Arts Education & Physical Education (Theses)

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Navigating youth participatory action research in a primary school: exploring power dynamics, tensions and challenges
(2025-03-19) Marren, Siobhán
Involving children in the co-production of knowledge through cross-generational research such as Youth Participatory Action Research (YPAR) is a growing practice which has the benefits of amplifying the voices of children and developing practical knowledge for social change. However, better understanding is needed about how power dynamics operate during the facilitation of YPAR studies. Such an understanding would ensure that during the facilitation of a YPAR study, spaces are created where the diverse perspectives of both child co-researchers and the adult researcher are considered. Moreover, this understanding would help adult researchers/facilitators navigate complex relationships and ensure that decision-making processes were inclusive and replicating traditional inequalities is avoided. Also reflecting on power dynamics encourages adult researchers/facilitators to critically examine their positionality, biases and privileges. This study aimed to gain insights into power dynamics within a YPAR study. Specifically, it explored two critical aspects: (i) power relations between a teacher/researcher and child co-researchers. This aspect delved into the interactions between the adult researcher and the child co-researchers, and (ii) the impact of the adult researcher on child participation: Here, the focus was on the adult researcher’s role in either supporting or hindering child participation. This qualitative study was guided by Freirean critical theory (Freire 1970, 1972) and the Lundy (2007) model of participation. Across two academic years, six primary school children aged 10-12 years participated in three cycles of a YPAR study with a teacher/researcher. Multiple data methods were utilised, including research meetings with the child co-researchers and a draw and write survey. Additionally, the study employed peer-paired interviews and focus group interviews with the child co-researchers. Furthermore, semi-structured interviews were conducted with both the school principal and a class teacher. In addition, the adult researcher maintained a research journal throughout the YPAR study. Findings indicate that when the adult researcher creates space for cross-generational collaboration, power dynamics become decentralised, so that child co-researchers contribute as knowledgeable actors with decision making powers on an equal basis as an adult researcher. The findings also emphasise the critical need for vigilance by an adult researcher regarding hierarchical power relations when facilitating a YPAR study within a school context. Adult researchers must acknowledge the possible impact of authority, privilege and decision-making on the research process. In this respect, therefore, as indicated through the findings, adult researchers must ensure that child co-researchers are not constrained by teachers or other school personnel when conducting research activities with their peers. By doing so, they can cultivate an environment where children’s voices are empowered and equitable participation is promoted. In recognising children’s rights (UNCRC 1989; Lundy 2007) and navigating power dynamics, the adult researcher plays a critical role in fostering an inclusive YPAR process. Their expertise enhances the depth and breadth of knowledge generated by the child co-researchers, informing meaningful suggestions for change. Moreover, the adult researcher must actively engage in self-reflection to recognise their own positionality and biases, ensuring that power imbalances do not inadvertently hinder child participation.
A self-study of a novice coach navigating the coaching journey
(2025-03-19) Costelloe, Caoimhe
This study investigated the learning experiences of one novice coach navigating the complexities of coaching teenage girls aged 12-14 over the course of one season. This included consideration of how to balance competition, inclusivity and player development while formally introducing competitive structures. This research contributes to the overall understanding of how novice coaches learn to coach and offers a guide to coaches on how to introduce competitive practices while supporting teenage girls to remain in team sport. Using a self-study approach, the lead researcher explored her own practices to seek improvement and better understand her coaching. The research was conducted in one Limerick Ladies' Gaelic Football club over seven months. Participants included 47 children aged 12-14 and a wider coaching team of 6 adults aged 25-45. Data was obtained using various data collection methods from the researcher, fellow coaches and child participants. The researcher generated data involved engaging in post-training and post-games reflections (n=30) recorded in the researcher’s reflective research diary (n=7,500 words). After three months and upon completion of the league phase of the season, the researcher engaged with a critical friend (n=1) who challenged and questioned the researcher’s assumptions before starting the season's championship phase (n=4 months). Additionally, the researcher engaged in mentor observation and feedback sessions (n=4), where the mentor observed, challenged, and provided feedback on the researcher’s practice, which were recorded in the researcher’s reflective diary. Additionally, key learning moments provided by the mentor to the researcher were recorded in the researcher’s reflective diary (n=6). The players in this research took part in post-training (n=10) and post-match (n=7) reflections generating 304 player responses. Furthermore, critical incidents and comments (n=15) made by players were recorded in the researcher’s reflective research diary. The data gathered from these sources was analysed thoroughly using Braun and Clarke’s (2021) six phases of reflexive thematic analysis. Findings illustrate the coach’s learning journey with changes in her coaching philosophy and developments in her communication skills with coaches and players, which all led to an increase in her confidence when making decisions. The findings illustrate the complexity of balancing competition with inclusivity in youth sport, specifically for girls. This research also indicates the value of novice coaches engaging in self-study research and the benefits it holds for developing and improving current practices. By engaging in self-study, the researcher ii developed self-awareness and awareness of others through the actions taken to provide meaningful, worthwhile experiences for players. On a personal level, this research has proved an enlightening and worthwhile experience for me as I continue to progress on my coaching journey. The contribution of this research lies in sharing my experiences as a novice coach navigating the role of competition and inclusion. These findings can extend understanding of coaching methodologies to enable more coaches to better understand the complexity of competition and coaching teenage girls.
