A New Pedagogical Model for Adventure in the Curriculum: Part One-Advocating for the Model

Autor/inn/en	Williams, Andy; Wainwright, Nalda
Titel	A New Pedagogical Model for Adventure in the Curriculum: Part One-Advocating for the Model
Quelle	In: Physical Education and Sport Pedagogy, 21 (2016) 5, S.481-500 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2015.1048211
Schlagwörter	Outdoor Education; Physical Education; Academic Achievement; Individual Development; Adventure Education; Recreational Activities; Secondary School Students; Foreign Countries; Curriculum; Self Concept; Teacher Student Relationship; Physical Education Teachers; Literature Reviews; United Kingdom + Suchen Sie Ihr Suchwort? Freiluftunterricht; Körpererziehung; Sportunterricht; Schulleistung; Individuelle Entwicklung; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Freizeitgestaltung; Sekundarschüler; Ausland; Curricula; Lehrplan; Rahmenplan; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Großbritannien
Abstract	Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning. Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE. Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as "personal growth through adventure" and "OAE" is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01