41 JOPERD• Volume 81 No. 4• April 2010 course content relative to a particular curricular focus (eg, adventure education or sport education),(2) the development of CK relative to that activity,(3) the provision of opportunities for TCs to gain competence in performing the activity,(4) the provision of performance analyses of beginners, and (5) the provision of feedback on TCs’ basic instructional skills.

For each of the components, the authors provide a rationale including the goals and assumptions relative to the component, teaching strategies, and assessment strategies. The physical education teacher education program at Ohio State University (OSU) has used and refined these strategies for the past five years and has assessed their effects (Ward, 2009). Throughout this article, references are made to the use of these strategies in OSU’s CK courses to illustrate how to apply them. Other programs, however, can organize their components differently according to how their classes are designed and delivered. Preservice CK courses at OSU meet three times a week. Two of the meetings occur in the field or gymnasium and one meeting occurs in a technology laboratory where the TCs analyze performances using digital videos and take online quizzes.