An exploration of student voice in primary physical education
(2025-03-19) Cardiff, Grace
Student voice has been described as a powerful tool in teaching and learning. As interest in student voice grows in research, policy, and practice in physical education (PE), calls have been made for additional guidance on the use of student voice pedagogies (SVPs) in everyday PE practice. The aim of this thesis was to explore my experiences, alongside those of my students, as I enacted SVPs in primary PE. An integrated ethnographic case study and Self-Study of Teaching and Teacher Education Practices (S-STTEP) methodology was employed in this research. Guided by Lundy’s (2007) model of child participation, along with the Meaningful PE framework (Fletcher et al., 2021), I enacted SVPs in my primary PE practice across two academic years. Data sources included my personal reflections, transcripts of critical friend meetings, transcripts of focus groups with children, and children’s written reflections. Four peer-reviewed journal articles form the core of this thesis. Two of the four empirical articles relate to my experience of enacting SVPs in PE. Findings from these articles detail the successes and challenges of SVP enactment. Learning to enact SVPs in PE involved a non-linear process, in which a trial-and-error approach to implementation was required. The children’s experiences and engagement with SVPs were explored in two further empirical articles. Findings indicate that while children appreciate the additional autonomy afforded to them through SVPs, their participation needs to be scaffolded. Although enacting SVPs in PE is not without challenge, reflection and collaboration with my critical friend enabled me to overcome barriers to enactment and change my practice for the better. Employing SVPs, alongside reflective pedagogies, served to empower children to direct their learning, supported a collaborative approach to decision-making, and ultimately led to more personally relevant and meaningful experiences for children in PE.
Igniting a spark?: an investigation into how an Irish arts partnership can support primary teachers in their teaching of arts education
(2023-10-24) Fahy, Edel
In recent years, arts partnerships have increased in popularity as a means of delivering arts education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense of purpose and mutual respect, while also developing creative skills, knowledge and expertise. Although many studies on both a national and international level have identified the successes and challenges of arts partnerships in schools, a gap in how these partnerships can support teachers’ professional development regarding arts education still exists. Therefore, this study sought to investigate whether an Irish arts partnership - the Creative Schools Initiative-Scoileanna Íldánacha (CS) - could potentially support primary teachers in their teaching of arts education. Presented in the form of an article-based thesis, three peer-reviewed journal articles formed the core of this thesis. A mixed-methods, multi-site case study in design, this study explored, analysed and documented the perspectives of teachers, principals, CS school coordinators and Creative Associates (CA) in eight primary schools, regarding how an arts partnership impacted on the teaching of arts education. Phase one of the study investigated the role of the Creative Associate (CA) - an arts broker within the CS. Data was collected using semi-structured interviews with Creative Associates, principals and school co-ordinators of the CS. Using a framework put forward by Sinclair, Watkins and Jeanneret (2015), the support provided by the CA was critically analysed. The establishment and development of stakeholder relationships was explored while emerging challenges were debated and discussed. Key findings indicated that the success of the CA was underpinned by their ability to build and nurture relationships, potentially ensuring partnerships have a sustained, meaningful impact on the teaching of arts education in schools. Phase two of the study explored primary teachers’ perspectives, regarding whether or not the CS impacted on their teaching of arts education. Using online surveys which were both quantitative and qualitative in nature, this study targeted fifty primary teachers in the same eight schools. Key findings revealed that teachers engaged positively with the initiative. The benefits of a balanced approach between teachers and artists delivering the arts education curriculum also emerged. However, findings indicated that the CS had limited impact on teachers’ confidence regarding the teaching of arts education overall. Consequently, strong reiterations for teacher professional development in arts education were emphasised throughout. A synthesis of the overall findings indicated that participation in an arts partnership such as the CS, can provide rich opportunities for transformational learning to occur, through engagement in collaborative practice, facilitating agency and empowering all stakeholders. However, for a sustainable future in classroom-based arts education and to avoid partnerships becoming a support measure, teacher professional development in arts education needs to become an integral part of future arts partnerships. Results from this study will inform both policy and creative practice approaches to arts partnerships in schools, enabling the CS to further refine and develop its programme. This could have an impact on schools, principals, teachers and children, highlighting the significance of pre-service teacher training, in-service and continual professional development in arts education for Irish primary teachers.
