Özet:

Abstract The purpose of this study was to analyze the physical education preservice teachers’ beliefs on sports teaching content and tasks. A multiple case studiy took place with five preservice teachers’. The data were obtained through a semi-structured interview and memory stimulation procedures. Data were analyzed using the content analysis technique. The results showed that some beliefs remained stable at the end of the course: that class must be motivating; the fragmentation of content facilitates the learning; synthetic tasks are motivational; the technical content is essential for sport learning. Emerged other understandings about the use of synthetic tasks and play procedures. It’s concluded that preservice teachers’ direct experiences of teaching in a formal context and engagement of them in this context were most important sources to construct beliefs on teaching.

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