Abstract

. Teaching of Physical Education, knowledge about what to teach, who to teach and how to teach must be considered; within the framework of these aspects, Pedagogical Content Knowledge arises, considered as an amalgamation between content and pedagogy. This study analysed the scientific production in the Scopus, Web of Science and Science Direct databases, regarding the development of Pedagogical Content Knowledge in the Physical Education Field, between 2011 and 2022 and was done systematically. Articles were included in English and Spanish, for a total of 32 articles. The results show that there was a peak of publications in the year 2020; the country in which more studies have been carried out is the United States; regarding the level of research, the vast majority are of an explanatory nature. The studies were classified into three categories: Pedagogical Content Knowledge in school Physical Education, in School Sports and in training programs for physical education teachers. It could be concluded that there is a need for Common Content Knowledge and Specialized Content Knowledge to be better taught in teacher education programs as they are a fundamental basis for Pedagogical Content Knowledge. Likewise, since this construct is dynamic and changing, it should also be considered in the professional development phase, since field experience and the relationships established in the field provide new knowledge and formative experiences.