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The Impact of Content Knowledge on Pedagogical Content Knowledge Development and Student Performance in Physical Education: A Systematic Review
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DOI：10.1123/jtpe.2025-0064.png)
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Abstract
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Purpose: This systematic review explores the impact of content knowledge (CK) on pedagogical content knowledge development for physical education teachers and its subsequent effects on student performance. Method: A Preferred Reporting Items for Systematic Reviews and Meta-Analyses-guided search across Web of Science, ScienceDirect, and ERIC (1986-2024) identified eight studies. Eligibility criteria included physical education teachers, CK interventions, and experimental designs. Quality was assessed using RoB 2.0. Results: CK interventions significantly enhanced teachers' pedagogical content knowledge (e.g., task representation, task selection, feedback quality, and task adaptations). These improvements correlated with student gains in motor skills and game performance. Discussion/Conclusion: The review highlights that CK robustly enhances pedagogical content knowledge particularly through specialized content knowledge.
Keywords:
teacher education
motor skills
professional development
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