Chapter Seven: Discussion The purpose of this study was to describe, analyse and understand teachers’ and
children’s experiences, of a contextualised, whole school professional development
programme in primary physical education. In this chapter, the findings relevant to the
evaluation of the effectiveness of the physical education professional development
programme (PDP) in Outdoor and Adventure Activities (O&AA) and its impact on a
school community described in previous chapters are discussed. Findings indicated that
that, following analysis of the teachers’ and children’s experiences, the PDP was
effective, with teachers changing their practice in relation to how they taught physical
education. Teachers were willing and able to implement a programme of Outdoor and
Adventure Activities, for their respective classes, exhibiting different levels of
pedagogical content knowledge. The PDP impacted positively on children and their
learning including their perceptions of physical education. The elements of the PDP
design which contributed to the success of the programme along with those which need
to be developed further will be discussed in light of known effective professional
development and professional development programme evaluation. Evaluation is a key
component of effective professional development and became part of the research
framework and professional development programme design. Guskey’s (2000)
evaluation model, described in the literature review, was selected to guide this study.
Each of Guskey’s five levels of evaluation was addressed through the data collection
methods. The findings will be discussed using the propositional statements as a
framework (Table 7.1), keeping in mind how they relate to evaluation model.
Table 7.1 Development of features of effective professional development
Propositional Statements Human and physical resource provision played a strong role in the adoption of the professional
development programme by the teachers
Support by an external expert through modelling, explaining and feedback impacted on teachers teaching
For changes in teaching to happen, organisational changes are necessary
Teachers gained confidence as their knowledge systems expanded
The professional development programme impacted positively on the children and their learning
Communication and collaboration developed during the professional development programme
Teachers’ and children’s perceptions of physical education began to change during the professional
development programme