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Gay L. Timken and Jeff McNamee

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.

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Kent Griffin

are trying to employ different curricula to meet the needs of a changing adolescent population and given that teachers continue to develop a lifespan perspective, perhaps there is another curriculum that may address some of the relevant issues. Outdoor/Adventure Education (OAE) has been, for some

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Zhou Peng and Patrick W.C. Lau

). Adventure education (AE) can be a promising intervention approach to improve physical, psychological, and social development because AE involves the following three characteristics: unfamiliar natural environment, PA with perceived challenges, and team cooperation ( Deane & Harré, 2014 ). A new environment

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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.

Data analysis:

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.

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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

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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.

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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.

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Chris Eastabrook, Robin D. Taylor, Pamela Richards, and Loel Collins

a coach and coach developer. Chris is a pracademic focusing on both the educative role of coaches and the use of coaching within educative learning objectives, specifically in adventure and outdoor settings. The Adventure Education Develop Hub that Chris leads is particularly interested in

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Nathan Hall, Brent Bradford, José da Costa, and Daniel B. Robinson

.1.51 10.1123/jtpe.27.1.51 Backman , E. ( 2011 ). 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 10.1080/14729679.2010.532988 Bandura

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Nancy I. Williams and Alan L. Smith

. ( 2020 ). Exploring the possibilities of outdoor/adventure education . Kinesiology Review , 9 (4). doi:10.1123/kr.2020-0041 10.1123/kr.2020-0041 Hamilton , M. , Meaney , K. , & Martinez , M. ( 2020 ). See, reflect, and act: Using equity audits to enhance student success . Kinesiology Review