The purpose of this systematic review was to identify and critically evaluate all valid and reliable instruments for assessing common content knowledge (CCK) among physical education teachers. Following PRISMA guidelines, a systematic search (2008–2026) across major databases identified 17 relevant studies. Methodological quality was appraised using the COSMIN risk of bias checklist across four domains: instrument development, content validity, structural validity, and internal consistency. Results show a clear methodological trend, with Rasch analysis becoming the dominant approach for evaluating construct validity. Findings underscore the need for developing CCK instruments across a broader range of physical activities and cultural contexts, establishing minimum psychometric reporting standards, and extending validation efforts to in-service teacher populations.
Barabanov et al. (Tue,) studied this question.