In the United States, professors are promoted linearly through a classification system of assistant, associate, and full professor. The highest award of the title of full professor indicates significant contributions have been made in research, teaching, and service/outreach. However, some professors may stay at the second tier of associate. The…

The purpose of the study was to explore the experiences of ten pre-service physical education teachers as they designed and implemented a community-based physical activity program through the Adventure Education model. Drawing on the occupational socialization theory as a theoretical framework, data were collected through field notes, document…

Physical education teachers often teach students with disabilities despite feeling ill-prepared to and do so. Most physical education teacher education programs in the US and abroad only include one single course in adapted physical education (APE) which predicts physical educators' lack of preparation to support students with disabilities.…

Selecting and sequencing instructional tasks to facilitate student learning (i.e. content development) is an important skill for physical education teachers. Research has shown that teachers often have little content development following an informing task. In addition, depth of specialized content knowledge (SCK) as expressed by the SCK-index is…

Research on preservice teachers' (PST) adaptive competence in physical education is critical to prepare them for effective teaching in an ever-changing pedagogical context. This study examined the adaptive competence of two PSTs (one male, one female) during their twelve-week school placement while teaching two 10th-grade classes. The adaptations…

Common content knowledge (CCK) is fundamental for quality instruction and critical to be acquired among physical education preservice teachers (PSTs). The purpose of this study was to develop a soccer CCK test for PSTs and to examine the validity and reliability of the test using Rasch measurement modeling. Two content experts developed a test in…

The aim of this study was to develop a valid and reliable basketball common content knowledge (CCK) instrument for preservice teachers (PSTs; BB-CCK-T) in secondary physical education contexts in the United States. The research team used four steps to develop the BB-CCK-T. In the first step, two content experts determined the scope and weight of…

This study examined physical education teacher education (PETE) majors' common content knowledge (CCK), performance, and specialized content knowledge (SCK) of volleyball to see whether there is a difference between non-PETE majors, and how much they improved, while they were in the PETE program. Twenty-two participants from a PETE major…

The purpose of this study was to investigate how 14 physical education teacher education (PETE) faculty members at doctoral-granting institutions met organizational demands to achieve the rank of full professor. Open-ended 90 minute semi-structured interviews were conducted. Curriculum Vitae (CVs) were collected in order to triangulate data and…

Given the potential influence on preservice teachers' future teaching practices, it is important to understand physical education teacher education faculty's beliefs and intention in selecting physical education (PE) curriculum. However, it remains unclear what physical education teacher education faculty's beliefs about and intention toward two…

The study aimed to examine state requirements for K-12 physical education teacher licensures and professional development (PD) and PD funding opportunities and supportive practices for promoting physical education teachers' in-depth content knowledge (CK) at the SHAPE America national conventions. Four national reports published in the past decade…

This article aims to present evidence-based practices for developing physical education teachers' in-depth content knowledge (CK) that impacts their pedagogical content knowledge (PCK) and student learning in physical education. The article describes the critical aspects of each CK and PCK by identifying the components of each knowledge domain.…

Many physical education teacher education (PETE) programs have adopted FITNESSGRAM® as the preferred method to assess teacher candidate fitness levels. The rationale, however, is unclear. This article presents fitness testing results of PETE candidates using FITNESSGRAM® with the aim to evaluate its appropriateness. 86 PETE students participated…

The purpose of this study was to investigate preservice teachers' (PSTs) knowledge of instructional task progressions (i.e., content development) and depth of content knowledge as a function of content courses in parkour and basketball. 18 preservice teachers (PSTs) (five female and 13 male) in Physical Education from a Belgian university engaged…

Physical education teachers should have sufficient content knowledge (CK) to provide high-quality physical education for students. CK is an important knowledge base for pedagogical content knowledge (PCK), which is considered the teacher's knowledge to adapt the instructions in the teaching and learning process. Mature PCK can be an indicator of…