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

Feedback and reflection.
Initially, the teachers were very receptive to the PDP 
and were enthusiastic about getting started and observing lessons being modelled. As 
the weeks progressed teachers became a little complacent and assumed that the 
facilitator would continue to model or teach their classes. However, by week four 
teachers were becoming more enthusiastic and more willing to try things for 
themselves, once the facilitator was there for support if necessary. As this strand was 
new to all, except one of the teachers, once they began to become familiar with the 
content and began to teach aspects of a lesson, feedback on teaching was the main 
support being provided. Support of ‘an expert’ was identified by teachers as an enabler 
in physical education and more especially in O&AA, when during a teacher led lesson, 
they could call on me, as facilitator or ‘expert’ to check that they were teaching the 
lessons properly; 
‘I felt like we were learning the lesson… am I doing this right or is 
this wrong’
(1 FGT Eve 3). 
During team teaching at stage 1and 2, teachers sought feedback and affirmation 
especially when they had given complex instructions to the children or had explained a 

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technical activity; 
‘…because I was there, every so often he would look over and say – 
“is that ok, is that alright?” – and you just check to see if he is doing the right thing’
(FN 27.02.07). 
She is just a little unsure of herself and every two minutes was asking me was 
she doing the right thing whilst the children were busy. It wasn’t taking from 
the lesson in any way. As soon as she had given them a task she would step over 
and say – is that ok- but she was grand. I think it’s just that it is something new 
and [she] hadn’t done it before. I think she just wanted affirmation that what 
she was doing, she was doing right.
(FN 27.02.07)
When part-modelling, teachers had differing views of me being there. Some 
were delighted to have an ‘expert’ alongside them, whom they could turn to for advice 
and affirmation, even if initially it may have been tinged with a little concern. This 
concern was felt by the teachers whom I had lectured in college and may even have 
assessed on their teaching practice; 
‘I suppose initially we felt a little bit watched. We 
had that in college, oh, is she looking, did we do that a little bit, but we knew you 
weren’t there to watch us’
(1 FGT Kate JI). At stage 2 of the PDP, three of the teachers 
continued to feel that they were being supervised, rather than being supported in their 
teaching, and were reluctant to teach while being observed; 
‘I learned that I hated when 
you were watching me Maura, on the first lesson … never thought I’d hate it as much as 
I did. I thought I’d be absolutely fine …’
(2 FGT Moira 3). Even the language teachers 
used was related to their initial teacher education experience and being supervised on 
teaching practice; 
‘And being supervised is a bit of an issue as well because it’s a long 
time since I was supervised, you know’
(2 FGT Amy 1). 
…they’ve said it, “you are the expert”, therefore you know we are a little bit 
hesitant in performing in front of you. Some of them see me still as a supervisor 
of teaching practice, and a PE person from the college where they did their 
training…
(FN 07.10.07) 
I tried to allay any fears by not making notes during stage 2 observations, while 
the teachers were teaching, as this seemed to make them anxious;