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

How much has the research moved along professional discussion? 
Similar to their counterparts in New Zealand (Morgan & Bourke, 2007; Morgan 
& Hansen, 2008; Petrie et al., 2007; Petrie, 2009) and the United Kingdom (Duncombe, 
2005; Keay, 2010; Keay & Spence, 2010) Irish primary generalist teachers lack subject 
content knowledge and therefore the confidence and competence to teach quality 
programmes of physical education. Generalist teachers are battling with a number of 

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other professional development initiatives primarily in the areas of numeracy and 
literacy which are currently undergoing international review and reform, requiring 
further teacher change. Generalist teachers work in isolation and opportunities for 
collaboration are diminished as a result. 
The current study revealed that where a whole school approach is taken, teachers 
with a shared vision can collaborate and a sense of collegiality leading to a community 
of practice may be possible. By better understanding the duration and types of support 
that make a difference for teachers, teacher development facilitators can create 
opportunities that will maximise teachers’ chances for becoming accomplished teachers 
of physical education.
No studies have examined programmes of professional development concerning 
outdoor and adventure activities in primary education. This study is important as it 
explored professional development in O&AA in a primary context. It also revealed that 
explicitly addressing O&AA as part of the physical education curriculum increases 
primary school children’s interest in physical education and has shown that physical 
education is not just for the ‘games player’. 
The findings also show that teaching and learning in O&AA has become an 
important part of the planning and programming in this school.