge of the content in School Sport (Araújo et al, 2017;He et al, 2022;Iserbyt et al, 2016Iserbyt et al, , 2017Iserbyt et al, , 2020Kim & Ko, 2020;Sinelnikov et al, 2016;Ward et al, 2015) Pedagogical knowledge of content in physical education teacher training programs (Backman et al, 2019;Backman & Barker, 2020;Cañadas et al, 2019;Dervent et al, 2020;Farias et al, 2022;García-Rico et al, 2021;Herold, 2019;Herold & Waring, 2017;Le Paven et al, 2021;Marcon et al, 2012;Marquis & Metzler, 2017;Meier, 2020Meier, , 2021Montoya-Grisales et al, 2022;Musard et al, 2022;Mustell et al, 2022;Sutherland et al, 2016)…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, studies show that CK limitations have an adverse effect on PCK (Herold & Waring, 2017), given that, as reported by Le Paven et al ( 2021), to access a suitable PCK, a deep knowledge of the contents is required; however, it has also been shown that CK by itself is not enough if you want to teach attractive lessons (Herold & Waring, 2017), in addition, that it is necessary to trust the sequence of the class, facilitate the approach to the contents and help process the lived experience (Sutherland et al, 2016). Preservice teachers can develop their CK based on their participation in training protocols tailored to the development of CCK and SCK, and specific pedagogies of Learner-Centered Model-Based Practice (Farias et al, 2022) Thus, achieving an effective PCK in initial training implies that the teacher in training evaluates where the group he is in charge is at, that is, that he has knowledge of the student, and that he is capable of interpreting his actions and reactions in class (Backman & Barker, 2020;Sutherland et al, 2016), as well as being able to adapt to the conditions of the context (Meier, 2020) and choose which models or approaches to use (Mustell et al, 2022). That is why, the programs that train PE teachers must emphasize the acquisition of skills in aspects such as: the execution of contents and teaching (Marquis & Metzler, 2017), especially from school practices (Herold, 2019); in learning from university service (García-Rico et al, 2021); the use of the joint action framework in didactics (Musard et al, 2022); in knowing how to use the game as a didactic resource and as teaching content (Cañadas et al, 2019) and, in valuing the CK of the movement from a constructivist perspective (Backman et al, 2019).…”

Section: Pedagogical Knowledge Of Content In Physical Education Teach...mentioning

confidence: 99%

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Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022

Montoya

2023

Retos

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Teaching of Physical Education, knowledge about what to teach, who to teach and how to teach must be considered; within the framework of these aspects, Pedagogical Content Knowledge arises, considered as an amalgamation between content and pedagogy. This study analysed the scientific production in the Scopus, Web of Science and Science Direct databases, regarding the development of Pedagogical Content Knowledge in the Physical Education Field, between 2011 and 2022 and was done systematically. Articles were included in English and Spanish, for a total of 32 articles. The results show that there was a peak of publications in the year 2020; the country in which more studies have been carried out is the United States; regarding the level of research, the vast majority are of an explanatory nature. The studies were classified into three categories: Pedagogical Content Knowledge in school Physical Education, in School Sports and in training programs for physical education teachers. It could be concluded that there is a need for Common Content Knowledge and Specialized Content Knowledge to be better taught in teacher education programs as they are a fundamental basis for Pedagogical Content Knowledge. Likewise, since this construct is dynamic and changing, it should also be considered in the professional development phase, since field experience and the relationships established in the field provide new knowledge and formative experiences. Keywords: Pedagogical content knowledge, physical education, teacher training, school sports, literature review.

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Section: Discussionmentioning

confidence: 99%

Section: Pedagogical Knowledge Of Content In Physical Education Teach...mentioning

confidence: 99%

Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022

Montoya

2023

Retos

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“…Still, lecturers often have backgrounds in the sports movement and use materials from different sports to complement their teaching. In addition, many pre-service teachers have extensive experience in competitive ball sports (see Larsson, 2009;Mordal-Moen and Green, 2014b), ensuring a degree of continuity in how ball games are understood (Mustell et al, 2022) Second, different GBAs such as Teaching Games for Understanding (TGfU) are now usually integrated into ball games education in Western PETE contexts (Harvey and Jarrett, 2014;Howarth and Walkuski, 2003;Ronglan et al, 2009). GBAs provide an alternative to teacher-led and technique-based approaches that are still common in PE practice (Kirk, 2010).…”

Section: Ball Games In Petementioning

confidence: 99%

The transformation of ball games as pedagogic discourse within physical education teacher education

Mustell,

Geidne,

Barker

2023

European Physical Education Review

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Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers’ lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

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“…While inservice PE teachers may have a basic understanding of the different types of sports activities due to their common knowledge (CK), they still need to acquire advanced specialized content knowledge (SCK) to instruct their students efficiently [4][5][6]. Keeping up with the latest standards requires the acquisition of existing information and improved methods for implementing and instructing PCK [7][8][9]. PE teaching methods include direct instruction (DI) [10,11].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

Man

et al. 2023

Sustainability

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The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

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How ball games experts legitimate ball games knowledge within Swedish physical education teacher education

Cited by 5 publications

References 43 publications

Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022

Pedagogical Content Knowledge in the Physical Education Field. A systematic review of the literature 2011-2022

The transformation of ball games as pedagogic discourse within physical education teacher education

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

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