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Content in physical education has been the subject of research for some years, with most studies being carried out under two scientific programs. One, in North America, concerned primarily with pedagogical content knowledge; the other, in France, studying the didactics of physical education (didactics describes the features of teaching that are specific to the "knowledge taught" and the many changes and transformations that knowledge undergoes at the various stages of its selection and teaching). The purpose of this paper is to describe the theoretical framework, methodology, and principal results of each of these programs. It examines their similarities, differences and the contribution of each to the teaching and learning of content in physical education. Researchers in both fields state that pedagogical content in physical education: (a) is highly domain-specific to the activity being taught; (b) falls within an analysis of the situated-action; (c) undergoes long-term evolution in relation with professional competence; and (d) depends on constraints inherent in the system. Beyond the specifics of each program, there are some similarities which open up possibilities for fruitful collaboration between researchers in the two communities.

The Contribution of Two Research Programs on Teaching Content: “Pedagogical Content Knowledge” and “Didactics of Physical Education”