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

Implementing the Physical Education Curriculum
When planning a programme of professional development, it is vital that the 
design considers the national and local context in which teachers work. There have 
been a number of studies outlining the barriers, reported by teachers, to their 
implementation of a quality physical education programme in Irish primary schools. 
These are mainly cross-sectional studies, few provide longitudinal or qualitative in-
depth results, and none have reported using valid or reliable instruments for data 
collection. They do, however, provide a valuable insight into the world of primary 
school teachers.
The lack of training, almost non-existent in-service training, and lack of 
facilities are given as the main reasons for the lack of enthusiasm about teaching 
physical education amongst primary school teachers (Broderick & Shiel, 2000; 
Cosgrave, 2006; Deenihan, 1990; Fahey et al., 2005; Murphy, 2007). Barriers such as 
physical education being perceived as a low priority subject, lack of financial resources, 
insufficient equipment and facilities, and low level of Principal support exist not only in 
Ireland but in other countries as well (Barroso, McCullum-Gomez, Hoelscher, Kelder 
and Murray, 2005; Hardman & Marshall, 2005; Hardman & Marshall, 2009; Kirk, 
2006). Since the introduction of the Physical Education Curriculum in 1999, there have 
been very few negative statements reported about the programme content, unlike 
previous programmes, but rather in how it can be implemented in all schools, with all 
pupils, by the class teacher (Fahey et al, 2005). Since the publication of the 1971 
Curriculum na Bunscoile and the recognition of physical education as a subject in its 
own right, the opinion of teachers has been sought on the teaching of physical 
education. The following is a review of some of these Irish studies. In reporting the 
evidence of these studies it is important to note, that no observational studies have been 
carried out and evidence from teachers, principals and children is self-reported. Later in 
the chapter when discussing effective professional development, in the absence of more 
substantial and appropriate evidence, it can be seen how overcoming these reported 
barriers are key to teacher change in teaching practices and in turn student learning. 

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