The Development of Physical Education: Pilot Project Perspectives.

The outcomes of the project proffer numerous insights into the key aspects of Junior Cycle physical education identified in the objectives. However there is a broader context for the findings when the significant initiatives in physical education are considered. The broadening of the educational experience of all students has become a focus of educational innovation. There appears to be a discernible commitment towards providing students with a coherent and substantial physical education as part of this general development. In this context the pilot project findings offer additional perspectives.

Implementation

The limited implementation, which was a key element of the project, presented quite significant problems for all parties involved. Their nature and the extent to which the issues were addressed should be used as predictors of possible difficulties which will arise in the implementation of not only the Junior Cycle syllabus but also other syllabuses.

It appears logical that the impetus for innovation built up around the activities of the project should be maintained. The implementation phase for the Junior Cycle syllabus should begin immediately so as to ensure a seamless connection between the pilot project and that phase. There is a need to pool the experience of all the curricular innovations in the area of physical education so as to maximize the effectiveness of interventions and to minimize duplication/overlap.

Synopsis of Conclusions.

The creation of linkages between the Junior Cycle developments and other physical education syllabuses must be investigated and planned for in order to provide a coherent and progressive implementation schedule for schools and curricular experience for students.

Teacher Education

The pre-service training of teachers has a huge impact on the nature of the physical education programme offered to students. Many teachers express a lack of competence and in many cases, an absence of confidence in the teaching of a number of syllabus elements. For existing qualified teachers comprehensive in-service provides the most obvious pathway to change.

The issues in relation to provision for students with special needs must be addressed. The pre-service and in-service training of physical education teachers should enable the teacher to integrate all students in the physical education programme.

Synopsis of Conclusions.

The preparation of new teachers should be examined in the light of curriculum developments. The courses offered in training institutions must meet the needs of teachers and reflect the aims of the revised syllabuses.

Curriculum and Assessment

While the project has produced very welcome outcomes in the area methodology some outstanding issues remain unresolved.  In the light of maintaining the impetus described above it appears desirable that these be addressed in the very near future. Further work needs to be done in those aspects of physical education that have proven to be problematic, such as assessment or the relatively limited (quantitatively and qualitatively) teaching in areas of particular areas of experience (as in the case of adventure activities, dance and gymnastics).

Use of ICT in Physical Education

At least two issues arise in relation to the role of ICT in physical education teaching and curricular innovation.

Firstly, the pilot project encountered some difficulties in maintaining the flow of information to teachers. The circulation of information in the form of teaching materials, evaluation documentation, syllabus documents, background/resource materials presented a continual challenge. In addition the hard copy format reduced the feasibility with which the teacher could adapt the materials. Every effort should be made to encourage and facilitate teachers of physical education to avail of developments in ICT. The syllabuses and associated materials must be produced in electronic format. The production of CD ROM versions of such material has begun in other areas. However in addition, the Web page put in place for the PEPP could be developed to provide teachers with teaching support and resource material.

Secondly, in examining the area of assessment in physical education the pilot project encountered a series of administrational/logistical challenges which teachers face in this aspect of their work. In addressing these in the future it appears that the use of ICT will provide opportunities. Given the constraints in which they operate physical education teachers will require assistance in managing the designing of programmes, implementation assessment procedures, and recording/reporting of results.

Synopsis of Conclusions.

Any initiative in this area will necessitate significant training for teachers in ICT. The structures for providing such training currently in place within the system should be used to increase the ICT related competence of physical education teachers  and hence to facilitate the implementation of  any new curriculum.