The best of both worlds: exploring the socialisation of physical education specialism graduates as generalist teachers with expertise in PE
(2023-10-23) Brennan, Cillian
This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Data were collected through a cross-sectional survey, and 80 valid responses were received. The findings suggest self-efficacy is high among these teachers, scoring 4.14 (±0.38 on a 5-point Likert scale). Results also indicated that the specialism positively developed content knowledge and teaching skills among this cohort. However, it was unclear if these teachers were being utilised effectively upon graduation to enhance the provision of PE in Irish primary schools.
Being there- a qualitative arts-based narrative inquiry into the lived experiences of women in management and leadership in high education in Ireland
(2023-10-02) Sharkey, Aisling
The story of a male dominated leadership environment in academia is one which has been well told both nationally and internationally, as has the description of the academy as one in which the devaluing of women has become socially normalised. There is also the underlying problem of the gendered organisation, whereby work practices and embedded attitudes to male and female stereotyped roles have evolved from the life experience of the traditional male wage earner such that the image of leadership is still “resolutely masculine” (Fitzgerald, 2016, p. 209). The under-representation and marginalisation of women has been further exacerbated by the rise in the culture of new managerialism in the HE sector. This study adds to the growing literature on the career experiences of women in academia internationally and looks beneath the surface of this grand narrative of underrepresentation of women in Higher Educational management and leadership, exploring the ‘understory’ of what is it is like for women simply ‘being there’. The researcher has undertaken a literary arts-based narrative inquiry which set out to co-construct stories of lived experience with women who have held or continue to hold leadership positions in Higher Education Institutions (HEI) in Ireland. Their stories helped the researcher make sense of her own experiences as a Head of Department in HE, and as co-participants we have shared our stories as women simply ‘being there’ in the role. The research design of this narrative inquiry is underpinned by the adoption of a constructivist, interpretivist stance and the participant narratives are viewed through a post-structural critical feminist lens to examine the gendered experiences of women operating in a predominantly male environment. Poststructuralism seeks to unpack and break down accepted knowledges to shed new light and produce new insight, the kind of insight that stories of personal and lived experience can bring to the wider discourse on gender inequality. The story threads in the participant narratives have been unravelled and woven together again into a patchwork quilt of lived experience and ‘re’-told as poetic monologues, creative non-fiction stories, culminating in one coherent telling in the form of an ethnographic playscript or ethnodrama. Ethnodrama can be viewed as a means of giving the participant narratives an “aesthetic shape and magnitude” (Saldana, 2010, p. 68) which adds to their value and could lead to a more meaningful and wider engagement with the research material. Immersed in a research paradigm which eschews singularity, this literary arts-based narrative inquiry offers an interpretation of the stories of lived experiences that I have been privileged to hear, but it is only one interpretation and as Clandinin (2018) concludes, it could always have been otherwise. As such, emerging out of ‘small stories’ of personal and lived experience, I offer a story of women who aspire(d) to achieve in roles that were not written for them; who resist where possible the demands of hegemonical male power structures that are endemic in management and leadership in HE in Ireland in an effort to retain their status as both women and managers and more often than not, carers; and who are expected to perform their gender and act as the ‘one caring’ to carry out the organisational ‘housework’ and interpersonal management tasks through the gendered expectation of an ethic of care and connectedness; and the achievement of all of the above at a sometimes heavy personal cost.
Exploring a community of musical practice: a case study of music generation Limerick City
(2023-09-27) Jordan, Andrew
This research provides a case study of Music Generation Limerick City. Music Generation (MG), established in 2011, is a national music education programme in the Republic of Ireland. As of September 2022, MG provides music education programmes in 25 areas of the country with plans to expand nationwide. This study examines the work of one MG area – Music Generation Limerick City (MGLC). The research investigates to what extent does the performance music education (PME) approach of Music Generation Limerick City (MGLC) create communities of musical practice and to what extent do these foster social action? Research findings have been presented using Wenger’s domains of his social theory of learning (1998) – these include community, identity, meaning and practice. Two phases of data collection took place. Phase one, using focus group interviews and semi-structured interviews explored the experience of MGLC musician educators, classroom teachers, school principals and the MGLC development officer. Phase two of this study using semi-structured interviews explored the experience of MGLC programmes from the viewpoint of past and current MGLC participants. The findings of this study showed that Music Generation Limerick City did indeed create multiple CoMP. This study has demonstrated that the creation of CoMP has the potential to provide the components needed for social action to flourish however, in the case of MGLC, this social action was limited and secondary to the educational remit of MGLC. Furthermore, it was evident in this research that CoMP also provide a structure to which PME programmes can be implemented and delivered. This research provides important insights into the role of partnership in the Irish music education system and demonstrates that while partnerships can be effective in the provision of music education, certain conditions of collaboration and communication are important factors in determining the success of such partnerships. The findings of this research will inform the future development of policy, practice and research of Music Generation Limerick City, Music Generation nationally and similar music programmes nationally and internationally.
