The perceived impact of specialist physical education training for primary school staff.

Abstract

This small-scale study examined how CPD training affected staff members' perceived competence and confidence in providing high-quality primary physical education. Six members of staff (including ECT’s, experienced teachers, HLTA’s and a Level 5 qualified PE Specialist), along with six year 4 classes from two Southeast London primary schools participated in this study.

Over the course of three months, data was gathered from two to three visits per school. Using two sets of questionnaires (a pre and a post) and semi-structured interviews following the CPD programme, a mixed-methods approach investigated research objectives with participants. The majority of staff members evaluated their perceived confidence as ‘adequate’ before any CPD, which was associated with little to no prior PE training and less experience teaching at several key stages across the primary level.

Following CPD, participants reported feeling more confident and having a better comprehension of high-quality physical education, moving from ‘adequate’ (83% down to 50%), ‘secure’ (16.67% increased to 33.33%), and ‘aspirational’ (0 to 16.67%). Further investigation revealed a substantial correlation (p=0.016, r=0.894) between staff members' perceived confidence levels teaching lower KS2, and application of pedagogical knowledge (assessment, lesson planning, and adaptation).

Participants indicated a need for additional training across the PE curriculum, including ways of promoting challenge in lessons and CPD in other unit areas, underscoring the researcher's support for ongoing and sustained professional growth.

Date of Award	2025
Original language	English
Awarding Institution	Canterbury Christ Church University