The key findings of the project are discussed here in the context of the issues identified in Section 2 - Background, above. While all of the issues are related, in order to contextualise the discussion items (a) and (b) are considered interdependent issues and treated as such for the purposes of this exercise.
Broadening the scope of physical education taught in schools and the impact on provision of possible curricular changes.
The need to pursue this issue arises from the widely accepted view that a great many schools offer physical education programmes which focus on a limited number of elements. The project established that this pattern arose for a variety of reasons such as
· Lack of teacher confidence
· Absence of appropriate facilities
· Insufficient curricular time
· Established practice.
In addressing these constraints the project attempted to deal with those over which it had an element of control. In examining teacher confidence, the project provided participating teachers with significant amounts of training and support materials. These interventions certainly assisted the teachers in presenting new activities as programme components and in the process to broaden their physical education programme. The response from all parties within the schools – teachers, students and principals indicates recognition of the value of extending the range of physical education as it is taught. The evaluation of student responses to the project was carried out (472 boys and 495 girls). The results indicated, inter alia, a high level of satisfaction among the students on enjoyment/interest and variation in activity. Less positive responses were received on improvement and perceived competence in the activities.
The response of teachers indicates a desire for additional training especially in relation to new methodologies especially regarding aspects of the syllabus with which they are less familiar. It appears that a very substantial intervention is required in terms of in-career development and also in the pre-service training of teachers.
Time allocation for physical education re-emerged as a major issue. Unsurprisingly, teachers quoted time constraints as a huge impediment to the expansion of physical education programmes. In the context of the project this lack of time affected not only the teaching of the subject but also the preparation required for the teaching. Principals expressed the feelings of frustration as regards the timetable restrictions within which they operate. As part of the NCCA Junior Cycle Review (1999) a questionnaire was sent to schools to establish the prevailing views and perceptions regarding the important issues in the development of the Junior Cycle. The data relating to physical education provision indicates that only 6.4% of first year students have more than a double period (approximately 90 minutes) of physical education per week. This figure declines to 5.1% by the end of the cycle. These figures are consistent with previous studies. The recommendation in the revised Junior Cycle syllabus on time allocation i.e. two hours per week at junior cycle, while not excessive in the light of pilot teacher experience, will undoubtedly present school management with critical decisions.
The project did not identify how Principals approached the decisions relating to physical education provision. However the questionnaire distributed on behalf of the Junior Cycle Review sought to establish the factors which influenced the provision of subjects at Junior Cycle. Principals regarded the needs of the students as the most significant factor in decisions relating to subject provision. Given the disparity between current time allocation and syllabus recommendation a question might be asked as to which student needs are informing decisions. Additionally it must be surprising that supportive statements made by Principals are frequently not manifested in increased provision in schools.
Synopsis of Conclusions
· The introduction of a new curriculum will require a comprehensive programme of in-career development. The programme will require to offer each teacher at least four days of training. It is considered that two presenters will be required to deliver what should be largely practical courses to clusters of approximately twenty teachers.
· Training institutions have a key role to play in supporting any new syllabus. Pre-service preparation must reflect the philosophy, content and teaching methodologies outlined in the new syllabuses.
· The timetable provision for physical education should adhere to the syllabus recommendation of two hours and be comprised of at least one double period. In planning for improved provision schools should be assisted in whatever manner appropriate. There is a need to address the provision of adequate facilities and in this regard the issue of synchronisation with community provision should be explored.
The importance of making the syllabus relevant to school circumstances, given the wide variety of resource structures within schools
The project sought to select schools that had an adequate standard of facility and a basic level of time allocation for physical education. The syllabus is structured so as to accommodate the needs of schools to the greatest extent possible. In spite of this there was a considerable amount of in-school modification of the teaching materials. It must be surmised that in the implementation of the syllabus countrywide there will be very significant issues arising around the availability of facilities. This is all the more pressing in the light of associated developments at Senior Cycle and Leaving Certificate.
Synopsis of Conclusions
The teaching materials that have been developed by the project should be published and disseminated by the Department of Education and Science in conjunction with the Junior Cycle syllabus. All such documentation should be disseminated electronically in addition to more traditional formats so as to assist in access.
The incorporation of structured assessment in the syllabus
The use of formal modes of assessment has not been widespread in the teaching of physical education. In attempting to investigate this issue the project sought to provide opportunity for teachers to reflect on their assessment practice and also to provide them with some guidance in the operation of assessment.
Teachers were, in general, positively disposed to the development of this element of their teaching but reluctant to devote scarce class teaching time to assessment and were also dubious as to the additional ‘out of class time’ commitment which might be involved.
It is clear that the efforts of the project in this regard were less than resoundingly successful. The culture of practice will require a radical re-adjustment in order to integrate structured assessment. The project findings have led to the inclusion of an innovative scheme of assessment in the junior cycle syllabus. This must be seen as a starting point and teachers must be facilitated to adopt change if this critical element of the teaching and learning process is to gain currency.
