Abstract
The aim of this article is to know the role of learning tasks within the pedagogical content knowledge (PCK) of novel sports coaches in initial stages of sports training of children/young people and their impact on their daily work. Participants are two coaches in their first or second working year. A mixed methodology was used by means of polar coordinates analysis. The results agree with previous studies that established that (1) PCK of novel coaches presents deficits in task selection and modification, (2) motivation is the key factor determining tasks selection process, and (3) they do not know how much time they should dedicate to each task. Even so, better development was found in the PCK of the coaches.
Highlights
The concept of “practical knowledge” has been central in numerous studies. Villar (1986:25) points out that recent investigations stand up for rationalization of professional behavior in classroom, since it is the space where practicing teachers develop their theories, knowledge, and beliefs.This research on development and construction of pedagogical content knowledge (PCK) suggests that practicing teachers have developed professional knowledge of teaching; they have learned to apply theoretical knowledge to practical situations
We describe the existing relationships among the categories that were directly related to PCK in the analysis, more relationships have emerged from the polar coordinate analysis
The results reveal significant relationships between the the focal behavior (TAR) category and methodology (MET), and preactive decisions (PCC) and objectives of the curriculum (OBJ), on more than one
Summary
This research on development and construction of pedagogical content knowledge (PCK) suggests that practicing teachers have developed professional knowledge of teaching; they have learned to apply theoretical knowledge to practical situations. This knowledge is linked to action and personally acquired by teachers who do connect theory and practice, but they include beliefs, values, theories, concepts, and forms of intervention in practice. This knowledge is not acquired in initial training, but it is related to professional practice and teaching process. It is not socially acknowledged, even for practical teachers who elaborate this knowledge (Del Villar, 1993)
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