From policy to practice: a sociological study of Gaelic games in Irish primary schools

The teaching of Gaelic games during physical education (PE) and extra-curricular sport features prominently in Irish primary schools. There is a long tradition of teacher commitment to the promotion of these games with a strong emphasis on competitive inter-scholastic structures. More recently, the Gaelic Athletic Association (GAA), the National Governing Body (NGB) for Gaelic games, has established an extensive school coaching programme to address a perceived decrease in teacher involvement in these activities. To date, very little research has focused on the development and implementation of PE and school sport policies in primary schools. This study draws on aspects of figurational sociology to examine the dynamic nature of the policy process, with particular reference to Gaelic games. In particular, the research examines the factors that affect policy delivery at school level. It explores how Gaelic games have become established in primary schools, and investigates their impact on PE and school sport. Using data generated by semi-structured interviews, documentary analysis and non-participant observations, the findings of this study suggest primary teachers make an important contribution to the promotion of Gaelic games in a voluntary capacity. Their childhood experiences of sport, along with their colleagues during the early part of their teaching careers, were significant in habitus formation. This research has uncovered complex networks of interdependent relationships where the consequences of policy decisions are often unintended and unplanned. Despite government and NGB policy advocating for inclusive games structures with an emphasis on maximum participation, traditional competitive structures remain popular among teachers. NGB coaches have a strong presence in schools, and it appears teachers are willing to cede responsibility for curricular PE time to them. Increasingly, sports fixtures are played during school time, impacting on the time available for curricular PE, and leading to blurred understandings of PE and sport.