Take a chance, give a chance and give a real chance: experiences and perspectives of volunteer women coaches in ladies Gaelic football
(2023-09-27) Hogan, Irene
The voice of volunteer women coaches is underrepresented in coaching literature. This research explores the experiences of volunteer women coaches at the non-elite club level within the sport of Ladies Gaelic football. To explore the experiences of volunteer women coaches the Ecological Intersectional Model (EIM) (La Voi 2016) was used. The EIM consists of four layers – individual, interpersonal, organisational, and socio-cultural - and was used to underpin all phases of the study. Phase 1 centred on the lived experiences of fourteen women coaches through semi-structured interviews. The coaches highlighted the importance of the interpersonal layer and specifically support from home, alongside contextualised, club-based education. Consequently, Phase 2 explored the influence of the club environment on eleven women coaches, from three clubs, that were participants in a Community of Practice (CoP), designed and facilitated by the researcher across a playing season. The EIM informed the interview guide and analysis with the results presented as a creative non-fiction account profiling three coaches and their club-specific experiences. The final phase comprised of three focus groups with women coaches upon the completion of the CoP. Reflexive thematic analysis was used in all phases and so the researcher’s position, and interpretation of the findings were considered through an autoethnography. Overall, a combination of the interpersonal and organisational layers are most significant for volunteer women coaches. Subsequently, this research implores club members to consider their perceptions and biases regarding the role of women in clubs. Such awareness will aid a move from traditional liaison and administrative duties to coaching roles. Additionally, those interested in coaching should commence, while existing coaches must give new coaches a chance. Moreover, those in decision-making positions must put the structures in place to give women coaches a real chance. Hence, this study can be summarised to ‘Take a chance, give a chance and give a real chance’ to women and girls in the domain of volunteer coaching.
Musical futures as critical pedagogy: participatory case study research with generalist primary school teachers in the Republic of Ireland
(2023-09-27) Gubbins, Edmond
Within the primary generalist context, issues inter alia of confidence, knowledge, beliefs and values, efficacy, and considerable variance in the musical backgrounds and experiences of teachers compound to problematise music education provision. Consequently, the provision of music education at the primary level is often sparse and inconsistent, relying largely on the background and existing experience of teachers and mediated through their beliefs and values about music and musicality. This thesis investigates the backgrounds, values, beliefs, and ideological positions of primary school teachers with regard to music education. It critically examines the impact of culture, society, and individual factors that affect how teachers implement the music curriculum in Ireland. Using this knowledge, the project engages teachers with Musical Futures – an international approach rooted in how popular musicians learn and spanning over two decades of research into informal learning. The pioneering work of Lucy Green (2002; 2008) in developing the Musical Futures approach has seen it grow exponentially since its inception in the UK in 2003 and has now been adapted by over 13,000 teachers internationally in Canada, Australia, Singapore, China, Cyprus and more recently, Ireland. Musical Futures is an approach or philosophy of music education that places the needs, interests, and abilities of students at the heart of the learning experience and orients intentionality towards playing and making music, with the teacher acting as a facilitator of the process of students’ musical discovery. While Musical Futures has been shown to have had a positive impact on promoting music education at the secondary level, to date, no comprehensive study within the Irish context has examined the impact of the initiative at the primary level in this manner. Through participatory case study research, the thesis investigates the cultural, structural, and agential conditions that affect generalist primary teachers’ experiences of music learning and teaching and the provision of music within the school community using the Musical Futures approach to learning and teaching. Participatory case study research presents a pragmatic and potentially empowering approach for generalist primary teachers and primary school communities to explore, assess and improve their own practices in non-formal music learning. The study worked with six primary schools and seven generalist teachers who engaged with Musical Futures approaches from a period of ten to thirty weeks with their students aged 8-12 years. Data collection tools included teacher interviews, lesson observations, focus group discussions with students, teacher and researcher reflective notes, and video recordings of lessons. The research intersects between the fields of sociology, education and music education, whereby the social reproduction of musical ability and musical values is critically examined. Findings demonstrate how informal learning and non-formal teaching pedagogies impacted practice at the level of the student, the classroom, the teacher, and their ideological position with regard to music and musicality. Using the theoretical lenses of Althusser and Bourdieu to frame the findings, the thesis traces shifts in the ideological position of the teacher with regard to music and musicality within their practice, highlighting the interplay between identic, efficacious and agentic factors in shaping the musical habitus of the generalist teacher, and proffering unique perspectives on informal learning pedagogies and generalist primary music education respectively.
