Japanese Physical Education Preservice Teachers' Specialized Content Knowledge

Abstract

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.

Relationships between university instructors’ and preservice teachers’ content knowledge

“…Studies that analyzed the quantity of time allocated to CCK and SCK using syllabi reported that physical activity and sports courses are particularly focused on performance of the content (Dervent et al, 2020a; Ince et al, 2012; Kim et al, 2015; Ward et al, 2013). It is also known that performance has limited or almost no impact on the acquisition of knowledge of instructional tasks; rather, it is best acquired via explicit training focusing on SCK (Tsuda et al, 2019a, 2019b; Ward et al, 2018a, 2018b).…”

“…Studies that analyzed the quantity of time allocated to CCK and SCK using syllabi reported that physical activity and sports courses are particularly focused on performance of the content (Dervent et al, 2020a;Ince et al, 2012;Kim et al, 2015;Ward et al, 2013). It is also known that performance has limited or almost no impact on the acquisition of knowledge of instructional tasks; rather, it is best acquired via explicit training focusing on SCK (Tsuda et al, 2019a(Tsuda et al, , 2019bWard et al, 2018aWard et al, , 2018b. Whether originating from task representations, skill execution, or a strategy, understanding the possible reasons for student errors is essential knowledge that enables teachers to design instructional tasks that will lead to student learning (Hare and Graber, 2000;Sadler and Sonnert, 2016).…”

“…Tsuda and Ward, 2019), basketball (e.g. Tsuda et al, 2019aTsuda et al, , 2019b, volleyball (Tsuda et al, 2019a(Tsuda et al, , 2019b(Tsuda et al, , 2019c, tennis (e.g. Tsuda et al, 2019aTsuda et al, , 2021, soccer (e.g.…”