The ‘Balancing Act’ and the PEPAYS landscape – Mairéad Grogan.

Physical Education, Physical Activity and Youth Sport policy landscape in Ireland

The initial phase of my Research Masters involved identifying and exploring key stakeholders and their policies focused on physical education, physical activity, and youth sport, as relevant to the PEPAYS Ireland research centre. A matrix of contributors and their respective policies were compiled, and I quickly realised that the physical education, physical activity, and youth sport landscape in Ireland is a saturated, complex and crowded space, with a diverse range of contributing stakeholders. Sport Ireland, the Department of Education (including NCCA) and Healthy Ireland were identified as three key contributors to policy in the physical education, physical activity and youth sport domains. The construction of a Venn Diagram illustrated that many stakeholders acknowledged the importance of influencing physical education, physical activity and youth sport but few were addressing the issue of how their policy can have a positive impact on these domains in Ireland. Stakeholders were also inclined to prioritise the domain in which their associated policy was most associated with, physical activity being most prevalent across those reviewed.

Next steps in my Research

Current and future steps of my research involve conducting interviews with representatives from the identified key stakeholders, as well as the distribution of surveys to wider members within these groups to examine stakeholder’s policy documentation relevant to the study, research within their organisation and their familiarity with and opinions of PEPAYS Ireland as a Research Centre. Upon analysis of this data, I will be able to further explore and evaluate the alignment between the mission, vision, and values of PEPAYS Ireland, and the mission, vision and values of affiliated stakeholders. It is anticipated that the gaps in research will encapsulate how PEPAYS Ireland can support, service and impart knowledge to those responsible for policy documentation relevant to physical education, physical activity and youth sport, thus, influencing policy and practice for the advancement of health and well-being in Ireland.

Reflections on balancing research with full-time teaching

‘The Balancing Act’

Embarking on a journey as a newly qualified, full-time second level Physical Education and Gaeilge teacher is a demanding, exciting, and daunting journey in itself. Three months into starting my professional career and after finishing the Droichead teacher induction process, I was fortunate to receive the opportunity to complete my Research Masters. This research funded by PEPAYS Ireland, in conjunction with the University of Limerick and under the extremely knowledgeable and competent supervision of Dr Brendan O’Keeffe (UL), Prof Ann MacPhail (UL) and Dr João Costa (UCC).

Continuing with the advancement of my education while pursuing a professional career was overwhelming initially and heightened the rollercoaster of emotions experienced as a newly qualified teacher. Working in a dynamic, high-paced, and inclusive classroom and PE hall involves continuous and extensive preparation, differentiation, motivation, professional development and evaluation while research is time-consuming, intricate and complex. Skills that I have both developed and acquired over the past 11 months include adaptability, short- and long-term goal setting, creation of work schedules, effective time management and organisation. Subsequently, burn-out is a problem that I am very much aware of, therefore, prioritising self-care, wellness and physical activity is especially important to me in maintaining the balancing act and coping with the attached workload of a professional and academic career. Additionally, I am lucky and thankful to be working in a school environment that is very supportive and understanding of my studies and educational advancement.

Finally, with the challenges of this balancing act come many rewards. The teaching and research realms constantly overlap, with classroom insights and experiences often igniting questions that fuel my research and ultimately improve my practice. Furthermore, I could contribute and have an impact on both academic and education communities while pursuing genuine passions in both endeavors.