An exploration of the impact of formal and non-formal teaching and learning approaches on piano students’ musical knowledge, skills, engagement and motivation: a longitudinal action research study
(2023-09-25) Chawke, Aoife
Traditional approaches to piano pedagogy tend to be dominated by Western Classical Music practices where musical literacy and technical skills take precedence over aural skills. This can lead to fragmented musical understanding and a lack of motivation and independence on the part of the learner. This research sought to investigate alternative pedagogical approaches in the one-to-one piano lesson, vis-à-vis the inclusion of formal and non-formal teaching and learning practices, and examine the potential impact on students' musical knowledge, skills, engagement, and motivation. A qualitative approach underpinned this study, employing action research methodology and semi-structured interviews with six piano students aged between 8 and 18 years old, over a three-year period, in addition to semi-structured interviews with parents. Guided by numerous significant theories, primarily within the fields of education and motivation psychology, namely Deci and Ryan’s self-determination theory and Bruner’s Scaffolding of Learning Theory and Discovery Learning, Green's (2014) Hear, Listen, Play! Strategy and Harris' (2015) Simultaneous Learning approach were adapted by the researcher for this study. Each strategy was analysed individually and comparatively with the traditional, formal approaches predominantly employed to teach piano. Three cycles of action research were conducted with the six participants over three years, using a combination of non-formal and formal pedagogical approaches, which evolved throughout the study. The implementation and analysis of these approaches was an iterative process whereby the approaches and any changes in students' musical development and learning experience were documented through audio and video files, interviews, a teacher reflective journal; thus, the findings from each cycle informed the next. The development and creation of multimedia resources by the researcher complemented the pedagogical approaches that were implemented over the three-year period. Key findings from the three cycles of action research and student and parent interviews are summarised thus: (1) formal and non-formal approaches can complement one another and enhance student’s musical development, skill attainment, and independence; (2) formal and non-formal approaches can develop student motivation, engagement and autonomy; and (3) when implemented in a structured, scaffolded way, these innovative approaches can create an optimal learning environment for both piano students and teachers. The thesis offers an original contribution to the field by providing a sound evidence-base for the following recommendations for practice: the inclusion of non-formal pedagogical approaches in the one-to-one piano lesson, and structured, autonomy- and competence-supportive teaching practices that can foster independence and well-internalised motivation to learn. Moreover, the thesis demonstrates that a combination of pedagogical approaches can enable lifelong, independent learning and engagement in music-making.
ABC's and 123's: The Role of the Home Learning Environment in Cognitive and Socioemotional Development in Early Childhood
(2022-04-05) Hoyne, Clara
Play in early childhood is known to have benefits for children across cognitive and socioemotional domains. The purpose of this research was to examine factors that influence play and learning in the home environment in early childhood, including the contribution of family and other factors to both cognitive and socioemotional development. Many studies have focused on the benefits of activities for language and literacy outcomes, but less research has examined the effect of activities on other aspects of development, such as nonverbal reasoning or socioemotional outcomes. Another objective of the current research was to examine the effect of other factors on development, such as parental beliefs about play and learning, the quality of the home environment and parent and child engagement in different activities. Using a bioecological framework, the research included both a secondary analysis of the Growing Up in Ireland data, a nationally representative birth cohort study, as well as primary data collection, to further examine questions about parental beliefs, the home environment, and parent and child engagement in activities. Findings indicated that informal play activities such as games, painting and drawing, and reading have the largest effect on both cognitive and socioemotional development, in comparison with activities such as letter or number games. We also found that parent-child relationship factors of warmth, hostility and closeness, as well as parental beliefs about the positive value of play, are particularly important for socioemotional development. The findings highlight the importance of different types of playful activities, positive parent-child relationships and a rich home environment to support early childhood development. The implications of the findings for theory are discussed in the context of Bronfenbrenner’s Bioecological model of development.
