Promoting Physical Activity in primary schools: A phenomenographical study exploring Physical Education Subject Leaders’ perspective into their practice

McNicholl, Karen (2023) Promoting Physical Activity in primary schools: A phenomenographical study exploring Physical Education Subject Leaders’ perspective into their practice. Doctoral thesis, Liverpool Hope University.

Text (EdD Thesis) Thesis Karen McNicholl FINAL.pdf - Published Version Restricted to Repository staff only until 1 July 2026. Available under License Creative Commons Attribution Non-commercial. Download (1MB)

Abstract

Physical activity (PA) has been defined by Piggin (2020, p5) as ‘people moving, acting and performing within culturally specific spaces and contexts, and influenced by a unique array of interests, emotions, ideas, instructions and relationships’. It is widely acknowledged that when children engage in high levels of PA, this supports their physical, social and mental health (Poitras et al, 2016; Grao-Cruces et al, 2020). Therefore, promoting PA amongst children has been a high priority for the UK government, the NHS and the education sector.
Considering children spend a significant proportion of their time in school, the role of schools in promoting high quality PA is very important (Fox et al, 2004; Pate and O’Neill, 2008). While there is an established research base providing information about potential PA interventions
in the primary school, research which illuminates the practices, and ideals of PE practitioners and particularly PE subject leaders’ perspectives on this is very limited (Cale, 2000).
Drawing on a phenomenographic interview framework influenced by Larsson and Holmstrom, (2007), data from eight PE subject leaders was collected using elicitation based semi-structured interviews. This allowed the participants to share open reflective responses regarding how they understood their PA promotion practices. The participants who were from Northern England were sampled due to their school’s attainment of the Association of Physical Education (AfPE) quality mark.
A phenomenographic analysis of the interview transcripts incorporated 7 phases of analysis, to illuminate the ideals and practices of PE subject leaders to promote PA and give insight in the nature and meaning of these experiences (Watkins and Bond, 2007). Each subsequent phase was based on the researcher’s perceptions about how effectively the data was being drawn out whilst retaining a true account of each participant’s voice. This process presented an outcome space derived from Hakvoort’s framework (2018), which resulted in six ways that the participating PE subject leaders understand their role in promoting PA. It also illuminated
‘how this understanding is constructed’ and operationalised (Ibid, p3).
These understandings were described as the collaborator, who sees PA promotion being everybody’s responsibility; the egalitarian who values an autonomous school, where pupils’ learning process is always considered. The ethos facilitator who believes that society and community organisations have an important role in facilitating PA. The wellbeing supporter who understands PA promotion as a tool for wellbeing; they ensure pupils recognise the importance of engaging in PA for their lifetime. The enhancer who believes staff have their own individual understandings, ideals and barriers which must be considered to help them promote PA and the advocate of variety who promotes experiences that build confidence through PA.
The findings of this study have value for school leaders and other staff in identifying ways in which PE subject leaders could practice and be best supported to undertake PA promotion most effectively. For aspiring PE subject leaders, the characterisation of the six ways the research participants conceptualised their role can be of value in offering alternative models for practice that these aspiring leaders could practically use.

Item Type:	Thesis (Doctoral)
Additional Information and Comments:	Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Matthew Adams
Date Deposited:	29 Jun 2023 09:15
Last Modified:	12 Nov 2024 14:25
URI:	https://hira.hope.ac.uk/id/eprint/3975

Actions (login required)

View Item