Date

2019-04-13

Author

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

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Content knowledge (CK) consists of common content knowledge (CCK) and specialized content knowledge (SCK, Ward, 2009). CCK includes knowledge of the etiquette, rules, techniques and the tactics. SCK includes knowledge of how to teach CCK. Studies show that teachers with strong CK create greater learning gains than those with weaker CK (Kim et al., 2018; Ward & Ayvazo, 2016). We examined what soccer and gymnastics CK preservice teachers learn in PETE programs. Our research questions were: (1) What do the freshmen scores reveal about CCK and SCK derived from K-12 physical education and extra curricula learning? (2) What do the differences in the freshmen and seniors scores reveal about CCK and SCK derived from PETE programs? Participants were 1514 undergraduate students enrolled in 16 universities that were representative of all geographical regions of Turkey. We conducted a cross-sectional analysis to examine the depth of CCK and SCK of freshmen (n=435), sophomores (n=397), juniors (n=383) and seniors (n=299) doing a four-year degree PETE program. For the first three years, data were collected in the beginning of the fall semester. Seniors’ data were collected in the end of the spring semester. To measure the depth of CCK we used a validated 30-question multiple choice soccer test (Dervent et al., 2018) and a 19-question multiple choice gymnastics test (Devrilmez et al., 2018). To determine the depth of SCK we used content maps (Ward, Lehwald & Lee, 2015). The content maps were coded using a modified version of Rink’s (1979) content development categories. A ratio was created to show the evidence of content development beyond the informing task where informing tasks were used as a denominator and all other tasks as numerators (Ward et al., 2017). The mean number of correct answers for soccer CCK was 15.55 (51.85% freshmen m=15.02, 50.05%; sophomores m=15.50, 51.65%; juniors m=16.42, 54.73% and seniors m=15.29, 50.98%) and for gymnastics CCK 9.45 (49.91% freshmen m=8.78, 46.23%; sophomores m=9.66, 50.83%; juniors m=9.88, 52% and seniors m=15.29, 49.97%). The mean SCK score for soccer was 0.23 (freshmen m=0.15, sophomores m=0.26, juniors m=0.31, and seniors m=0.21) and for gymnastics 0.20 (freshmen m=0.08, sophomores m=0.21, juniors m=0.25, and seniors m=0.12). A MANOVA was used to analyze the differences of the CCK and SCK scores of soccer and gymnastics at each grade level. Grade level had a significant effect on the soccer CCK (F(3) = 6.40, p<.05) and gymnastics CCK (F(3) = 13.09, p<.05), soccer SCK (F(3) = 16.42, p<.05), and gymnastics SCK (F(3) = 13.96, p<.05). Bonferroni follow-up tests further indicated that freshmen had lower CCK and SCK than sophomores, juniors, and seniors. Despite the significance of differences of CCK and SCK scores among grade levels, the scores were very low showing little content development. Freshman data showed that neither CCK nor SCK in soccer and gymnastics were acquired at meaningful levels from their learning history. The students in PETE programs examined in this study, demonstrated limited improvement in CCK and SCK from freshmen to seniors.

URI

https://hdl.handle.net/11511/78952

Collections

Department of Physical Education and Sports, Conference / Seminar