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

Qualitative Data Collection
Interviews.
In designing the interview schedules three things were kept in mind 
and these were reflected in their structure; i) findings from previous phases; ii) 
evaluation of the current phase and iii) how the findings would relate to the overall 
study.
Semi-structured interview – Principal.
The interview schedule for the 
Principal was divided into three sections; physical education, the PE professional 
development programme and professional development. This interview took place 
immediately following the PDP (Stage 2) in the Principal’s office.

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Focus group interviews - teachers. 
Stage 1&2.
 
Semi-structured interview schedules for teachers included questions 
on; i) teachers’ opinions on the PDP design, content and facilitation and ii) on their 
learning and the children’s learning. These sections were included so as to compare 
teachers’ answers with the concepts of effective professional development. These 
sections allowed for comparison of teachers answers to the concepts of effective 
professional development through the PDP. The final two sections included general 
questions on the teachers’ thoughts on physical education and the children’s reaction to 
the PDP and the O&AA strand. 
 
Focus group interviews - children.
Stage 1&2.
The interview schedules for the children also included semi-
structured questions covering the following sections; physical education, understanding 
of O&AA and enjoyment. These sections were included to elicit whether the aims of 
the PDP were met in relation to the children. 
Lesson observations
. The lesson observations were undertaken at stage 2 only, 
from the ‘