In recent years, it has become increasingly evident that improving K-12 education for all pupils requires the development of teacher quality through teacher education programs. One of the most important areas of teacher education is the preparation of teachers to understand the content they will teach in K-12 schools. It has been demonstrated that improvements in teacher content knowledge have a significant impact on the quality of content and the quality of student learning in various grade levels. Several studies have shown that many undergraduate students arrive at universities with a limited understanding of the content they are expected to teach. The evidence also indicates that preservice teachers are unlikely to acquire content knowledge beyond minimum levels from Physical Education Teacher Education programs unless it is explicitly emphasized. The purpose of this study was to investigate the effects of two content courses, each teaching two content areas in a physical education teacher education program. Specifically, it focused on how well the participants learned Common Content Knowledge -- Movement (CCK-M), Common Content Knowledge -- Performance (CCK-P), Specialized Content Knowledge -- Content Development (SCK-CD), and Specialized Content Knowledge -- Error Analysis (SCK-EA) from those content courses. This study also examined the relationship among participants' CCK-M, CCK-P, SCK-CD, and SCK-EA. In addition, this study aimed to examine the relationship between participants' self-reporting playing, teaching, and coaching experience with CCK-M, CCK-P, SCK-CD, and SCK-EA scores at the pretest. The study was conducted in a Midwestern city in the United States, with two university instructors and 18 participants in two content courses (teaching racquet sports courses [n = 10]; teaching court sports courses [n = 8]). The impact of the content courses on the participant's content knowledge in tennis, badminton, volleyball, and basketball was examined by four different tests, which are CCK-M questionnaires, CCK-P skill performance assessments, SCK-CD content maps, and SCK-EA video analysis test. The descriptive and inferential statistics showed that the participants' content knowledge had improved following the content courses. CCK-M improved from 48.8% to 87.8% in tennis, from 30% to 78.8% in badminton, from 48.8% to 71.3% in volleyball, and from 62.5% to 70.8% in basketball; CCK-P improved from 56.4% to 84.6% in tennis, from 48.5% to 94% in badminton, from 82.15% to 91.7% in volleyball, and from 86.7% to 95.6% in basketball; SCK-CD improved from 1.75 to 4.5 in tennis, from 1.67 to 3.3 in badminton, from 0 to 3.13 in volleyball, and from 1.3 to 2.2 in basketball; and SCK-EA improved from 18.2% to 54.5% in tennis, from 20% to 72.5% in badminton, from 19.1% to 63.2% in volleyball, and from 31.8% to 79.6% in basketball. In addition, this study showed inconsistent relationships between participants' self-reporting playing, teaching, and coaching experience with CCK-M, CCK-P, SCK-CD, and SCK-EA scores at the pretest. Lastly, this study also demonstrated inconsistent relationships between CCK-M, CCK-P, SCK-CD, and SCK-EA at both pre- and posttests. The findings of this study provide additional evidence in the line of content knowledge intervention studies in the university setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]