| The purpose of this study was to describe and analyze the pedagogical content knowledge of expert golf instructors. The study was guided by a conception of pedagogical content knowledge forwarded by Lee Shulman and colleagues. Qualitative research techniques were used to examine the instructors' conceptions of teaching, pedagogical content knowledge, and their instructional strategies for teaching the most fundamental skill in golf: the full swing. Data collection techniques included repeated observations, video taping of their lessons, a stimulated recall exercise, audio-taped interviews, and document analysis. Case studies were developed to describe and interpret the pedagogical content knowledge of these experts, using Grossman's model of pedagogical content knowledge as an interpretive framework. This investigation revealed a breadth of pedagogical content knowledge and a diverse set of instructional strategies worthy of consideration for novice golf instructors, K–12 physical education teachers, physical education teacher educators, and others involved in the preparation of instructors in the sport of golf. Additional findings suggest a modification of Grossman's conceptual model that accounts for the instructors' overarching orientations toward their pedagogical practice. Implications and recommendations for the future study of expert teaching in golf and other sport settings are discussed. |
