A test of common content knowledge for gymnastics: A Rasch analysis

Devrilmez, Erhan
Dervent, Fatih
Ward, Phillip
İnce, Mustafa Levent
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.


A national analysis of the content knowledge of Turkish physical education teacher education students
DERVENT, FATİH; Devrilmez, Erhan; İnce, Mustafa Levent; Ward, Phillip (Informa UK Limited, 2020-06-01)
Background: Content knowledge is universally acknowledged as one of several knowledge bases that inform pedagogical content knowledge (PCK). Content knowledge has been both hypothesized and demonstrated to influence PCK in two ways. First, teachers must know the rules, safety, etiquette, technique, and tactics of a movement form to teach it. This domain of content knowledge is called common content knowledge (CCK), that is the knowledge that one needs to perform the content. Second, in addition teachers mus...
Interaction patterns of physical education teachers in a professional learning community
HÜNÜK, DENİZ; Tannehill, Deborah; İnce, Mustafa Levent (Informa UK Limited, 2019-05-04)
Background: In both general education and physical education literature, considerable attention is paid to identifying the effectiveness of communities of practice (CoPs). This literature tends to be more qualitative in nature with less research examining the quantitative nature of interactions in CoPs through direct observation. Purpose: This study examined the ways teachers interact within a newly-developed community (LC) /CoP to understand how conversations evolve; how teachers question, challenge, and/o...
Supporting learning of practitioners and early career scholars in physical education and sports pedagogy
İnce, Mustafa Levent (Informa UK Limited, 2019-07-24)
Improving school physical education (PE) practices in the future mainly depends on supporting the professional capital of practitioners' and early career scholars'. In this paper, I aim to present effective strategies to support the human, social and decisional capital of those PE and sports professionals in Turkey. To this end, first, the complex social-ecology of the country-specific PE setting was discussed by using Bronfenbrenner's (1979) social-ecological model. Then, six strategies' that were effectiv...
A multiple case study: Turkish physics teachers’ teaching beliefs related to national high school physics curriculum
Kapucu, Serkan; Yıldırım, Ufuk (2013-01-01)
In the present Turkish High School Physics Curriculum (THSPC), it was explicitly stated that physics teachers should use various teaching methods and techniques such as 5E, 7E, cooperative learning, inquiry-based learning, and problem solving in their instructional practices. Although the use of multiple methods and techniques has been suggested by the national physics curriculum, it is probable that teachers do not teach by using various instructional methods and techniques. Some factors, especially their ...
Using communities of practice in developing health-related fitness knowledge of physical education teachers : impact on student learning
Hünük, Deniz; İnce, Mustafa Levent; Department of Physical Education and Sports (2012)
The purpose of this study was to examine 1) the ways physical education teachers’ interact in a community of practice (CoP) 2) the effects of participation in CoP on the physical educators’ and their students’ health-related fitness (HRF) content knowledge (CK) and 3) the effects of physical education teachers’ CoP experience on their HRF pedagogical content knowledge (PCK) construction process. Twelve experienced physical education teachers (six in treatment, six in control group) and 278 of their students...
Citation Formats
E. Devrilmez, F. Dervent, P. Ward, and M. L. İnce, “A test of common content knowledge for gymnastics: A Rasch analysis,” EUROPEAN PHYSICAL EDUCATION REVIEW, pp. 512–523, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48533.