This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers’ (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22–24 years old), their 60 eighth-grade students (three classes: 38 boys, 22 girls, M_age = 13.3), and a mentoring team (one teacher educator, one university supervisor, and one cooperating teacher) participated in the study. The PSTs participated in a two-stage programme where they learned how to teach volleyball using SE-SGA, and then implemented an SE-SGA unit during their school placement. Using audio/video data from 30 lessons, we examined PSTs' SCK (content development, depth of content knowledge) on a lesson-by-lesson basis. We also assessed the 2v2 game-play performance of PSTs’ students across three assessment points. Descriptive statistics were computed for SCK scores and repeated measures analysis of variances were used to analyse variance in game-play variables over time. Results showed improvement in PSTs’ SCK and students’ game-play. The PSTs showed strong SCK, with index levels above the 3.0 cut point, and progressive use of informing, refining, and applying-game tasks over time. Students improved in most game-play variables (namely ‘serve’, ‘reception’, ‘setting’) and the ‘game performance index’ over time. Student game-play development seemed to be strongly influenced by an interdependent interaction between PSTs’ SCK and additional situated, model-based features of content development (i.e. extensive application of knowledge in competition events, the problem-solving focus of the refining tasks).

中文翻译：

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以学生为中心的体育教育-步法两阶段体育教师教育方案对职前教师专业内容知识和学生游戏玩法的影响

本研究旨在检验体育教师教育计划对 (a) 职前教师 (PST) 的专业内容知识 (SCK) 和 (b) 在以学生为中心的过程中学生的游戏发展的影响。运动教育步游戏方法 (SE-SGA) 单元。通过方便抽样选择的三名 PST（22-24 岁），他们的 60 名八年级学生（三个班级：38 名男生，22 名女生，M_年龄 = 13.3），一个指导团队（一名教师教育者、一名大学导师和一名合作教师）参与了研究。PST 参加了一个分两个阶段的计划，他们学习了如何使用 SE-SGA 教授排球，然后在学校安置期间实施了一个 SE-SGA 单元。我们使用来自 30 节课的音频/视频数据，逐节检查 PST 的 SCK（内容开发，内容知识深度）。我们还通过三个评估点评估了 PST 学生的 2v2 游戏表现。计算 SCK 分数的描述性统计数据，并使用重复测量方差分析来分析游戏变量随时间的变化。结果显示 PST 的 SCK 和学生的游戏玩法有所改善。PST 表现出强劲的 SCK，指数水平高于 3.0 分界点，随着时间的推移，逐步使用通知、改进和应用游戏任务。随着时间的推移，学生在大多数游戏变量（即“发球”、“接球”、“设置”）和“游戏表现指数”方面都有所提高。学生游戏开发似乎受到 PST 的 SCK 与内容开发的附加定位、基于模型的特征（即知识在竞赛项目中的广泛应用、精炼任务的问题解决重点）之间相互依赖的相互作用的强烈影响。