Establishing the Validity of a Test of Common Content Knowledge for Soccer

References

• Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14(2), 70–90.
   Google Scholar
• Bond, T. G., & Fox, M. T. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Erlbaum.
   Google Scholar
• Boone, W., & Rogan, J. (2005). Rigour in quantitative analysis: The promise of Rasch analysis techniques. African Journal of Research in Mathematics, Science and Technology Education, 9(1), 25–38. https://doi.org/10.1080/10288457.2005.10740574
   Google Scholar
• Boone, W. J. (2016). Rasch analysis for instrument development: Why, when, and how? CBE Life Sciences Education, 15(4), rm4. https://doi.org/10.1187/cbe.16-04-0148
   PubMed Web of Science ®Google Scholar
• Boone, W. J., Staver, J. R., & Yale, M. S. (2013). Rasch analysis in the human sciences. Springer Science & Business Media.
   Google Scholar
• Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education, 40(4), 509–513. https://doi.org/10.1152/advan.00109.2016
   PubMed Web of Science ®Google Scholar
• Dervent, F., Devrilmez, E., Ince, M. L., & Ward, P. (2018). Reliability and validity of football common content knowledge test for physical education teachers. Hacettepe Journal of Sport Sciences, 29(1), 39–52. https://doi.org/10.17644/sbd.326631
   Google Scholar
• Devrilmez, E., Dervent, F., Ince, M. L., & Ward, P. (2019). A test of common content knowledge for gymnastics. European Physical Education Review, 25(2), 512–523. https://doi.org/10.1177/1356336X17751232
   Web of Science ®Google Scholar
• Haladyna, T., Downing, S., & Rodriguez, M. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309–334. https://doi.org/10.1207/S15324818AME1503_5
   Web of Science ®Google Scholar
• Hastie, P. A. (2022). A primer on content knowledge in physical education research. Journal of Teaching in Physical Education, 41(1), 165–170. https://doi.org/10.1123/jtpe.2020-0221
   Google Scholar
• He, Y., Ward, P., & Wang, X. (2018). Validation of a common content knowledge test for soccer. Journal of Teaching in Physical Education, 37(4), 407–412. https://doi.org/10.1123/jtpe.2017-0204
   Web of Science ®Google Scholar
• Izsak, A., Orrill, C. H., Cohen, A. S., & Brown, R. E. (2010). Measuring middle grades teachers’ understanding of rational numbers with the mixture Rasch model. The Elementary School Journal, 110(3), 279–300. https://doi.org/10.1086/648979
   Web of Science ®Google Scholar
• Kim, I., & Ko, B. (2017). Measuring preservice teachers’ knowledge of instructional tasks for teaching elementary content. Physical Educator, 74(2), 296–314. https://doi.org/10.18666/TPE-2017-V74-I2-7366
   Google Scholar
• Lee, H. J., Ko, B., Ward, P., Lee, K., Higginson, K., He, Y., & Lee, Y. S. (2018). Development and validation of common content knowledge test of soccer. Korean Journal of Sport Science, 29(4), 650–662. https://doi.org/10.24985/kjss.2018.29.4.650
   Google Scholar
• Linacre, J. M. (2011). A user’s guide to Winsteps ministep Rasch-model computer program. Winsteps.
   Google Scholar
• Luongo, A. M. (1996). Soccer handbook for players, coaches and parents. McFarland & Company, Inc.
   Google Scholar
• Luxbacher, J. A. (2005). Soccer: Steps to success. South Australia: Human Kinetics.
