The purpose of this study was to examine the relationships between instructors’ common content knowledge, knowledge of instructional tasks, and knowledge of student errors and preservice teachers’ common content knowledge and knowledge of instructional tasks in gymnastics, soccer, and volleyball. Participants were 23 university instructors and 819 preservice teachers enrolled in 9 physical education teacher education programs in Turkey. Common content knowledge and knowledge of student errors were measured using validated gymnastics, soccer, and volleyball knowledge tests. Knowledge of instructional tasks was measured by content maps and assessed using a specialized content knowledge index for each sport. A Spearman's rank correlation coefficient was used to measure the degree of relationships. There were significant positive relationships between instructors’ and preservice teachers’ common content knowledge levels of gymnastics (r = 0.82, p < 0.01), soccer (r = 0.94, p < 0.01), and volleyball (r = 0.85, p < 0.01) and instructors’ knowledge of student errors and preservice teachers’ common content knowledge levels of gymnastics (r = 0.87, p < 0.01), soccer (r = 0.94, p < 0.01), and volleyball (r = 0.93, p < 0.01). A significant positive relationship between instructors’ knowledge of student errors and preservice teachers’ gymnastics knowledge of instructional tasks was found (r = 0.77, p < 0.05). There was no statistically significant correlation between instructors’ and preservice teachers’ knowledge of instructional tasks. Physical education teacher education and professional development programs should focus on increasing instructors’ and preservice teachers’ knowledge of student errors and knowledge of instructional tasks.

本研究的目的是考察教师的公共内容知识、教学任务知识和学生错误知识与职前教师公共内容知识和体操、足球和排球教学任务知识之间的关系。参加土耳其9个体育教师教育项目的23名大学教师和819名职前教师。使用经过验证的体操、足球和排球知识测试来测量常见内容知识和学生错误知识。教学任务的知识通过内容图来衡量，并使用每项运动的专门内容知识指数进行评估。斯皮尔曼等级相关系数用于衡量关系的程度。r  = 0.82, p  < 0.01)、足球( r  = 0.94, p  < 0.01)、排球( r  = 0.85, p  < 0.01)以及教师对学生错误的认识和职前教师体操常见内容知识水平( r  = 0.87, p  < 0.01)、足球 ( r  = 0.94, p  < 0.01) 和排球 ( r  = 0.93, p  < 0.01)。发现教师对学生错误的了解与职前教师对教学任务的体操知识之间存在显着的正相关关系（r  = 0.77，p < 0.05)。教师和职前教师对教学任务的了解之间没有统计学上的显着相关性。体育教师教育和专业发展计划应侧重于提高教师和职前教师对学生错误的认识和对教学任务的认识。