External providers and their impact on primary physical education in Aotearoa/New Zealand

Dyson, Ben; Gordon, Barrie; Cowan, Jackie; McKenzie, Allison

doi:10.1080/18377122.2016.1145426

Cited by 33 publications

(56 citation statements)

References 20 publications

(42 reference statements)

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“…This included publications that explored: the decisions and motivations of schools and external agencies to enter into educational partnerships 1,5,12 ; transitions of external agencies from extra-curricular activity provision to involvement in HPE lessons 24,26 ; the extent of reliance on external agencies to deliver HPE, 2,3,7,10,11,[14][15][16][17]22,27,28 and the preparedness of external providers to deliver highquality HPE in schools 9,23,25 or contribute to the professional development of teachers. 4 In addition, one publication mapped the services that are available to schools 13 and a number of articles sought to evaluate or critically engage with some of the 'solutions' that external agencies were providing.…”

Section: Research Focusmentioning

confidence: 99%

“…1,5 This finding is perhaps unsurprising considering generalist teachers are required to deliver HPE in many primary school contexts (Garrett and Wrench, 2007) and this requirement challenges many of these teachers, who feel neither competent nor confident in the subject (DeCorby et al, 2005;Faulkener and Reeves, 2000;Garrett and Wrench, 2007;Morgan, 2008;Morgan and Bourke, 2008). Amongst other things, teacher willingness to hand over responsibility for delivering this subject to external providers 3,4,[6][7][8]11,12,14,16,17,23 has allowed outsourcing to thrive in the primary school context. 13 While research on outsourcing is, therefore, certainly necessary in primary school contexts, it does not rationalise or justify the lacuna of postprimary school research.…”

Section: Selected School Setting and Participantsmentioning

confidence: 99%

“…1,3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][23][24][25][26][27][28][29] A thematic analysis of the other findings resulted in three dominant themes: curriculum, pedagogy, and assessment; expertise; and partnerships.…”

Section: Findings About Findingsmentioning

confidence: 99%

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The outsourcing of health and physical education

Sperka

Enright

2017

European Physical Education Review

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The outsourcing, or external provision, of Health and Physical Education (HPE) has only relatively recently become the focus of research. This critical scoping review of empirical work on outsourcing in HPE seeks to examine the extent, nature, and range of research that has been undertaken and provide a context for future scholarly inquiry. Literature was sourced from two educational databases, a manual search of five HPE journals, and searches of citations and references. A content analysis of the 31 empirical articles retrieved was undertaken to identify country of origin, study focus, participants recruited, subject and school level researched, study length, data sources, nature of analysis, and theoretical framework. This was followed by a critical analysis of the findings of each empirical study to identify knowledge gaps regarding the outsourcing of HPE. This process revealed that outsourcing varied from being an explicit research focus to becoming of interest as a result of the findings of the study. Nonetheless, there was consistency across all publications in the selection of primary schools as data collection contexts and the recruitment of either school staff or external agency employees as research participants. Thematic analysis of the findings of the articles resulted in three dominant themes: 'curriculum, pedagogy, and assessment', 'expertise', and 'partnerships'. Overall, this critical scoping review highlighted that it is crucial that outsourcing continues to be a focus of inquiry for the field and that both balance and depth is sought in the research design of studies that are undertaken. /home/epe 2 European Physical Education Review XX(X) originating methodological framework for each stage of our process. Overall, our approach required: a broad research question to be identified, initial inclusion and exclusion criteria to be defined and further adapted as the process progressed, a comprehensive literature search to locate relevant publications, charting of their data, and collating, summarising and reporting of the results including a critical appraisal of the corpus of literature as a whole.

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Section: Research Focusmentioning

confidence: 99%

Section: Selected School Setting and Participantsmentioning

confidence: 99%

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The outsourcing of health and physical education

Sperka

Enright

2017

European Physical Education Review

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“…Kiwisport allocates $13 per student ($6 million) per year to schools, an amount further supplemented by indirect funding through 17 Regional Sports Trusts. This funding is intended to promote and establish partnerships between community groups, schools, clubs and other sporting providers (Dyson et al 2016).…”

Section: Who Teaches Physical Education?mentioning

confidence: 99%

“…One factor that has been consistently mentioned is the high volume of external providers (EPs) in the schools (Petrie et al 2014). This situation has received some critique including the resulting lack of a comprehensive coverage of the NZC (Petrie et al 2014) and the negative impact(s) on the professional confidence of classroom teachers to teach physical education (Dyson et al 2016;Powell 2015).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

et al. 2016

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This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

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