Examining Common and Specialized Soccer Content Knowledge and Demographic Variables of Chinese Physical Education Teachers

Purpose: To examine the relationships among demographic variables, common content knowledge (CCK), and specialized content knowledge (SCK) of Chinese physical education teachers in teaching soccer. Methods: One hundred twenty-nine physical education teachers' CCK was assessed using 27 multiple choice questions, and SCK was assessed using content maps using an SCK index score. The data were analyzed using descriptive statistics, and multiple regression analyses were conducted to determine the relationships to demographic variables as predictors of CCK and SCK. A Spearman test assessed the associations between variables. Results: For CCK, 88.4% of the teachers scored at or above 60% correct in the test. The teacher's gender (beta= 0.22. t= -2.53. p < .05) and the number of soccer workshops attended (beta= 0.33, t= 2.96, p < .001) significantly predicted CCK. About 92.2% of the teachers had an SCK index score of <2.9. The number of soccer workshops attended (beta= 0.31, t = 2.74, p < .05) and teaching rank significantly predicted the SCK score. There was no relationship found between CCK and SCK. Conclusions: For these participants, their preservice education and their professional development did not serve them well in teaching CCK and SCK.

Automated summary

This study examines the relationships between demographic variables, common content knowledge (CCK), and specialized content knowledge (SCK) of Chinese physical education teachers in teaching soccer. The results show that gender and the number of soccer workshops attended significantly predict CCK scores, while teaching rank predicts SCK scores. However, no relationship is found between CCK and SCK. These findings suggest that preservice education and professional development do not adequately prepare teachers in teaching CCK and SCK.