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The aim of this study was to develop a valid and reliable basketball common content knowledge (CCK) instrument for preservice teachers (PSTs; BB-CCK-T) in secondary physical education contexts in the United States. The research team used four steps to develop the BB-CCK-T. In the first step, two content experts determined the scope and weight of the items using a table of specifications. Second, the experts developed the test questions and answers based on the table of specifications. Third, physical education in-service teachers reviewed the test and checked the content validity. Fourth, a group of PSTs took the test for pilot testing. After content validity and face validity were established, the BB-CCK-T was administered to 76 physical education PSTs to examine the validity and reliability of the instrument using the Rasch analysis. The results of unidimensionality indicated that all items were within the range of -0.4 to 0.4. Both infit (0.7 to 1.3) and outfit (0.6 to 1.5) MNSQ were in the criterion range of 0.5 to 1.5. The result of the item separation index was 4.01 (Cronbach's alpha = 0.94), and the person separation index was 1.89 (Cronbach's alpha = 0.78). The wright map confirmed that the items on the BB-CCK-T contain wide levels of question difficulties with little gaps. These results verified that BB-CCK-T is an instrument with robust psychometric properties. Continuous efforts of exploring how we can best teach CCK in our limited curricular space as teacher education programs are vital from both practical and research perspectives.

Common content knowledge (CCK) is fundamental for quality instruction and critical to be acquired among physical education preservice teachers (PSTs). The purpose of this study was to develop a soccer CCK test for PSTs and to examine the validity and reliability of the test using Rasch measurement modeling. Two content experts developed a test in a multiple-choice question format, which was content validated by five in-service teachers and field-tested by 10 PSTs. Once content and face validities were confirmed, the test was given to 129 PSTs. The results confirmed that all the test items measured soccer CCK as a unidimensional construct, and the levels of the test items align with PSTs' knowledge levels (mean square residuals -- infit = 0.8 to 1.1; outfit = 0.8 to 1.3). The item separation index was 2.05 (Cronbach's alpha = 0.81), and the person separation index was 1.99 (Cronbach's alpha = 0.80), which assured that the test includes items with a wide range in difficulty levels to meet the variability of respondents' knowledge levels. To conclude, the soccer CCK test is a valid and reliable instrument, and the test can be used to contribute to the field in practice and research. Those include, for instance, assessing PSTs' learning gains of soccer content classes, improving the effectiveness of PSTs and in-service content education, and measuring the effects of differing soccer CCK on student learning in secondary physical education.

Purpose: The purpose of this study was to examine the effects of Play Practice instruction on the badminton content knowledge and skill of a cohort of Chinese physical education majors. Method: Seventy-two second-year students participated in semester-long courses following either the principles of Play Practice or skill-focused instruction. A control/comparison group experimental design with pre- and postmeasures was used in this study. Separate analyses of variance with repeated measures (Time × Group) were conducted to examine the effects of Play Practice and skill-focused instruction for each of four dependent variables: (a) forehand clear, (b) tactical understanding, (c) game performance, and (d) specialized content knowledge. Results: Students from both conditions made significant improvements in all four variables across the semester. However, students in the Play Practice condition showed significantly greater gains in tactical understanding, game performance, and specialized content knowledge. In particular, while 75% of students who experienced Play Practice reached the 3.0 benchmark score for adequate specialized content knowledge, only 8% of students in skill-focused instruction reached this standard.

The purpose of this study was to create a valid and reliable volleyball common content knowledge (VB-CCK) test in secondary physical education contexts in the United States. Two physical education teacher educators served as content experts and developed test items for the VB-CCK test. We then established content validity with a group of in-service teachers and determined face validity with preservice teachers. The Rasch model was used in data analysis. The standardized residual contrasts for the items loaded in the range of -0.4 to 0.4, confirming the test was unidimensional and measured VB-CCK. Both infit mean-square residuals and outfit mean-square residuals were within the criterion range of 0.5 to 1.5 (infit = 0.8 to 1.1; outfit = 0.8 to 1.5), which showed the range of the question difficulties matched the respondents' knowledge levels. The item separation index was 3.46 (reliability = 0.92; an excellent level) and the person separation index was 1.55 (reliability = 0.71; an acceptable level). The results provided evidence of the range of question difficulties and respondents' knowledge levels. The Wright Map added additional evidence that the 40 questions were well distributed from easy to difficult levels and could discriminate different knowledge levels of preservice teachers' VB-CCK. The study was successful in developing a valid and reliable instrument for PETE programs to assess secondary VB-CCK of their preservice teachers. We propose future CCK studies for both elementary content and secondary content.

Purpose: To examine the relationships among demographic variables, common content knowledge (CCK), and specialized content knowledge (SCK) of Chinese physical education teachers in teaching soccer. Methods: One hundred twenty-nine physical education teachers' CCK was assessed using 27 multiple choice questions, and SCK was assessed using content maps using an SCK index score. The data were analyzed using descriptive statistics, and multiple regression analyses were conducted to determine the relationships to demographic variables as predictors of CCK and SCK. A Spearman test assessed the associations between variables. Results: For CCK, 88.4% of the teachers scored at or above 60% correct in the test. The teacher's gender ([beta] = 0.22, t = -2.53, p < 0.05) and the number of soccer workshops attended ([beta] = 0.33, t = 2.96, p < 0.001) significantly predicted CCK. About 92.2% of the teachers had an SCK index score of <2.9. The number of soccer workshops attended ([beta] = 0.31, t = 2.74, p < 0.05) and teaching rank significantly predicted the SCK score. There was no relationship found between CCK and SCK. Conclusions: For these participants, their preservice education and their professional development did not serve them well in teaching CCK and SCK.

RIG-I-like receptors (RLRs)-mitochondrial antiviral signaling protein (MAVS) are crucial for type I interferon (IFN) signaling pathway and innate immune responses triggered by RNA viruses. However, the regulatory molecular mechanisms underlying RNA virus-activated type I IFN signaling pathway remain incompletely understood. Here, we found that protein arginine methyltransferase 7 (PRMT7) serves as a negative regulator of the type I IFN signaling pathway by interacting with MAVS and catalyzing monomethylation of arginine 232 (R232me1) in MAVS. RNA virus infection leads to the downregulation and dissociation of PRMT7 from MAVS as well as the decrease of R232me1 methylation, enhancing MAVS/RIG-I interaction, MAVS aggregation, type I IFN signaling activation, and antiviral immune responses. Knock-in mice with MAVS R232 substituted with lysine ( Mavs R232K -KI) are more resistant to Vesicular Stomatitis Virus infection due to enhanced antiviral immune responses. PiPRMT7-MAVS, a short peptide inhibitor designed to interrupt the interaction between PRMT7 and MAVS, inhibits R232me1 methylation, thereby enhancing MAVS/RIG-I interaction, promoting MAVS aggregation, activating type I IFN signaling, and bolstering antiviral immune responses to suppress RNA virus replication. Moreover, the clinical relevance of PRMT7 is highlighted that it is significantly downregulated in RNA virus-infected clinical samples, such as blood samples from severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and Ebola virus, as well as H1N1-infected bronchial epithelial cells. Our findings uncovered that PRMT7-mediated arginine methylation plays critical roles in regulating MAVS-mediated antiviral innate immune responses, and targeting arginine methylation might represent a therapeutic avenue for treating RNA viral infection., Competing Interests: Competing interests statement:The authors declare no competing interest.