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

Class
 
2006
 
2007
 
Male
 
Female
 
Male
 
Female
 
Junior Infants
 
4
2
Senior Infants
 
4
5
First
 
3
3
Second
 
4
3
Third
 
2
1
1
3
Fourth
 
3
2
1
Fifth
 
1
2
1
2
Sixth
 
2
2
2
2
Total
 
28
27
The children selected for the focus group interviews were the same children 
(Table 6.3) as those involved in the understanding the environment study. At stage 2 as 
each group had moved up a class level, six new children were selected from first class 
according to the criterion outlined in chapter three. The stage 1 sixth class children 
were no longer in the school having moved onto second level education.
Table 6.3 Number of children participating in the focus group interviews
Class
 
2006
 
2007
 
Male
 
Female
 
Male
 
Female
 
First
 
3
3
3
3
Second
 
4
4
3
3
Third
 
3
3
4
4
Fourth
 
3
3
3
3
Fifth
 
3
3
3
3
Sixth
 
4
4
4
4
Total
 
20
20
20
20

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167 
Data analysis - Qualitative 
Transcripts of interviews, lesson observations and evaluations and field notes 
were entered into NVivo (QSR NVivo Version 8). The coding strategy as explained in 
detail in chapter three (methodology) was followed. In summary, this coding strategy 
took the format of broad to narrow analysis and then expanding out again to gain an 
overall view of the emerging themes. At each stage of coding any ideas, thoughts, 
literature relationships etc. were logged as memos/annotations and assigned/linked to 
the relevant data. Each code/category/theme etc. was carefully defined and recorded.
The resultant propositional statements generated, relating to the themes established in 
the analysis of data are presented here and then synthesised into cohesive and supported 
outcome findings.
Coding system
.
Due to the number of methods of data collection used in this 
study as well as the various class groupings a coding system was created to support 
references to the data. Focus group interviews with teachers are abbreviated to FGT 
and children FGC. When referencing a quote from a teacher, the teacher’s pseudonym 
and class will be added. Children will be referred to as boys or girls with their class 
identified. Numbers 1 or 2 will appear at the start of the code to distinguish between 
stages (Table 6.4) Field notes are represented by the letters FN followed by the date on 
which the note was made. Similar coding was used for the lesson observations and 
evaluations, using the initials ‘LO’ or ‘LE’ again followed by the teachers name and 
class. Any reference by the Principal will be referred to as ‘IP’ in the text.
Table 6.4 Coding system for quotations