Students' Perception of Relationship Skills during an Adventure-Based Learning Unit within Physical Education

Autor/inn/en	Stuhr, Paul T.; Sutherland, Sue; Ressler, James; Ortiz-Stuhr, Esther M.
Titel	Students' Perception of Relationship Skills during an Adventure-Based Learning Unit within Physical Education
Quelle	In: Australian Journal of Outdoor Education, 18 (2015) 1, S.27-38 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1324-1486
Schlagwörter	Adventure Education; Foreign Countries; Cooperation; Trust (Psychology); Physical Education; Middle School Students; Student Attitudes; Case Studies; Qualitative Research; Reflection; Curriculum; Interpersonal Relationship; Skill Development; Units of Study; Outcomes of Education; Transfer of Training; Social Development; Emotional Development; Brain; Australia + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Ausland; Co-operation; Kooperation; Körpererziehung; Sportunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Curricula; Lehrplan; Rahmenplan; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Lerneinheit; Lernleistung; Schulerfolg; Training; Transfer; Ausbildung; Soziale Entwicklung; Gefühlsbildung; Gehirn; Australien
Abstract	Adventure-based learning (ABL) is a sequenced curriculum using structured physical and team building activities that create the space for participants to work on group communication, cooperation, trust, and problem solving. Reflection (i.e., debriefing) is an essential aspect of the ABL curriculum (Cosgriff, 2000). A debrief in ABL is the reflective component that provides opportunity for students to construct meaning from the activities through student-centred discussion. Physical education (PE) teachers can use ABL to promote intrapersonal and interpersonal relationship skills (IIRS) in an effort to establish community within the classroom (Dyson & Sutherland, 2014; Sutherland & Stuhr, 2014). The purpose of this qualitative case study was to investigate middle school students' perceptions of their IIRS while involved in a 15-lesson ABL unit of instruction during PE. Four themes developed from the data, with each theme representing a learning outcome stage: connecting to the ABL activities, valuing IIRS worked on in the ABL activities, developing IIRS within PE, and transferring IIRS outside the classroom. The ABL curriculum used within this PE setting produced student outcomes associated with IIRS necessary to function effectively in society. The findings indicated that the students were able to connect with, value, develop, and even transfer IIRS that were taught during the ABL unit. This study demonstrated that an ABL curriculum could produce student-learning outcomes that promote social and emotional learning. (As Provided).
Anmerkungen	Outdoor Council of Australia. 150 Caxton Street, Milton, Queensland 4064, Australia. Tel: +61-7-3369-9455; Fax: +61-7-3369-9355; e-mail: secretariat@outdoorcouncil.asn.au; Web site: http://www.outdoorcouncil.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01