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The Impact of Content Knowledge on Micro- and Macroadaptive Teaching and Children's Learning in Primary Physical Education.

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Τίτλος: The Impact of Content Knowledge on Micro- and Macroadaptive Teaching and Children's Learning in Primary Physical Education.
Συγγραφείς: Leukel, Christian, Neumann, Malte, Hertel, Sven, Iserbyt, Peter, Ward, Phillip
Πηγή: Journal of Teaching in Physical Education; Oct2026, Vol. 45 Issue 4, p944-956, 13p
Θεματικοί όροι: Physical education, Primary education, Achievement gains (Education), Pedagogical content knowledge, Teaching methods, Teacher training, Lesson planning
Περίληψη: Purpose: This study explored how content knowledge (CK) affects both micro- and macroadaptive teaching, with a focus on microadaptivity, in fourth-grade physical education classes. Methods: In a pre–post design, two female preservice physical education teachers (PSTs) participated in a workshop to enhance their CK for teaching the squat vault (gymnastics) and "moving to get open" (basketball). Microadaptive teaching was assessed through PST responses, task instructions, and student performance; macroadaptivity was analyzed via lesson plans. Results: After the workshop, PSTs identified errors more accurately. The proportion of task instructions addressing student errors increased, and student performance improved in both skills. Lesson plans reflected higher quality content development. Conclusion: CK played a vital role in improving both micro- and macroadaptive teaching. In particular, CK helped PSTs respond more effectively to student needs during instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The Impact of Content Knowledge on Micro- and Macroadaptive Teaching and Children's Learning in Primary Physical Education.
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  Data: Journal of Teaching in Physical Education; Oct2026, Vol. 45 Issue 4, p944-956, 13p
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  Data: <searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink>
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  Data: Purpose: This study explored how content knowledge (CK) affects both micro- and macroadaptive teaching, with a focus on microadaptivity, in fourth-grade physical education classes. Methods: In a pre–post design, two female preservice physical education teachers (PSTs) participated in a workshop to enhance their CK for teaching the squat vault (gymnastics) and "moving to get open" (basketball). Microadaptive teaching was assessed through PST responses, task instructions, and student performance; macroadaptivity was analyzed via lesson plans. Results: After the workshop, PSTs identified errors more accurately. The proportion of task instructions addressing student errors increased, and student performance improved in both skills. Lesson plans reflected higher quality content development. Conclusion: CK played a vital role in improving both micro- and macroadaptive teaching. In particular, CK helped PSTs respond more effectively to student needs during instruction. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=197224249
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1123/jtpe.2025-0099
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      – Code: eng
        Text: English
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        PageCount: 13
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        Type: general
      – SubjectFull: Primary education
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      – SubjectFull: Achievement gains (Education)
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      – SubjectFull: Pedagogical content knowledge
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      – SubjectFull: Teaching methods
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      – SubjectFull: Teacher training
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      – SubjectFull: Lesson planning
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              M: 10
              Text: Oct2026
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              Y: 2026
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