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

Overview of Methods
A mixed methods approach using quantitative and qualitative methods both 
sequentially and simultaneously was selected to address the research questions. The 
qualitative methods of data collection included, open ended questions on questionnaires, 
focus group interviews, individual interviews, observations, lesson observations and 
evaluations and field notes to allow the researcher to investigate the professional 
development programme facilitation in depth. Quantitative methods of data collection 
and analysis were also utilised in the study and these methods allowed for breadth in the 
study and included teacher and child questionnaires, physical health and fitness 
measurements of the children, systematic observations, and self-efficacy questionnaires.
Research design, methodology, data collection methods and analysis will be discussed 
further in chapter three.
Thesis Structure 
The thesis is arranged around eight chapters. Following this introduction, 
chapter two contains an analysis of the relevant literature. An overview of the 
education system and its history in Ireland, and a more detailed account of physical 
education in Ireland are given. The theories and literature which inform the 
professional development programme design along with outdoor and adventure 
activities are also discussed. An understanding teacher change as a result of professional 
development is discussed alongside relevant and associated areas such as teacher 
learning and knowledge, particularly in relation to physical education.

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Chapter three describes the research design and research methodology, which 
includes a discussion surrounding the suitability of employing qualitative and 
quantitative research methods to address the research questions. Detailed accounts of 
the research participants, methods of data collection and data analysis are provided 
alongside ethical considerations. Some of the limitations of the study are outlined. 
Chapter four presents the findings from the initial study – understanding the 
case. These findings present a description of the school, teachers’ and children’s 
practices and perspectives in and of, their school and physical education programme.
Children’s physical activity practices are examined and physical measures for the 
children reported. 
Chapter five is concerned with the professional development programme to be 
facilitated as part of the study, based on the findings outlined in chapter four. The 
specific aims, content and structure of the programme as aligned with the strands of the 
Physical Education Curriculum (Government of Ireland, 1999b) are outlined.
Chapters six presents the findings from the initial facilitation of the professional 
development programme and the six month follow-up support as part of the 
professional development programme. The chapter focuses on the teachers’ and 
children’s experiences of the professional development programme in the strand, 
Outdoor and Adventure Activities in successive academic years. 
The findings outlined in chapters four and six are drawn together in chapter 
seven where the propositional statements and key themes are discussed using an 
evaluative lens. Each theme is compared and contrasted with the literature and new 
insights are highlighted. Finally, the conclusions, limitations of the research and 
implications of the findings for practice and research in professional development and 
physical education both at pre-service and in-service teacher education are outlined. 

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