Lincoln and Guba posit that knowledge is constructed and developed through the interaction between an inquirer and the object of inquiry or other inquirers by meaning making in a social context. Knowledge can be constructed, developed and transmitted by individuals through their interactions with their worlds and other individuals. This constructivist view of learning that knowledge is both individually and socially constructed has formed a basis for contemporary education reform. Teachers' knowledge remains mainly tacit forms of knowledge which is constructed by individual teachers from their own experiences to be appropriate for their own teaching contexts. Teacher knowledge is therefore personalised and context-specific and its development may involve the process of self-reflection on their personal experiences.
In analysing and addressing the issues surrounding PE at tertiary and school level, this article used Shulman's model of teacher knowledge to examine the knowledge base of undergraduate students. Researchers Ennis
and
Siedentop & Eldar have posited that Shulman's concept of pedagogical content-knowledge provides a foundation for better understanding expertise in teaching. According to Shulman most teachers begin with some expertise in the content they teach. He states that teacher knowledge consists of subject-matter knowledge (SMK), pedagogical content-knowledge (PCK) and curricular content knowledge (CCK). Subject matter-knowledge is the teachers' knowledge of physical education, PCK is knowledge of how physical education content is received by learners and CCK is knowledge of curricula and approaches to teaching of physical education.
The purpose of the study was to determine how sports capital, which is referred to as the subject-matter knowledge students possess prior to their entering tertiary education, contributes to students' acquisition of specialist sports science knowledge. This article presents an argument for PE to be taught by a specialist PE professionals in the school since students have selected Sport Science as a subject specialisation at tertiary level because of their inherent sports capital, which contributes to their sports science knowledge acquisition.
RESEARCH QUESTIONS
Against the background of where PE is located in the curriculum, this study focuses on the following research questions based on an overarching view of whether students of SS and LO want to become professional 'Physical Education' teachers.
Question One – Who are the undergraduate students studying sport science and life orientation at higher education?
Sports Capital: A Compelling Factor in Defining Success in Sports Science Knowledge Acquisition 212
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