Shared learning, different contexts: understanding teaching for meaning in pre-service physical education teacher education
(EdTechBooks.org, 2020-07-14) Sweeney, Tony; Bowles, Richard; Coulter, Maura
Strengthening the fabric, untangling the knots: a collaborative self-study involving coaching and teaching
(EdTechBooks.org, 2020-07-14) Bowles, Richard; O'Dwyer, Anne
From Policy to Practice: A Sociological Study of Gaelic Games in Irish Primary Schools
(2014-06-01) Bowles, Richard
Positive youth development and resilience amongst early school leavers
(2020-01-24) O'Sullivan, Daniel
Early School Leaving (ESL) represents a massive loss of potential to individuals who leave school and can have a much wider social and economic cost. This study examines Early School Leaving (ESL) and resilience among young people aged 15 – 20 in the Republic of Ireland. The research explores negative internalised stereotypes and how they affect Early School Leavers (ESLs). Three Positive Youth Development (PYD) programmes were used to challenge these stereotypes. Youth Participatory Action Research was used as a methodology to identify the problems faced by ESLs and to take action on the issues identified. 19 participants were recruited from a Youthreach centre and they participated in three PYD Programmes including; Research Action Project (RAP), GAISCE, and Canoeing Skills. Qualitative data were collected through notes taken on informal conversations with participants, and the reflections of the participants. Quantitative data were collected through the Child and Youth Resilience Measure before and after their participation in the programmes. A regional survey of forty Youthreach centres was used to identify issues relating to ESL. A cycle of discrimination, depression and drug use were important issues affecting the lives of ESLs. Mentorship was determined to be important in combating internalised stereotypes. The evidence suggests that PYD programmes can increase resilience in ESLs. Keywords: Early School Leaving, Resilience, Positive Youth Development, Youthreach.
Active classrooms: Development and evaluation of a movement integration intervention to increase physical activity levels of primary school children
(Mary Immaculate College, University of Limerick, 2017) Martin, Rosemarie
Physical inactivity is recognised as an international public health issue with less than 20% of children globally achieving the recommended 60 minutes of moderate-to-vigorous physical activity (MVPA) per day for health benefits (WHO 2010). School-based physical activity (PA) interventions have been acknowledged as a key strategy for reaching the majority of children (WHO 2010). The five articles presented in this thesis explore the design, implementation and evaluation of a movement integration (MI) intervention (incorporation of PA into academic lessons) on the MVPA levels of primary school children. The acceptability of this teaching method by teachers and students is also assessed. A systematic literature review was conducted to assess the effectiveness of MI interventions on PA, learning, facilitators of learning and health outcomes. Fifteen studies met the inclusion criteria. Six studies that reported PA levels were found to have mediumto- large effect sizes. All four studies reporting learning outcomes reported positive effects. Teachers and students were pleased with the programmes and enhanced on-taskbehaviour was identified (n=3). Positive effects were also reported on students’ BMI levels (n=3). These findings informed the development of a behaviour change intervention for teachers guided by the Behaviour Change Wheel (BCW) framework (Michie et al. 2011). A pilot study was conducted with one classroom teacher and her students (n=28) to evaluate the effectiveness of MI lessons on students’ MVPA levels. The teacher taught one active Maths lesson and one active English lesson each day for a week. Usual classroom lessons served as a control. Teacher and student satisfaction were also evaluated. Results demonstrated that MI lessons were effective in eliciting time in MVPA (p<.01) (mean 8 minutes daily) as well as being well received by the students and the teacher. These findings from the pilot study then informed the refinement of the ‘Active Classrooms’ protocol and conduct of a cluster randomised controlled trial to assess the effectiveness of the programme on the MVPA levels of students during class-time and throughout the school day. Ten teachers in randomly selected schools and their students (n=248) agreed to participate. The intervention group participated in two MI lessons daily (one Maths and one English) taught by the classroom teacher for 8 weeks. PA was measured using accelerometers at baseline, during the final week of the intervention and at follow-up after 4 months. A repeated measures ANCOVA identified a significant difference for change in daily class time MVPA between the intervention group and control group from pre- to post- intervention (p<.001) and this difference was maintained at follow-up (p<.001). No significant difference emerged for change in school day MVPA between the groups from pre- to post- intervention (p=.52) or follow-up (p=.09). Teachers’ (n=5) perceptions of the effectiveness and use of the intervention were assessed using questionnaire data, and students’ enjoyment of the programme was evaluated using a draw-and-write technique (n=129) and focus group discussions (n=20) postintervention. Teachers and students were highly satisfied with the programme emphasising enjoyment, health benefits and enhanced teaching and learning as contributing to its success. Since teachers are central change agents their acceptability of the programme is key to its effectiveness. The focus on teacher behaviour through the BCW framework (Michie et al 2011) in the design of a MI intervention contributes to the uniqueness of the study. While the limitations of this study must be taken into consideration, these findings provide evidence for MI as an effective and implementable strategy to increase MVPA which has important implications for the health of primary school children.