   Google Scholar
• Maerten-Rivera, J. L., Huggins-Manley, A. C., Adamson, K., Lee, O., & Llosa, L. (2015). Development and validation of a measure of elementary teachers’ science content knowledge in two multiyear teacher professional development intervention projects. Journal of Research in Science Teaching, 52(3), 371–396. https://doi.org/10.1002/tea.21198
   Web of Science ®Google Scholar
• Melanie, J., Boone, W., Park, S., & Neuhaus, B. J. (2013). Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK). Educational Assessment, Evaluation and Accountability, 25(1), 45–67. https://doi.org/10.1007/s11092-013-9157-y
   Web of Science ®Google Scholar
• Mogias, A., Boubonari, T., Markos, A., & Kevrekidis, T. (2015). Greek pre-service teachers’ knowledge of ocean sciences issues and attitudes toward ocean stewardship. Journal of Environmental Education, 46(4), 251–270. https://doi.org/10.1080/00958964.2015.1050955
   Web of Science ®Google Scholar
• Ohle, A., Boone, W. J., & Fischer, H. E. (2015). Investigating the impact of teachers’ physics CK on students’ outcomes. International Journal of Science and Mathematics Education, 13(6), 1211–1233. https://doi.org/10.1007/s10763-014-9547-8
   Web of Science ®Google Scholar
• Pruski, L. A., Blanco, S. L., Riggs, R. A., Grimes, K. K., Fordtran, C. W., Barbola, G. M., Cornell, J. E., & Lichtenstein, M. J. (2013). Construct validation of the Self-efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons learned. Journal of Science Teacher Education, 24(7), 1133–1156. https://doi.org/10.1007/s10972-013-9351-2
   PubMedGoogle Scholar
• Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. University of Chicago Press.
   Google Scholar
• Schoen, R. C., Bray, W., Wolfe, C., Tazaz, A. M., & Nielsen, L. (2017). Developing an assessment instrument to measure early elementary teachers’ mathematical knowledge for teaching. Elementary School Journal, 118(1), 55–81. https://doi.org/10.1086/692912
   Web of Science ®Google Scholar
• SHAPE America. (2013). National standards and grade-level outcomes for K-12 physical education. Human Kinetics.
   Google Scholar
• SHAPE America. (2017). National standards for initial physical education teacher education. http://www.shapeamerica.org/accreditation/upload/2017-SHAPE-America-Initial-PETE-Standards.pdf
   Google Scholar
• Tsuda, E., Ward, P., Kim, J., He, Y., Sazama, D., & Brian, A. (2021). The tennis common content knowledge measure validation. European Physical Education Review, 27(3), 654–665. https://doi.org/10.1177/1356336X20982629
   Web of Science ®Google Scholar
• Tsuda, E., Ward, P., Li, Y., Higginson, K., Cho, K., He, Y., & Su, J. (2021). Content knowledge acquisition in physical education: Evidence from knowing and performing by majors and nonmajors. Journal of Teaching in Physical Education, 38(3), 221–232. https://doi.org/10.1123/jtpe.2018-0037
   Web of Science ®Google Scholar
• Tsuda, E., Ward, P., Sazama, D., He, Y., Ko, B., Santiago, J., & Xie, X. (in press). Validating the volleyball common content knowledge measure. The Physical Educator.
   Google Scholar
• Tsuda, E., Ward, P., Yoshino, S., Ogiwara, T., He, Y., & Ohnishi, Y. (2019). Validity and reliability of a volleyball common content knowledge test for Japanese physical education pre-service teachers. International Journal of Sport and Health Science, 17(1), 178–185. https://doi.org/10.5432/ijshs.201916
   Google Scholar
• Ward, P., Ayvazo, S., Dervent, F., Iserbyt, P., & Kim, I. (2020). Instructional progression and the role of working models in physical education. Quest, 72(4), 410–429. https://doi.org/10.1080/00336297.2020.1766521
   Web of Science ®Google Scholar
• Ward, P., Dervent, F., Lee, Y.-S., Ko, B., Kim, I., & Tao, W. (2017). Using content maps to measure content development in physical education: Validation and application. Journal of Teaching in Physical Education, 36(1), 20–31. https://doi.org/10.1123/jtpe.2016-0059
   Web of Science ®Google Scholar
• Ward, P., & Lehwald, H. (2018). Effective physical education content and instruction. Human Kinetics.
   Google Scholar