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

Physical education curriculum content.
Not only is the subject content 
important to this study, but so too is the manner in which teachers impart this content, 
or the teaching methodologies engaged in by primary teachers. Examining and 
understanding which strands or aspects of strands (subject content), are taught and how 
they are taught by teachers can have many purposes and a profile of national teaching 
practices and perspectives may inform the research design and data collection. This 
information will guide the design of the professional development programme relating 
to subject content matter and subject content knowledge. The six strands and research 
relating to their implementation follow. 
Athletics.
Broderick and Shiel (2000) report that when they surveyed teachers 
(N=74) surprisingly little emphasis is placed on athletics in the senior end of primary 
schools in Ireland. While the department of education in the United Kingdom (UK) 
reported that athletics was included in the summer term in many schools, this appears 
not to be the situation in Ireland (Broderick & Shiel, 2000). Between 2004 and 2009 

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there has been an increase of 12% (from 33% to 45%, N=1275) in frequency of 
participation in primary school children in athletics as part of their physical education 
time (Woods et al., 2010). 
Aquatics.
Broderick and Shiel (2000) report that thirteen per cent of time in 
physical education lessons in fifth class is given to aquatics where swimming facilities 
are available. Deenihan (2007) reports that seventy per cent (N=1,400) of Irish primary 
schools have access to swimming pools, but are unable to utilise them due to prohibitive 
costs. Issues of supervision, dressing and undressing and safety pose particular 
challenges for those teaching young children. Water safety issues may also be 
effectively addressed within the classroom and linked with Social, Personal and Health 
Education (SPHE). In a survey by the ESRI (Fahey et al., 2005), 53% (N=3833, from 
5
th
and 6
th
class) of those surveyed undertook swimming as part of their physical 
education programme in that year. Woods and colleagues (2010) reported 50% (n = 
648) of primary school children experienced swimming as part of their physical 
education programme during that academic year. Although, it may be reported that 
facilities are not available or inaccessible, more children are experiencing swimming, 
which requires specialised facilities, than are experiencing outdoor and adventure 
activities (11%), gymnastics (30%) or dance (43%) (Woods et al., 2010).
Dance.
Practices in dance at the senior end of the Irish primary school suggest 
that only eight per cent of instructional time is given to the area (Broderick & Shiel, 
2000). Surveying a similar age group ten years on, Woods and colleagues (2010) found 
that 43% of children reported participating in dance in physical education class.
Teachers vary in their enthusiasm to teach dance (Wetton, 1988) and this may be due to 
a lack of understanding as to the nature of dance and the type of content which should 
be included in a dance programme. Davies (2001) concurs and believes that it is 
necessary to demystify the teaching of dance for teachers in order for them to become 
aware of its important contribution to children’s education. Another factor which may 
impinge on the delivery of dance in the primary school is the level of enthusiasm 
required to teach this area.
Games.
In Irish primary schools, the majority of instructional time in physical 
education classes is allocated to games (Broderick & Shiel, 2000). The reasons for this 
are many and varied, but a culture of games appears to be the most dominant force.
Lockwood (2000) highlights that the situation is similar in Britain where games are 

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enshrined in the National Curriculum for Physical Education (NCPE) as a priority area. 
This curriculum emphasis coupled with the bias given by many teachers to games 
ensures that competitive team games are given high status in physical education. 
Worldwide there is a similar orientation towards games, particularly competitive games, 
discourse (Hardman & Marshall, 2005). Doherty and Bailey (2003) highlight that 
children themselves place a high value on games, but warn of the danger of placing 
games in a prominent position in schools and society. A wide range of skills 
development and experience in individual and small sided games are important as 
opposed to the disproportionate amount of time which is placed on major team games.
Basketball (68%) and Gaelic football (64%) were the most common activities 
undertaken by both boys and girls in primary schools surveyed in the Children’s Sport