Playing to our strengths: physical education leadership in Irish primary schools
(Mary Immaculate College, University of Limerick, 2017) Clohessy, Liam
This thesis set out to research primary physical education (PE) leadership. It is an exploratory study investigating generalist primary school teachers’ experiences of PE leadership. Although PE leadership has been identified as an important contributory factor to the success of school based PE programmes, to date there is a lack of data explicitly investigating PE leadership in primary schools, particularly informal PE leadership. Utilising a professional capital framework, this research provides an original contribution to existing knowledge by providing the first insight into Irish generalist teachers’ understanding of PE leadership and of the skills and supports required to engage in PE leadership. Using qualitative methods including individual interviews, focus group interviews, reflections and observations, data were generated on teachers’ experiences of PE leadership over two separate interventions. Study 1 investigated five teachers’ experiences of leading a PE innovation alongside a number of colleagues within their school. The results indicated that the lead teachers who provided PE leadership had an important role in supporting PE innovation. These results led to further consideration of how school based PE leadership could be utilised within primary schools in Study 2. This second study investigated the leadership experiences of three lead teachers who taught additional PE across their school through class swapping. It was found that teachers with expertise and enthusiasm for PE positively influenced PE provision within their school through class swapping. The opportunity to teach additional PE also increased the lead teacher’s ability and desire to provide further PE leadership within their school. The results demonstrated that generalist teachers valued PE leadership and embraced shared approaches to it. Provided that PE leadership is supported and scaffolded, the results indicate that teachers with individual PE expertise and a broad whole school understanding of leadership can have a positive influence on PE within primary schools through the provision of PE leadership.
Moving in school: physical activity promotion in primary school setting
(Mary Immaculate College, University of Limerick, 2016) Hegarty, Deirdre
Introduction: Childhood physical activity is associated with numerous health benefits. However, many children worldwide are not sufficiently active to meet the 60 minutes of moderate to vigorous physical activity (MVPA) daily target. The school is a popular location to encourage physical activity participation among children, thus this thesis focuses on the promotion of physical activity in primary schools. Purpose: To evaluate the impact of physical activity promotion initiatives on primary school children’s physical activity. Three studies were undertaken to 1) examine children’s MVPA during the segmented school day; 2) evaluate the impact of the Active School Flag (ASF), a whole-school initiative, on children’s daily MVPA and 3) determine the impact of a peer-led lunch-time intervention on primary school girls’ daily MVPA. Methods: Study 1: A convenience sample of boys and girls aged 11.2 ± 1.2 years (n=98), attending four non-DEIS (Delivering Equality of Opportunity in Schools) mixed urban primary schools in Co. Kerry, wore accelerometers for five consecutive days during school hours in March, September or October 2012. Study 2: Boys and girls aged 9.2 ± 1.7 years, attending one DEIS and one non-DEIS mixed rural primary schools undertaking the ASF process acted as the intervention group (n=31) and two schools matched for school type, DEIS status and location acted as the control group (n=30). Participants wore accelerometers for seven consecutive days at baseline (November 2012) and at six (June 2013) or twelve-month (November 2013) follow-up. Study 3: Girls aged 7.6 ± 0.5 years, attending eight randomly selected girl-only primary schools in Munster, acted as the intervention (n=32) or control (n=24) group. One intervention and two control schools were of DEIS status. The intervention group participated in lunch-time activities led by student leaders aged 10.8 ± 0.4 years over eight weeks from March to June or September to December 2014. The intervention and control groups wore accelerometers for five consecutive days during weeks 0, 4 and 8. On weeks 4 and 8, the intervention group produced individual drawings and writings and three participants from each intervention class participated in focus group discussions describing their experience of the intervention. Findings: Study 1: Break-time was the segment of the school day in which boys undertook the highest percentage of MVPA; that is 30.8% of 15-20 minute break-times were spent in MVPA compared to 26.4% of 30 minute lunch-times and 23.5% of 30-60 minute physical education lessons spent in MVPA. Girls carried out the highest percentage of school day MVPA during physical education by engaging in MVPA for 17.4% of 30-60 minute physical education lessons, 13.8% of 30 minute lunch-times and 12.9% of 15-20 minute break-times. Both boys and girls spent the lowest percentage of time in MVPA during class-time: 3% and 2.3% of 225-290 minutes respectively. Mann Whitney U tests showed girls were significantly less active than boys throughout the segmented school day (P < .05). Study 2: Daily MVPA for the ASF group at baseline and follow-up were 55.2(15) and 65.3(20.5). Corresponding values for the control group were 50.5(18) and 64.3(23.6). A mixed ANOVA revealed participation in the ASF did not significantly alter children’s daily MVPA from baseline to follow-up in comparison to the control group (P  .05). Study 3: Daily MVPA for the intervention group on weeks 0, 4 and 8 were 49.6(15), 55.6 (17.1) and 50.5(19.1).
