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

The Implementation Schedule of the Professional Development 
Programme.
The implementation of the PDP in O&AA began at the end of February 
2007 with 28 teachers. Following the O&AA PDP, teachers returned to their scheduled 
physical education programme of athletics. During the first term of the academic year 
2007-2008, O&AA was scheduled. It took place from early October to mid-November 
2007. The focus during this time was on teachers teaching the O&AA programme 
themselves with reduced support. There were 29 teachers in the study school, six of 
whom were new teachers to the school and had not been involved in the initial PDP and 
3 teachers whom had changed class level within the school. Two teachers (NQTs) were 
following a different programme in order to achieve their Diploma in teaching and did 
not participate in the PDP, therefore, 27 teachers took part in the PDP at stage 2. The 
PDP, except for one senior class outing to a local park, took place on-site using all 
facilities that the school could offer. Table 5.1 presents an outline of the timeframe 
related to the implementation of the PDP in O&AA. 
Table 5.1 Outline of the implementation of the PDP in O&AA 
Date
Details of Implementation
Nov/Dec 2006
Interviews and questionnaires with teachers and children to understand 
the environment
Dec/Jan 2007
PDP design and preparation of resources and materials
March-Apr 2007
Implementation of the PDP stage 1
April/May 2007
Evaluation of stage 1 implementation
May/June 2007
Teachers continue with 
athletics programme
July/August
Summer holidays
September 2007
Return to school and games programme. Preparation for PDP stage 2
Oct/Nov 2007
Implementation of PDP stage 2
November 2007
Evaluation of stage 2 implementation 
Conclusion 
This chapter has provided a description of the process of designing the PDP, to 
prepare teachers to teach the Outdoor and Adventure Activities strand of the Primary 

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Physical Education Curriculum (Government of Ireland, 1999b). The scope of this 
programme is broad as it was designed to change teachers’ behaviours by having them 
implement a new strand to the school’s physical education programme, with their 
children. When deciding on a model of professional development, the most important 
aspect is its applicability to the particular school situation. The findings from chapter 
four were vital in deciding the programme model as not only did it inform the design in 
relation to teacher practice and perspective, but also the researcher was informed about 
the school, its equipment, resources, school site, children’s capabilities and practices as 
well as their perspectives on physical education and O&AA. The aims and objectives 
of the PDP were described as well as its content and facilitation. In conclusion the 
phased implementation of the PDP was described. Chapter six will describe the 
findings of the process and impact of the professional development programme through 
stages 1 and 2 of its facilitation. 

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