Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers compared their pedagogical (PCK) with student learning outcomes globally. However, little research has been reported in China on relationship between PCK PE settings. The aims study were (i) to investigate influence teacher development stages settings (ii) examine impact teachers’ students’ performance Tai Chi techniques (TCTs) after six days instruction. Two chosen from two urban, public, mid-sized middle schools located Chengdu, Sichuan Province, China. This involved 332 students 5th 6th grade classes. consisted 185 5th-grade (98 boys 87 girls) 147 6th-grade (70 77 girls). We how TCT changed a professional workshop (PDW). Each had classes randomly assigned control or experimental condition groups. three phases. Initially, was introduced; then, PDW provided for teachers; finally, implemented. Teaching behaviors described using mean values, t-tests based highest scores conducted effect learning. Furthermore, sizes calculated Cohen’s d. Significant relationships existed PCK, CK, knowledge, ranging 1.92 6.82. Additionally, improvements associated improved (p < 0.05). Increased skills can improve behavior, resulting TCTs. These findings may provide evidence future recommendations regarding skill training programs teachers.