Pedagogical approaches to promote meaningful participation in Primary physical education
(Mary Immaculate College, University of Limerick, 2016) Griffin, Ciara Ann
This research was undertaken (1) to identify pedagogies that support children’s meaningful participation in primary physical education (PE) and (2) to investigate one teacher’s experience of implementing the meaningful approach through self-study. Given the dearth of research focused on meaningful experiences in primary PE to date this study will augment the limited body of research on the topic of pedagogies that facilitate meaningful participation. The study was conducted in two Limerick primary schools and involved 60 participants (aged 9-10) from fourth class. Across a nine week period the children participated in a tag rugby unit. Data collection involved both pupil generated data and researcher generated data. The children took part in individual interviews (n=3) and focus group interviews (n=6) of four children, both during and post activity. Both focus group and individual interviews took place after lessons in weeks three, six and nine. The groups also took part in written reflections (n=345) after each tag rugby lesson apart from in week three. Researcher generated data involved engaging in weekly critical friend reflections (n=18) where planning and reflection documents were completed for each lesson. These documents were then shared with a critical friend who challenged and/or questioned my assumptions. Researcher data was also collected through the use of an independent lesson observer in week seven and a research journal (n=7,500 words) that documented my thoughts and feelings throughout the research process. Overall a thematic approach to data analysis was employed using Braun and Clarke’s (2013) thematic analysis guidelines while multiple methods were used to inform the research to ensure for the element of trustworthiness. Seven pedagogies to support children’s meaningful participation were identified: personal goal setting; Learning with the head, the heart and hands; the spirit points score sheet; reflections; the play-teach-play pedagogy; teaching by invitation; and making learning personally relevant. The facilitation of meaningful experiences were supported when a combination of the identified pedagogies were used in lessons. This research also indicates the value for newly qualified teachers (NQT) of engaging in self-study research and the benefits it holds for supporting innovation in teaching practices. Sharing the actions of this study and the resulting findings can also inform future teachers by offering support for educators when engaging in self-study research. Identifying specific pedagogies associated with meaningful PE and sharing these pedagogies will enable other teachers to plan for and implement strategies to enhance the quality of children’s physical activity experiences through meaningful engagement.
Reaching student voice through the arts - insights from a transition year classroom
(Mary Immaculate College, University of Limerick, 2013) Hayes, Richard
The purpose of this study was to work with a group of students to explore and evaluate their previous experiences and attitudes towards the arts. The research is premised on the understanding that young people are experts in their own lives and their voices not only deserve to be heard, but acted upon. Consequently, the foundations of the research are that students and young people have the potential to act as autonomous and responsible individuals concerning decisions that affect their learning and lives. Set in an Irish, urban, DEIS, post-primary Transition Year (TY) classroom, the research took place over two years. The study is framed theoretically, methodologically and philosophically through participatory action research (PAR), arts-based educational research (ABER), and student voice. These three theoretical positionings are united in their transformative and emancipatory intent; challenging taken-for-granted assumptions. PAR was chosen as the methodological framework of the project due to its forefronting of individual and collective social action and agency. This research is the first in-depth study to explore the arts in an Irish DEIS TY context. Uniquely, it also uses the arts as tools to investigate the arts, as well as employing the arts as an alternative means of data (re)presentation. The uniqueness of the work also lies in its theoretical, methodological, and philosophical marrying of PAR, ABER, and student voice, and is the first of its kind to explore student voice within the context of a mixed-sex Irish TY classroom in an innovative and sustained way. Although the initial research questions were addressed, as is the nature of ABER, these questions evolved and many more emerged. These questions formed part of the hidden curriculum of the research and inform discussions throughout this thesis. Discussions in this thesis broadly centre around the establishment and maintenance of power struggles and variance in power relations between participants, school staff and I, and the relationship between participation and power within the research. Other discussions are concerned with; the role of the arts in supporting student voice, participants’ feelings of voicelessness, silence within the research, and difficulties with voice, difficulties and successes in relation to co-construction of the research process, and the role of social media within this study. Participants’ previous experiences and attitudes towards the arts are also discussed in detail, as well as their varying engagement with the arts in the study, their barriers towards the arts, and their attitudes towards the arts post-workshops. Communicative action and agency are discussed through the cogeneration and presentation of a performance-exhibition to school staff and this formed the means through which participants and I employed our agency and engaged in collective social action. The findings of the research are concerned with the clarification of various attitudes and ‘truths’ relating to the arts in this DEIS setting, the evolving understandings and uses of the arts throughout the research, the potential of the arts to negotiate issues of power and voicelessness within the research, and the necessity for broader conceptions of what qualifies as action and agency within educational research. The findings also highlight the capacity and potential of the arts to liberate and ‘give voice’ to a multiplicity of voices.

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