Skill Analysis for Teachers: Considerations for Physical Education Teacher Education

Abstract

In this article, essential knowledge for teacher educators in the teaching of skill analysis is discussed. The research literature shows that preservice and practicing teachers are not well trained in skill analysis and content knowledge as they need to conduct and act on their diagnoses. First, the reasons why skill analysis deserves much more attention in teacher education are described. Next, skill analysis is defined and essential knowledge for teacher educators and teachers discussed. Finally, examples are provided for improving the practice of teaching skill analysis to preservice teachers.

Additional information

Notes on contributors

Phillip Ward

Phillip Ward ([email protected]) is a professor in the Department of Human Sciences at The Ohio State University in Columbus, OH.

Shiri Ayvazo

Shiri Ayvazo is a senior lecturer in the Behavioral Disorders Program at Kinneret College in Jerusalem, Israel.

Fatih Dervent

Fatih Dervent is an associate professor in the School of Physical Education and Sport at Marmara University in Istanbul, Turkey.

Peter Iserbyt

Peter Iserbyt is an associate professor in the Department of Human Kinesiology at KU Leuven in Leuven, Belgium.

Insook Kim

Insook Kim is an associate professor in the School of Teaching, Learning, and Curriculums at Kent State University in Kent, OH.

Weidong Li

Weidong Li is a professor in the Department of Human Sciences at The Ohio State University in Columbus, OH.