Physical education teachers' content knowledge of movement capability
2017 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 36, no 1, 61-69 p.Article in journal (Refereed) Published
The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers' plan PE teaching, but should be approached as a whole. © 2017 Human Kinetics, Inc.
Place, publisher, year, edition, pages
2017. Vol. 36, no 1, 61-69 p.
Content knowledge, Movement capability, Phenomenography, Physical education
Sport and Fitness Sciences Educational Sciences
Research subject Education and Learning
IdentifiersURN: urn:nbn:se:du-24512DOI: 10.1123/jtpe.2015-0180ScopusID: 2-s2.0-85013054820OAI: oai:DiVA.org:du-24512DiVA: diva2:1079274