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provision of schemes, lesson plans, lesson-notes for use during the lesson and resources
to compliment the lesson. Although each school was provided with resource materials
for physical education by the DES, in the form of a CD produced by the Primary School
Sports Initiative (PSSI) none of the staff had accessed these resources or lesson plans at
the time of this study. Many of the teachers did not know of their existence as only one
CD was sent to each school principal and as yet the resources were not available on the
web. Teachers requested help with the organisation of equipment for the lesson as well
as modelling lessons and mentoring them through a number of lessons. It became
obvious through the focus group interviews with the teachers that they were enthusiastic
and willing to embrace the idea of a physical education professional development
programme (PDP). Teachers looked for help and support immediately, as I was
available in the school, even at this early stage. Teachers were looking for what I
believed to be the ‘quick fix’, this solution to their problems was one they were
accustomed to, through the workshop/ training models offered (Kennedy, 2005; Sugrue
et al., 2001; Sugrue, 2002). The interviews that formed part of the research became a
forum for discussion about physical education where teachers began to ask questions
showing a thirst for information about physical education, its subject content and what
constituted ‘good’ physical education.
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