Pedagogical Content Knowledge of PJOK Teachers and the Integration of Health Literacy in Physical Education Learning in Elementary Schools

Abstract

Contextual evidence on teachers’ pedagogical knowledge and health literacy integration is needed to identify priorities for elementary physical education. This study described pedagogical content knowledge (PCK) and reported health literacy integration alongside teacher attitudes, supporting factors, barriers, and facilities in East Lombok, Indonesia. A descriptive cross-sectional survey involved 69 purposively selected elementary physical education teachers. Data were collected using a 45-item questionnaire with four-point responses and analyzed using descriptive statistics. Under the reported coding, PCK (M = 1.97, SD = 0.32) and health literacy integration (M = 1.79, SD = 0.34) were categorized as low, with integration recording the lowest mean. Attitudes and facilities were also categorized as low, whereas supporting factors and barriers were high. Support scores partly reflected training needs rather than available support. Prominent barriers concerned teaching competence or experience, instructional materials, and the prioritization of health literacy. Facility availability was rated more favorably than suitability and safety. Interpretation is constrained by self-report data, purposive sampling, and uncertainty about reverse scoring of two negatively worded items. This preliminary profile identifies priorities for targeted professional development, contextualized teaching materials, and safer learning facilities, without establishing causal relationships or verifying classroom practice.

 Keywords: pedagogical content knowledge; health literacy; physical education; elementary school teachers; professional development.