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

Figure 7.1 A continuous model of teacher change ................................................... 234
 

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Abstract 
Background:
Primary schools need well informed and highly motivated teachers to meet the 
evolving demands of the education system. Professional development is essential to equip 
primary school teachers to change practice to meet these challenges (Guskey, 2003; Villegas-
Reimers, 2003). The purpose of this study was to describe, analyse and understand teachers’ 
and children’s experiences of a contextualised, whole school professional development 
programme (PDP) in primary physical education.
 
Research Design:
A case study methodology was employed informed by social constructivist 
theory. The study was broken into four phases. Phase one described the case and provided an 
in-depth professional development needs analysis of the teachers. Phase two resulted in the 
development of a school specific, contextualised PDP on Outdoor and Adventure Activities.
This programme was based on features of effective professional development (e.g. Armour & 
Duncombe, 2004; Desimone, 2009; Garet et al, 2001; Guskey, 2002; 2003; O’ Sullivan & 
Deglau, 2006; Wayne et al., 2008) and was informed by professional development instructional 
models (Caffarella, 2002; Collins et al, 1991; Joyce & Showers, 1988; Maldonado, 2002).
Phase three was the implementation of stage 1 of the PDP, this phase included a process 
evaluation. Phase four involved stage 2 of the PDP, where the teachers taught the O&AA unit 
with less intense support. It included both process and impact evaluation of the PDP. Teachers 
were supported for one hour during their timetabled physical education lesson each week for six 
weeks during stage 1 and again at stage 2. Further support was provided when requested by 
teachers outside of these times. 
 
Methods:
The research methods selected were primarily qualitative due to the exploratory 
nature of the study however quantitative methods were used in order to provide a more 
generalist picture when relevant. This mixed methods approach allowed for i) an in-depth 
understanding of the research environment and ii) a full analysis of how the PDP was impacting 
primarily on the teachers, but also on the children. The methods of data collection employed 
were specific to the research questions in each phase and included questionnaires, physical 
health and fitness measurements, focus-group discussions, semi-structured interviews, field 
notes, lesson evaluations and systematic observations of teachers and children.
 
Analysis:
All quantitative data were analysed using SPSS for Windows, version 14.0. Data 
were presented descriptively as means, standard deviations and percentages and where 
appropriate gender- and age-specific means and standard deviations were calculated. The 
Pearson, chi-square statistics with standard residuals was used to investigate any categorical 
relationships in the data. Paired sample t-tests, or Mann-Whitney U tests were conducted to 
compare differences. All qualitative data were coded and categorised using constant 
comparative technique, facilitating the identification of similarities and differences, the 
grouping of data into categories and the development of propositional statements.
 
Findings:
A single, suburban mixed gender primary school
[Principal, teachers: N=28 (year 
1), N=27 (year 2) and pupils: N=780 (year 1), N=800 (year 2)]