Instructional Progression and the Role of Working Models in Physical Education

Ward, Phillip; Ayvazo, Shiri; Dervent, Fatih; Iserbyt, Peter; Kim, Insook

doi:10.1080/00336297.2020.1766521

Cited by 34 publications

(26 citation statements)

References 52 publications

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“…This is the first valid and reliable CCK measure of tennis for United States PE teacher education programmes and the first sports measure of CCK other than HRF in the United States. Having robust measures for CCK is an essential step to improve teachers’ instructional effectiveness from the area of content knowledge (Ward et al, 2020). As Dervent et al (2020: 12) questioned, “if teachers do not know what to teach in any depth, what can students learn from their instruction?”.…”

Section: Discussionmentioning

confidence: 99%

“…From a practical standpoint, a valid and reliable CCK measure of tennis can be used to measure pre-service teachers' learning gains in a course. Previous studies have reported that K-12 PE and extracurricular experiences do not help pre-service teachers to develop strong CCK (Dervent et al, 2020;Tsuda et al, 2019a;Ward et al, 2020). The CCK-Tennis can assess the effectiveness of a course in teaching tennis CCK.…”

Section: Discussionmentioning

confidence: 99%

“…In PE, CCK comprises the knowledge about techniques and tactics, as well as the rules, safety, and etiquette of performing a sport or activity (Ward and Ayvazo, 2016). CCK is essential knowledge for one to perform a task (Ball et al, 2008; Ward and Ayvazo, 2016; Ward et al, 2020). A teacher cannot teach what they do not know.…”

Section: Introductionmentioning

confidence: 99%

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The tennis common content knowledge measure validation

Tsuda

Ward

Kim

et al. 2021

European Physical Education Review

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The purpose of this study was to develop a valid and reliable common content knowledge (CCK) instrument for pre-service teachers who teach fundamental tennis in secondary schools. The instrument, called the tennis CCK test for pre-service teachers (CCK-Tennis), was administered to 117 undergraduate students who were enrolled in physical education (PE) teacher education programmes at three universities in the United States. Two tennis content experts developed the CCK-Tennis and five in-service teachers reviewed the test to establish content validity. A total of 10 pre-service teachers took the test for pilot testing. The data were analysed using Rasch statistics (Linacre, 2011; Rasch, 1980). The authors judged the unidimensionality of the CCK-Tennis using the unexplained variance in the first contrast (2.59) and the standardized residual contrast one plot (-0.4 to 0.4). These data provided evidence that the test is unidimensional and measures tennis CCK. The results of infit (0.8 to 1.2) and outfit (0.5 to 1.5) mean square residuals showed that the difficulty of the questions matches respondents’ knowledge levels. The item (5.32, Cronbach’s α = 0.97) and person (1.71, Cronbach’s α = 0.72) separation index and the Wright map showed that there are low to high knowledge levels of the respondents who took the test. The results illustrate that the CCK-Tennis is a robust, valid, and reliable tool that people can use in teacher education. Having valid and reliable measures for CCK is an essential step to improve teachers’ instructional effectiveness from the area of content knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The tennis common content knowledge measure validation

Tsuda

Ward

Kim

et al. 2021

European Physical Education Review

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“…SCK index) that enables comparing scores. To distinguish between adequate and inadequate knowledge of instructional tasks, the 3.0 benchmark was used (Dervent et al, 2018(Dervent et al, , 2020He et al, 2018;Ward et al, 2017Ward et al, , 2018b. To better understand the adequate knowledge of instructional tasks in physical education, consider this teaching progression of handstand: (1) downward dog (i.e.…”

Section: Knowledge Of Instructional Tasksmentioning

confidence: 99%

“…Interestingly, depending on the sport, there have been weak to no correlations between performance and CCK or SCK (Dervent et al, 2020a;He et al, 2021;Tsuda et al, 2019a). This suggests that the common practice of learning content to teach in PETE programs by focusing on preservice teachers performance may not be a good strategy to acquire content knowledge (Kim et al, 2015;Ward et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Relationships between university instructors’ and preservice teachers’ content knowledge

Dervent

Kurucan

Devrilmez

et al. 2022

European Physical Education Review

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The purpose of this study was to examine the relationships between instructors’ common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers’ common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819 preservice teachers enrolled in 9 physical education teacher education programs in Turkey. Common content knowledge and knowledge of student errors were measured using validated gymnastics, soccer, and volleyball knowledge tests. Knowledge of instructional tasks was measured by content maps and assessed using a specialized content knowledge index for each sport. A Spearman's rank… correlation coefficient was used to measure the degree of relationships. There were significant positive relationships between instructors’ and preservice teachers’ common content knowledge levels of gymnastics ( r = 0.82, p < 0.01), soccer ( r = 0.94, p < 0.01), and volleyball ( r = 0.85, p < 0.01) and instructors’ knowledge of student errors and preservice teachers’ common content knowledge levels of gymnastics ( r = 0.87, p < 0.01), soccer ( r = 0.94, p < 0.01), and volleyball ( r = 0.93, p < 0.01). A significant positive relationship between instructors’ knowledge of student errors and preservice teachers’ gymnastics knowledge of instructional tasks was found ( r = 0.77, p < 0.05). There was no statistically significant correlation between instructors’ and preservice teachers’ knowledge of instructional tasks. Physical education teacher education and professional development programs should focus on increasing instructors’ and preservice teachers’ knowledge of student errors and knowledge of instructional tasks.

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