Notwithstanding the amount of time needed to learn the content to be taught, Ward (2013) has also encouraged both researchers and practitioners to consider the quality of the task as a mediating influence on student learning. Citing work from his own professional development work in Sport Education and the work of others, he noted that the instructional core of teacher, content and students must be right (much like Goldilocks' porridge) in order for learning to occur. He quoted work from City, Elmore, Fiarman, and Tietel (2010, p. 26) to suggest that:
There are only three ways to improve student learning at scale. The first is to increase the level of knowledge and skill that the teacher brings to the instructional process. The second is to increase the level and complexity of the content that students are able to learn. And the third is to change the role of the student in the instructional process. That’s it. If you are not doing one of these three things, you are not improving instruction and learning.
In conclusion, teachers must focus on this instructional core, and think carefully about task design. For this to occur, they must know their content, but also their pedagogical approach and their students. Not only will learning not occur if the teacher does not attend to this common core, but learning will also not occur unless the teacher does not provide enough instructional time for the students to learn the content being taught.
Hastie, P.A., Calderón, A., Rolim, R.J., & Guarino, A.J. (2013) The development of skill and knowledge during a Sport Education season of track and field athletics. Research Quarterly for Exercise and Sport, 84 (3), 336-344.
Ward, P. (2013) The role of content knowledge in conceptions of teaching effectiveness in physical education, Research Quarterly for Exercise and Sport, 84 (4), 431-440.