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

Inclusion.
Children also liked to be with their friends when participating in 
paired or group activities; 
‘…the key thing for them is pairing off with friends that’s a 
big draw…’ 
(1 FGT Sophie 6). Though teachers noted the social dynamic in physical 
education was changing as the O&AA programme continued; 
‘The way they were 
talking and encouraging and there was no arguing which I often find I have problems 
with in teams or maybe it was just the dynamic of it and they go off together.’ 
(1 FGT 
Cathal 3)
.
The teachers recognised that their games lessons were not inclusive 
compared to the O&AA lessons; 
‘Even the teachers say that it [their PE programme] 
only caters for the strong personalities. The competitive games players is what their PE 
caters for which isn’t really PE, its more recreation’
(FN 22.03.07). 
Seán [Fifth class teacher] did make the comment that there were people doing 
PE that don’t do PE and a certain girl … said that she wouldn’t do PE. She 
would just sit around and stand about. There she was doing the activities like 
everybody else.
(FN 13.02.07) 
This observation was supported by other teachers and the Principal. The 
Principal recognised the impact that the PDP had on the children and in his mind this 
was an outcome of the PDP that he had hoped would come about; 
It’s obviously impacted the children…you know children are also involved. And 
you may have even noticed this in going through the yards, where I see a 

---

202 
significant change in that, I was always bothered about, I’m saying girls, 
because you know, you had girly girls who would stand to the side…..and they 
didn’t want to be there. Whereas now it’s cool to be involved in PE and to be 
there. And they’re involved. And if you move through the classes or watch 
what’s happening in the yard, there’s a far greater inclusion of everybody…. 
And they’re teaching not the traditional games, children who wouldn’t normally 
be sporty can actually get on, involved in outdoor activities. You know, they can 
do the orienteering. And this is, this has made it far more inclusive in the 
school. So I think it has a huge impact on children in the school as well as 
teachers.
(IP) 
The children who may have been on the periphery of groups during games 
according to teachers were now coming into their own and others wanted to be in their 
groups, maybe because they now felt that this person had something to offer in the 
O&AA physical education lesson; 
‘…the kids really loved it and every single one of 
them was involved compared ….if you were doing games on the pitch’ 
(1 FGT Nicole 
2). Generally it was these children’s intelligence, capacity for problem solving and 
common sense approach that other children were drawn to for the purposes of the 
O&AA lessons, according to the teachers. The changes teachers observed in their 
children throughout the lessons gave teachers the impetus to continue with the PDP and 
their teaching of the O&AA lessons and encouraged them to embrace (even if with 
some hesitation) the next stage of the study which would be to teach with limited 
support. One sixth class girl was quite cynical and pointed out to me, after a trip to the 
local park for an offsite activity, that; 
‘our teacher is never going to organise to go to 
the park again, can’t see it happening’ 
(2 FGC Girl 6). And one of the boys supported 
her comment by adding that the teachers were 
‘too lazy’
(2 FGC Boy 6). The children 
recognised the organisation involved in taking a class off site for an orienteering activity 
and were very sure that the teachers were only involved because I was there to help 
organise the activity.