Adams, Sarah

Kaitell, Emerick

Murray, Alison Morag

Shaughnessy, Julie

The provision of a one-day physical education teacher education camp for preservice primaryteachers engaged in a primary school-based training programme (Schools Direct) was initiated inresponse to a collective student voice. Concerns were raised regarding their competency to deliverquality physical education following the completion of their statutory Physical Educationsubject/pedagogical knowledge provision. Physical education teacher efficacy was measured acrossfive main capacities of physical education teaching efficacy through parametric comparisons beforeand following the camp. Trainees were found to be statistically more efficacious in subject knowledge, scientific knowledge, in the accommodation for skill differences, pedagogical delivery,and when considering inclusion across respective planning and delivery process (p&lt;0.0001). Studentsthanked us for the opportunity to learn “without pressure; just to help us” during plenary focusgroups. To progress this initial idea (Murray, Adams, Shaughnessy and Kaitell, 2017) in relation topostgraduate training provision, we will seek to offer to all post graduate students engaging in theirprofessional development across the various teacher education models with this affordance.Moreover, we are now listening to our primary preservice teachers expressing a desire to learn moreabout how to teach around and through the outdoors following their 3 year subject provisionthrough a specialism route.We explore a real-time voice whereby undergraduate students can inform us of what further inputthey would like as to bolster university and primary school placement learning experiences. Currentpilot work will explore the effect of year 3 primary student teachers participation in a one dayoutdoor adventure activity camp upon their teacher efficacy. This will culminate with their exitchallenge to build a scheme of work across the learning domains using the affordances provided oflow ropes, and climbing areas, safe fire building and effective shelter design. Teacher efficacy toteach through outdoor adventure activities (OAA) will be measured and complemented with semistructuredfocus groups following the experience. The combined methodological approach aspires tocapture an authentic picture of the student experience expressed cross their brief and requestedOAA scaffolded experience. Our present student responses are caring and candid and offer us aunique and valued opportunity to enhance our own curriculum provision. Hopefully studentteachers can use their insight garnered from placement to enable us to offer an enriched curriculumby virtue of the collaborative building narrative. The current work offers an economic and effectiveopportunity to complement curriculum provision and seeks to explore practicable ways for staff andstudents to collaborate through this journey.

Complementing the curriculum as informed by the student voice:Primary physical education teacher education

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