Synopsis of Conclusions
The practicalities of assessing, recording and reporting must be addressed during teacher preparation and at in-service. Teachers should be encouraged adapt existing assessment techniques and to devise practices most appropriate to their teaching context.
Examination of the practicalities of introducing a physical education initiative
There has never been a national, systematic in-career development intervention associated with physical education. In its operation the project adopted many of the characteristics common to such initiatives in other subjects and programmes.
The experience of the project suggests that in selecting a support team a critical factor is the level of expertise and experience of the individuals in discrete areas of physical education. Such is the diversity of areas and the range of teaching approaches allied to these, that there needs to be a specialist on the team for each. In delivery of in-career development courses such a level of specialisation might not be required of the trainers but some aspects of the programme will demand specialist input.
It is the case that many schools have only one or maybe two physical education teachers on the staff. This leads to a significant degree of professional isolation for these individuals. Implementation of a new programme will have to address this factor in designing a support structure for teachers. The project found that the participating teachers valued greatly not only the school visits by the project team but significantly found the local focus group meetings with other teachers to be of tremendous assistance.
Support Structures
The success of the pilot project was due in major part to the performance of a experienced team of teachers in a planning/in-service provision capacity. Given the range of the tasks which will arise in an implementation phase it is probable that a single group will not be in a position to satisfy all the diverse demands likely to arise. While the need for coherence in approach outlined previously suggests that the responsibilities associated with implementation ought to reside in a single entity if possible, the performance of major tasks should be allocated to at least two distinct but related groups. Accordingly the introduction of three new syllabuses will necessitate the formation of a support team of seconded teachers and a training team composed of teachers on part-time release.
The support team should comprise a group of teachers seconded on a full-time basis for this task. The criteria for their selection should be based on expertise and ability to facilitate regional support. Their function would be to
· Devise and develop teaching materials
· Provide training for the secondary support team
· Co-ordinate and monitor in service provision
· Provide support to regional groups
· Formulate sample exam papers.
The training team should comprise a group of teachers who would be seconded for short periods of time, as their services were required. Their selection would be on the basis of expertise in specific areas of activity. Their function would be to
· Provide in service at local level
· Co-ordinate local networking through the Education Centres
The pilot project gained telling experience in relation to the organisation of in-service and support. This revolved around choice of regional centres and in-service venues, cluster sizes, structure and nature of in-service sessions, of follow up support required, etc.
This experience suggests that the country should be divided into eight regions to facilitate in-service provision and support. These regions should be further divided into units on the basis of teacher numbers and geographical spread. Individualised support should be provided within the framework of these units. Each region should be linked with a particular Education Centre.
It has been a source of debate for some time as to the most suitable format for the actual in-career development courses. The project explored a variety of formats. It was determined that such courses are most effective (and acceptable to teachers) when they are practical in nature with an emphasis on having the participants physically involved in the activity and in the teaching of the material in question. This has implications for the organisation of courses in terms of staffing and use of facilities.
The most significant recurring problem encountered in the organisation of the in-career development courses focussed on the issue of substitution for teachers who attended such courses. In line with existing Department of Education & Science policy substitution was, as a general rule, not provided in these cases. Schools found this aspect of the project’s operation most unsatisfactory and continually commented upon it. Indeed a number of teachers were unable to attend courses at various times due to the non-availability of substitute cover. Interestingly, in cases where substitution was available during the project, principals stated that they had difficulty in locating suitably qualified personnel to fill the vacancies. This is a situation that has serious implications for the implementation of all physical education syllabuses and would indicate that the relevant training institution(s) might need to adjust their intake of students to meet future employment needs.
The project sought to introduce content and methodologies which were compatible with existing school facilities. In the case of some activities however there were demands for additional resources made upon the schools. This led to schools expressing the view that some funding ought to be made available from the project to assist in providing for this extra expenditure. This was not possible in the context of the project’s funding structure.
Both the substitution and resource issues will certainly arise again in an implementation phase.
Synopsis of Conclusions
· The implementation of the new syllabus necessitates the formation of a Support Team of seconded teachers who would have a role in the planning and delivery of in-service and in providing ongoing support to schools. Additionally a training team, comprised practising teachers would be available as required to deliver courses on particular aspects of the syllabus. The school clusters should organised in regional groupings to facilitate administration and ease of response to particular local needs.
· When selecting support and training personnel, they should informed of the nature of the enterprise and the work expected of them. Where individuals/groups are working on a common task in distinct though related areas, time should be allocated to comparison of work and sharing of ideas throughout the process.
· Schools involved in other initiatives of this kind should receive some concession in relation to teacher substitution and resource provision if the goodwill and co-operation of those involved is to be ensured.
