Although continuous professional development (CPD) is a key strategy for physical education (PE) teachers to update skills and knowledge in order to provide the best possible education to students, various concerns have been voiced regarding the effectiveness and feasibility of CPD in the context of PE. One approach to CPD that seems promising in this respect is lesson study, which is a form of collaborative, teacher-led and inquiry-based professional learning. This study reports on teachers’ experiences with lesson study and was specifically aimed at teachers’ perceptions of what was learned through lesson study and how this was done. Ten PE departments (35 teachers) followed a workshop on the topic of the need-supportive teaching of games which was followed by multiple lesson study cycles. Questionnaires and focus group interviews provided insight into teachers’ experiences. Overall, participating PE teachers appreciated lesson study as CPD, especially valuing the collaborative and practice-oriented approach. As lesson study allows for professional experimentation this enabled teachers to transfer new knowledge and ideas into their own specific educational contexts. Nevertheless, results also indicated that in its current form and especially within existing school structures, lesson study might be too demanding in terms of time and resources. Only if schools are willing to make the required investments could lesson study be expected to reach its full potential.

尽管持续专业发展（CPD）是体育（PE）教师更新技能和知识以向学生提供最佳教育的一项关键策略，但对于CPD在以下方面的有效性和可行性，人们表达了各种担忧： PE。在这方面看似有希望的CPD方法之一是课程学习，它是一种协作，教师主导和基于探究的专业学习的形式。这项研究报告了教师在课程学习中的经验，并专门针对教师对通过课程学习中学到的知识以及学习方法的理解。10个体育系（35名教师）参加了关于游戏的需求支持教学的研讨会，随后有多个课程学习周期。问卷调查和焦点小组访谈提供了对教师经验的洞察力。总体而言，与会的体育老师赞赏将课程学习作为CPD，尤其是重视协作和面向实践的方法。由于课程学习允许进行专业实验，这使教师能够将新知识和新思想转移到他们自己的特定教育环境中。尽管如此，结果也表明，就目前的形式而言，尤其是在现有的学校结构中，课程学习可能在时间和资源上都过于苛刻。只有学校愿意进行必要的投资，课程学习才能发挥其全部潜力。由于课程学习允许进行专业实验，这使教师能够将新知识和新思想转移到他们自己的特定教育环境中。尽管如此，结果也表明，就目前的形式而言，尤其是在现有的学校结构中，课程学习可能在时间和资源上都过于苛刻。只有学校愿意进行必要的投资，课程学习才能发挥其全部潜力。由于课程学习允许进行专业实验，这使教师能够将新知识和新思想转移到他们自己的特定教育环境中。尽管如此，结果也表明，就目前的形式而言，尤其是在现有的学校结构中，课程学习可能在时间和资源上都过于苛刻。只有学校愿意进行必要的投资，课程学习才能发挥其全部潜力。