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Systematic review evaluates valid instruments for assessing content knowledge in physical education teachers, indicating areas for improvement.
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.
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Barabanov et al. (2026) studied this question.
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