Coaches as teachers: the case of Physical Education

Introduction: In Ireland, primary Physical Education (PE) is delivered by non-specialist classroom teachers. Consequently, growing numbers of schools are committing resources to external providers for the partial delivery of... [ view full abstract ]

Introduction:

In Ireland, primary Physical Education (PE) is delivered by non-specialist classroom teachers. Consequently, growing numbers of schools are committing resources to external providers for the partial delivery of PE. Bowles and O'Sullivan (2012) found that 85% of Irish primary schools used Gaelic Athletic Association coaches as external providers to cover aspects of PE. Researchers (Powell, 2015; Evans and Davies, 2015) suggest the use of external providers (or outsourcing) in primary PE represents a consequence of the privatisation of the public system. Ball and Youdell (2007) recognise two different types of privatisation in education: endogenous (transfer of practice and techniques from the private to the public system) and exogenous (allows the private system to have an economic profit from the public system), or privatisation IN and OF education. Powell (2015) submits the privatisation trend increases teachers’ perceptions of their limited abilities to teach PE. Thus, privatisation in PE raises questions about the future purpose, quality, and content of the subject. The aim of this study is to understand how generalist teachers experience this process and what they understand and learn from the experience.

Methods:

Eighteen generalist teachers from nine primary schools across Ireland were interviewed in face-to-face interviews. Interviews were transcribed verbatim. Data were inductively analysed.

Results:

Data analysis is on-going; yet it is clear, that despite teachers’ unique experiences with external provision, there are points in common. Initial findings highlight that while teachers are supposed to learn from the external provider this is not happening in many cases. In addition, different types of school/sport partnerships have emerged from these findings.

Conclusions:

We will discuss how PE external provision is experienced by generalist teachers, and their feelings, understandings, and learning. Furthermore, the presence of different types of partnership will allow for discussion of the privatisation in Irish primary Physical Education.