Richard Bowles

In recent years, there has been growing recognition of physical education (PE) as a vital platform for fostering holistic child wellbeing and thus supporting the physical, social, emotional, and cognitive elements of wellbeing. However, the approaches to promoting such development must continuously evolve in response to changing societal needs. While there is an increasing educational discourse on the effects of restorative practice (RP) on school communities and child learning, its potential impact within PE has not been sufficiently explored. This article explores how one Irish primary school teacher used RP to support children's social wellbeing in PE and considers the implications for the teacher's own professional practice. Framed as an autoethnographic self-study approach, Gráinne (the lead researcher) reflects on her two-year journey, drawing on critical incidents and personal reflections to explore the challenges and successes of integrating RP into PE. The findings highlight how RP shaped both student experiences and the teacher's evolving identity and development, requiring sustained self-reflection and emotional awareness. Contributing to the limited literature on RP in Irish PE settings, this research illustrates the potential of RP to positively impact children's social wellbeing and thus could be used to effectively support holistic development.

Perceptions of quality physical education (QPE) can vary among teachers, due to the many discourses influencing physical education (PE) provision. There are concerns that the educative purposes of PE are not being fulfilled in its current state. This study aims to investigate PE specialism graduates’ (PESGs’) understanding of QPE, and how these views were shaped. Eleven semi-structured interviews were carried out with PESGs, guided by preceding survey findings and wider research on teacher socialisation. Interviewee-aided sociograms encouraged participants to reflect on prior experiences and direct interview content, engaging in ‘autobiographical self-thematisation’. Reflexive thematic analysis was used to analyse the transcribed interviews. Findings suggest that professional socialisation through the PE specialism shaped teaching-oriented views of QPE among PESGs. Engagement with sport and the PE specialism were identified as significant influences in their view of QPE. Opportunities to reflect on prior experiences during the specialism supported PESGs to overcome coaching orientations and develop teaching-oriented views of PE. PESGs believe that QPE should provide the foundations for children’s continued engagement in physical activity. These foundations include the development of fundamental movement skills through a broad and balanced curriculum. By planning enjoyable learning opportunities based on children’s needs, PESGs feel the goals of QPE can be achieved.

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.

Volunteer women coaches in non-elite sport are underrepresented in coaching literature. To address this gap, 14 women were interviewed to explore their lived experiences as volunteer coaches within a female-only team sport of ladies Gaelic football at non-elite level in Ireland. The participants met the following inclusion criteria (i) over eighteen, (ii) with at least five-years coaching experience and (iii) a coach education qualification. The Ecological-Intersectional Model informed the design and analysis phases. The findings show how support within the home is essential for their coaching involvement. The relationships with fellow coaches and athletes are integral to a positive experience and all coaches indicated a player-centred coaching philosophy. However, there are still some negative perceptions of women in coaching at societal level such as conscious and unconscious gender bias. The findings highlight the need for club-based support structures to attract, support, develop and retain volunteer women coaches at non-elite level.