Purpose : This study conducted a review of teachers ' content knowledge and students ' learning and performance by highlighting major fi ndings, pointing out the strengths and weaknesses, and identifying future research directions. Methods : Guided by the inclusion and exclusion criteria, 11 intervention studies were coded using a coding template. For each of the categories, frequencies and percentages were calculated. Results and descriptive texts were synthesized and summarized. Results and Discussions : Our data revealed that most intervention studies showed that the interventions on teachers ' content knowledge, through a training workshop, had signi fi cantly moderate to large effects on students ' learning outcomes. These fi ndings were consistently observed for most of student learning outcomes regardless of types of teachers, the rigor level of research designs, the appropriateness of data analyses, and the content areas considered. However, most studies lacked rigor in research design and used inappropriate statistical analysis approaches to analyze the data. Conclusion : More rigorous intervention research on teachers ' content knowledge is needed to provide evidence to support the national standards, teaching practices, and curricular reform in physical education.
