Teaching outdoor and adventure activities: an investigation of a primary school physical education professional development p

Propositional Statement 6: Communication and collaboration developed during 
the professional development programme
Shared learning.
Teachers alluded to the fact that the conversations/interviews 
both formal and informal were the starting point for them, in coming to understand 
physical education. They also pointed out that teachers needed to talk more to each 
other and the children about physical education; 
...I find this helpful, because I am saying things right here and you might be 
thinking these for years but I’ve never thought of them [various aspects about 
PE] before ever. But I’m saying them now because, somehow the catalyst, I 
don’t know what it is, something crystallises it and I can see it and therefore I 
can say it. Until I see it I can’t say it, so conversation is the medium. I think it 
is the missing medium of PE. PE is just get out there, go out there and do it.
Teachers never talk about it [PE]… 
(1 FGT Eamonn 3) 
In this study, the process of discussion which occurred during the interviews 
with teachers was identified as a chance to reflect and consolidate on the knowledge 

---

207 
provided during the PDP. The focus group interviews initially served the purpose of 
data collection in order to evaluate the PDP, but as the PDP progressed this time for 
communication began to have a much more important role in the PDP. These 
discussions/interviews became pivotal in encouraging teachers to change their approach 
to teaching O&AA and ultimately to question their teaching of physical education in 
general. They provided an opportunity to question, debate, share and reflect on how the 
programme was impacting on them as teachers and their pupils. This communication is 
related to conceptual changes in physical education as teachers were given opportunities 
to discuss physical education together in their class groups.