ABSTRACT
The goal of this chapter is to explore how the concept technological pedagogical content knowledge (TPCK) applies to physical education. Like most of the other academic disciplines in education, much has been written about physical education content knowledge and pedagogical content knowledge. An analysis of this literature reveals that while there are many similarities in the basic components of the undergraduate preparation programs used to prepare physical educators and other teachers in areas like math and science, there are also some fundamental differences (Siedentop, 2002). The TPCK model presented by Koehler and Mishra in the beginning of this book will be used to highlight these similarities and differences. Before the interactions between content, pedagogical, and technology knowledge can be examined it is important to briefly review a few unique aspects of physical education in these foundation knowledge areas.
