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

Findings and Discussion 
Nineteen questionnaires were returned, three teachers did not complete the 
questionnaire due to retirement, maternity leave and a substitute teacher who did not 
return, thus giving a response rate of 79%. The respondents were 78.9% female; 
average age 39 13.95, (range 21-61); average years teaching 16 13.88 (range 1-37).
One respondent was in their thirties, 26.3% were under 30 and 62.1% were over forty 
years of age. Half of the participants (42%) had been teaching for five years or less, this 
means that they would have received pre-service education in aspects of the 1999 
Primary School Curriculum. The majority of teachers were trained in, and were teaching 
to, the 1971 curriculum for most of their careers.
Following analysis of survey and interview data, three categories or themes for 
discussion were created to best represent the key findings. The three categories include 
various sub-categories within them which will form the basis for the discussion. 
-
Current perspectives of class teachers on the teaching of physical education 
-
Curriculum – practices across the strands 
-
Methodologies – practices and views 
-
Barriers and Supports 
-
Continuing Professional Development
-
Contextual Issues 
 
Current Perspectives 
Curriculum 
Data from the questionnaires suggested that physical education was regularly and 
consistently taught, with approximately 80% of children receiving physical education 
once a week for between 30 and 45 minutes. This is below the recommended (but not 
required) one hour per week, for physical education in the Primary School Physical 
Education Curriculum (Government of Ireland, 1999b). Interview data suggested that 
some teachers taught more than this and that teachers in the junior end of the school 
believe that children should receive physical education more often, although in practice 
they do not.
The Physical Education Curriculum (Government of Ireland, 1999b), and other 
literature (Doherty & Bailey, 2003; Jones, 1996), points to the importance of a broad 
and balanced physical education curriculum, for children in the primary school. 

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However in this case, games was the predominant strand taught with 95% of teachers 
teaching five or more lessons in this area. Table 4.2 below highlights the percentage of 
teachers that taught each strand and how many lessons of each they taught. For 
example 21% of teachers taught more than 6 lessons of athletics. As can be seen from 
this table not all teachers taught each strand. 
The reasons for this ‘games emphasis’ are multiple and varied. As the interview 
respondents stated 
‘the emphasis on games in school is due to history, tradition, 
mindset, what you’re used to, what the children think PE is’
(FGT Tony 6). One teacher 
highlighted 
that ‘a lot is to be said for going to the hall with your beanbags under your 
arm’
(FGT Ann Marie 1).
Table 4.2 Indicate how frequently you taught this strand this year