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Lifelong movement and physical activity (PA) patterns develop during early childhood. Therefore, educators (teachers and practitioners) in early childhood education and care (ECEC) should provide opportunities to support children’s play, PA, and movement development. The World Health Organization (2019) offers new recommendations for PA, for children under five years. The guidelines do not specify the ways ECEC staff can support PA through play. Therefore, this paper investigates, how physical play (PP) is enacted globally. An international policy and practice analysis of twelve countries, (Australia [Victoria], Belgium [Flanders], Canada [Alberta], China, Finland, Ireland, Italy, Portugal, Spain, Sweden, UK [England] and USA) was completed by analyzing the ECEC curricula and their implementation in different cultural contexts. A content analysis was undertaken by AIESEP Early Years SIG experts revealing that PP was not clearly defined. When defined, it was described as PA, and important for children’s holistic development. The majority of curricula did not state the length/time for PP. Three main strategies for implementing PP were found: a) pedagogical framework; b) active learning methods; and c) motor development. This international analysis highlights the global need for better ECEC staff support in acknowledging and implementing PP to aid children’s overall development, PA and wellbeing. nonPeerReviewed

In this paper, we share how three physical education teacher educators (PETE), working in different universities in Ireland, adopted a Meaningful Physical Education (MPE) approach (Beni, Fletcher & Ní Chróinín, 2017) for one 12-week semester. Guided by the principles of collaborative self-study (Roberts & Ressler 2016) and informed by research on communities of practice (e.g. Patton & Parker 2017), the paper examines our exploration of the MPE approach with pre-service teachers (PST). Building on previous work focused on learning about meaningful PE (LAMPE) (Ní Chróinín et al. 2017), we sought to simultaneously apply MPE-appropriate methodologies and principles through the contexts of our differing individual modules over one semester. Our central research question was: how does our engagement with the principles of MPE impact our pedagogical approaches?

During the last two decades there have been growing interests on recommendations for children’s physical activity. The World Health Organization (WHO) launched the first global international recommendations for children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early years). An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed of current national physical activity practices. Also an international comparison of early years’ education settings were examined, specifically for those under the age of 5, to investigate current curricula, as well as the qualifications, knowledge and understanding of those supporting children’s learning in different cultural contexts. The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United Kingdom and United States of America) questioned whether the global daily physical activity recommendations (WHO, 2010) are costumed and used for to the early years’ age group on a national level or if they need to be adjusted. The analysis revealed that eight countries have developed their own national recommendations for children below the age of 5, while only two countries do not have any early years’ specific physical activity recommendations. National authorities seem to be the most common executive sources behind the recommendations. The content of physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity. The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains unsupported. The conclusions from the analysis of national recommendations, underlined the need to see the global recommendations be developed for the younger age group, to support all countries. It is proposed a need for universally new recommendations to go beyond just physical activity intensity levels and to consider how young children’s development can be supported in a versatile way by physically active play. Also age specific recommendations are offered for appropriate and purposeful physical activity to support early years and school aged children’s overall development. The findings also suggest educational recommendations for staff members of early childhood education and care settings to know appropriate and age specific recommendations to ensure they are able to support young children to reach the national and global recommendations. Research recommendations are also proposed.

Primary generalist pre-service teachers (PSTs) rarely have opportunity to observe teachers teaching authentic physical education lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers’ professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ (Schempp, 1985: p.159) guided the PSTs’ observations in this study. One primary physical education initial teacher educator (PEITE) and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of ten lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunity for reflection-on-action (Schön, 1983). Examination of the data showed that PSTs extended their understanding of professional practice in: questioning and demonstrating; inclusion; organisation and management; and feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers. Keywords: Critical incidents; reflection

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)] participated in the study. Prior to the PDP the teachers taught a narrow programme of physical education using direct teaching styles. Teachers reported lacking content knowledge and confidence in teaching O&AA (pedagogical content knowledge). Children, prior to the PDP, enjoyed physical education and expected lessons to include moderate to vigorous levels of physical activity. They met normative standards for physical fitness for their age and gender. However, they described their physical education experiences as predominantly ‘games’ and recreational rather than educational. Both the teachers and the children had a confused understanding of physical education with discourses focussing on health and physical activity. Following implementation of the PDP the findings indicated that for the PDP to be effective and change to occur key features were necessary (described using the developed propositional statements). These were: a) The teachers reported that the provision of resources played a strong role in the adoption of the PDP; b) The support provided by an external expert through modelling lessons, explaining activities and providing feedback impacted positively on teachers’ teaching; c) The support allowed teachers to build on their content knowledge and they gained confidence to use already developed classroom pedagogical strategies in the physical education context; d) Organisational changes within the school, such as timetabling and access to equipment, were necessary for the PDP to be successful: e) The PDP impacted positively on children’s perceived learning and engagement in physical education lessons; f) Both teachers and children began to re-conceptualise physical education, from a games orientated, recreationally focused subject towards an understanding of physical education as a subject where teaching and learning happened; g) Collegiality and collaboration amongst teachers in physical education, and in other subjects, was an outcome of the PDP and was an important change strategy. Conclusion: This research confirms the importance of resource provision, contextualised and individualised support to develop teachers’ content and pedagogical content knowledge in the design of a PDP. It also provides evidence of the teachers themselves being an important resource and the need for future professional development to incorporate opportunities to facilitate communication and collaboration and formalise communities of practice. Teacher change is underpinned by the features of the PDP and the research indicates that change is multi-directional. Although the literature highlights the necessity to focus on the learning outcomes of the child in designing PDPs, it is imperative that we do not ignore the learning outcomes of teachers. If there is no teacher learning, this could potentially limit children’s learning.

Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998). The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education (Capel & Blair, 2007). This study explores discourses shaping pre-service primary teachers’ understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A ten minute writing task (Pike, 2006) prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18-46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which were collapsed into three broad areas of students’ understandings of physical education – sport, health and physical education. The research design allowed access to preservice teachers’ understandings of physical education. Participants’ understandings reflected their own school experiences and were framed within health and sport ideologies of physical education. Although acknowledged as an important part of school life physical education was perceived as a break from academic subjects where the purpose of learning was to learn sports and activities to stay fit and healthy. While the overwhelmingly positive nature of participants’ experiences and the changing discourses around competition and team games are encouraging the dominant discourses of physical education continue to reflect the dominant aspects of wider physical culture in Ireland. The capacity of physical education to move beyond reproducing dominant sport and health ideologies provides a significant challenge to teacher education contexts, to challenge dominant discourses and recreate understandings of physical education for future action.