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

Summary 
The findings contained in this chapter, understanding the case, provide 
information on the context in which the study took place. The reader should be familiar 
with the study school, its staff and pupils prior to the PDP. In summary 
the school is a large school with good outdoor facilities. It is well 
equipped, though equipment is stored in various locations around the 
school. 
the teachers taught a limited range of strands with no Aquatics and little 
to no O&AA being taught
the teachers lacked subject content knowledge and also lacked 
confidence in teaching physical education (pedagogical content 
knowledge). It should be acknowledged that these data were collected 
using self-report methods as there is no ‘knowledge test’ available to 
measure teachers knowledge or pedagogical content knowledge of 
physical education.
the teachers were willing and positive about the opportunity to receive 
professional development in the area of physical education.
the children enjoyed physical education (78% ranked it in top three 
favourite subjects) and were also willing to take part in the PDP. They 
were an active group of children who were very competitive and they 
understood physical education to consist mainly of games but also 
espoused the subject’s health benefits. The results of the children’s 
physical measurements were generally very good and the PDP would 
ensure that recommended activity levels were achieved within lessons. 
both teachers and children had a confused understanding of physical 
education. 

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The main findings from this chapter which will inform the research design are as 
follows: 
The strand identified as the starting point for the PDP was Outdoor and 
Adventure Activities as only one of the teachers taught this strand 
previously and the teachers had little or no subject content knowledge in 
this area. 
The teachers must gain confidence and competence in teaching physical 
education. 
Resources and materials would have to be sourced for the PDP. 
The PDP should aim to expand teachers teaching methodologies beyond 
direct teaching and improve children’s learning experiences. 
Teachers wanted a PDP which is relevant to them in their class teaching. 
Teachers were encouraged by the fact that all the staff would participate.
The PDP should aim to show teachers and children what physical 
education is and that the physical education curriculum is doable, within 
their context. 
The PDP should aim to offer children a broad variety of activities which 
are fun and enjoyable, reaching recommended activity levels, while 
ensuring that quality learning is occurring. 
The findings from this chapter along with the research described in chapter two 
informed the PDP design, which is outlined in chapter five. Having established an 
understanding of the case, activities and resources would need to be sourced and/or 
designed which would support the curriculum and could be facilitated in the school’s 
context. Teachers’ needs were varied and each class context was different therefore 
individualised professional development was to be investigated and incorporated into 
the professional development programme design.
The research in study one – understanding the case – used mixed methods, and 
based on the findings of each of the methods it was decided that qualitative methods 
would be the primary methodology used during the next phase of the research study.
The benefits of qualitative research methods are outlined in chapter three however some 
of the benefits based on chapter four findings are outlined briefly here. Focus group 
interviews would provide the study with the in-depth and rich data that would be 

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required in order to evaluate the process and impact of the professional development 
programme more fully than quantitative methods. The use of focus groups would 
ensure leadership by the Principal in providing a time and place for focus groups to 
occur and also allow time for discussion and reflection by both the teachers and the 
children. This facilitation of focus groups would allow teachers time to discuss and 
reflect as necessary on the professional development they were experiencing while 
simultaneously collecting research data. Observations throughout the planned 
programme supported by field notes would further enrich the data.

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