El-Shaer, I. (2025). A Content Analysis of the Physical Education Curriculum in Light of Teaching Competencies. Journal of Applied Sports Science, 15(1), 58-67. doi: 10.21608/jass.2025.379305.1128
Islam Salah El-Sayed El-Shaer. "A Content Analysis of the Physical Education Curriculum in Light of Teaching Competencies". Journal of Applied Sports Science, 15, 1, 2025, 58-67. doi: 10.21608/jass.2025.379305.1128
El-Shaer, I. (2025). 'A Content Analysis of the Physical Education Curriculum in Light of Teaching Competencies', Journal of Applied Sports Science, 15(1), pp. 58-67. doi: 10.21608/jass.2025.379305.1128
El-Shaer, I. A Content Analysis of the Physical Education Curriculum in Light of Teaching Competencies. Journal of Applied Sports Science, 2025; 15(1): 58-67. doi: 10.21608/jass.2025.379305.1128
A Content Analysis of the Physical Education Curriculum in Light of Teaching Competencies
Department of Curriculum and Teaching Methods for Physical Education – Faculty of Physical Education for Boys – Alexandria University
Abstract
Objectives of the Study: The study aimed to analyze the content of the "Physical Education Curriculum" course, which is part of the teacher preparation program for physical education teachers, in light of the required teaching competencies. It sought to determine the extent to which these competencies are included in the course and to evaluate their balance and diversity to ensure comprehensive teacher preparation. Research Tool: The study utilized a content analysis tool, which was developed based on educational literature and established teaching competencies (both professional and specialized). The tool was validated through expert review and tested for reliability by conducting double coding of content units. Key Findings: 1. The content of the course strongly emphasized cognitive competencies, while performance and assessment competencies were relatively underrepresented. 2. There was an evident imbalance in the distribution of competencies, with some essential competencies missing—especially those related to modern technology use and active teaching strategies. 3. The course lacked practical activities aimed at developing pedagogical and evaluative competencies, which may negatively impact the readiness of student-teachers for real-world teaching.
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