The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.
Gay L. Timken and Jeff McNamee
Sue Sutherland and Maureen Legge
Physical education has a long association with teaching outdoor and/or adventure education (OAE). As physical education teacher educators, with a special interest in teaching OAE, we wanted to examine perceptions of models based practices in physical education/teacher education.
This manuscript; explores and critiques a range of national and international perspectives on models based practices in OAE; challenges what stands for teaching OAE in PETE; and offers suggestions for future practice and research. Method: Papers were selected through a systematic review methodology.
Using a process of inductive analysis and constant comparison we identified two main themes: Ways of doing this in PE and Ways of doing this in PETE.
Future recommendations include the pedagogical relevance and importance of understanding the socio-cultural context, the challenge of adventure education being a controlled orchestration and the need to pedagogically change the key of this orchestration, and employing innovative methodological approaches to further explore these issues.
Kate Hovey, Diana Niland and John T. Foley
PETE students are engaged in learning. Similarly, adventure education, according to Sutherland and Stuhr ( 2014 ), is defined as a program that “encompasses a variety of different programmatic influences including wilderness education, adventure-based counseling, developmental adventure, and challenge
Jeffrey Gehris, Jeff Kress and Ricky Swalm
This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.
Michelle Dillon, Deborah Tannehill and Mary O’Sullivan
In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.
Nathan Hall, Brent Bradford, José da Costa and Daniel B. Robinson
). What controls the teaching of friluftsliv? Analysing a pedagogical discourse within Swedish physical education . Journal of Adventure Education and Outdoor Learning, 11, 51 – 65 . doi: 10.1080/14729679.2010.532988 Bandura , A. ( 1977 ). Social learning theory . New York, NY : General Learning
Chan Woong Park and Matthew D. Curtner-Smith
—those concerned with adventure education—differs from mainstream physical education teachers ( Zmudy, Curtner-Smith, & Steffen 2009 ), it may well be that there are also marked departures from these traditional patterns of socialization for APEs. Direct research of APEs’ acculturation or professional
Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander and James D. Ressler
), 334 – 353 . doi:10.1080/00336297.2017.1388262 10.1080/00336297.2017.1388262 Richards , K.A.R. , Jacobs , J.M. , Wahl-Alexander , Z. , & Ressler , J.D. ( 2018 ). Preservice physical education teacher socialization through an outdoor education field experience . Journal of Adventure Education
Nicole D. Bolter, Lindsay Kipp and Tyler Johnson
Sport Education model, cooperative learning, and adventure education (e.g., Dyson, 2001 ; Hattie, Marsh, Neill, & Richards, 1997 ; Siedentop, Hastie, & Van der Mars, 2011 ). Currently, sportsmanship behaviors are an expected outcome of any national standards-based physical education curriculum
Zachary Wahl-Alexander and Matthew D. Curtner-Smith
-Related Fitness Multi-Activity, Sport Education, Health-Related Fitness Multi-Activity, Sport Education, Health-Related Fitness, Teaching Games for Understanding, Adventure Education Multi-Activity, Sport Education, Health-Related Fitness, Teaching Games for Understanding Multi-Activity Multi-Activity Multi