ABSTRACT
As a profession we remain unsure of the knowledge that distinguishes us as teachers. Teachers’ knowledge in physical education is just as perplexing, even though it has received significant scholarly attention. There have been struggles to come to terms with what stands for discipline knowledge as well as what might be referred to as professional knowledge within the field (Kirk, 1990; MacDonald, 1992; Siedentop, 1989; Tinning, 1992; Whitson and Macintosh, 1990). The difficulties emerge through the uncertainty about what it is that we are referring to when we talk about teachers’ knowledge in physical education. For example, is it the knowledge of movement and exercise sciences that are alleged to underpin teaching in physical education? Is it the knowledge of socio-cultural aspects of physical activity, within which physical education is alleged to take place? Is it knowledge of games or sports or is it knowledge of the teaching of such games and sports? Is it knowledge of the curriculum in physical education, official or otherwise? Is it all, or a combination of the above, or something else entirely?
