A descriptive study for integrating a theoretical-conceptual framework for teaching martial arts

Background. Teaching education for martial arts teachers faces tensions stemming from teaching knowledge in the field of professional practice, that is, the martial arts school. Therefore models aimed at subsidizing teachers' education in their pedagogical practice become a priority, aiming to overcome the problems related to martial arts teaching in school physical education classes. Problem and aim. This study aimed to integrate a theoretical-conceptual framework for teaching martial arts for prospective teachers in undergraduate courses. Methods. This is, a paper that, based on the literature, aims to investigate, discuss, reflect, and give an opinion about the phenomenon under analysis, supported by different theoretical bases from the models aimed at teaching education by Shulman [1986; 1987; 1992], Shulman and Shulman [2004], and their developments from authors in various fields of knowledge, with emphasis on the teaching of martial arts. Results. This study highlighted the themes involving teaching, specifically the formal knowledge required for teaching. Considering this, we could direct the discussion to its struggles, thus contributing to the emerging debate around its teaching in teacher education. In the theoretical basis that underlies the investigation, the the pedagogical content knowledge (PCK) as part of the teaching and learning process and a priority in it, stands out. Through the development of the PCK, integrated with the other components of the knowledge base, it was possible to understand the complexity of professional performance in teaching martial arts and to propose a model that can contribute to the teaching and learning process of martial arts. Conclusion. The knowledge base for teaching martial arts is a fundamental model so that the problems regarding lack of knowledge on this subject, discussed only from the technical point of view in the school environment, can be overcome by understanding and transforming the contents addressed by the teacher trainer in the context of action in the classroom (school physical education).