Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students

Autor/inn/en	Gibbons, Sandra; Ebbeck, Vicki; Gruno, Jennifer; Battey, Glenda
Titel	Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students
Quelle	In: Journal of Experiential Education, 41 (2018) 2, S.220-232 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825918761996
Schlagwörter	Outcomes of Education; Adventure Education; Self Concept; Middle School Students; Physical Education; Experimental Groups; Control Groups; Teamwork; Experiential Learning; Self Concept Measures; Children; Multivariate Analysis; Statistical Analysis; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Körpererziehung; Sportunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Child; Kind; Kinder; Multivariate Analyse; Statistische Analyse
Abstract	Background: Research has identified enhancement of positive self-concept as an important outcome connected with participation in adventure-based activities in physical education (PE). Purpose: This study compared the effectiveness of Team Building Through Physical Challenges (TBPC) and Adventure Curriculum for Physical Education (ACPE) programs on the self-conceptions of middle school PE students. Both approaches include adventure-type tasks adapted for use in PE. Methodology/Approach: Participants consisted of 397 female (n = 183) and male (n = 214) students who were enrolled in Coeducational Grades 7 and 8 PE classes in three middle schools. Students in the treatment classes were exposed to either the TBPC condition or the ACPE condition during PE classes over 7 months, whereas students in the control group completed the regular PE curriculum that did not include activities from either approach. Findings/Conclusions: Results suggest that both approaches benefit the self-conceptions of children with each being particularly effective at changing those self-conceptions logically related to specific organizing themes. Specifically, ACPE was greater than TBPC, for global self-worth and perceived behavioral conduct. TBPC was greater than ACPE for perceived social approval. Implications: Incorporating either the TBPC or the ACPE program in middle school PE can benefit the self-conceptions of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01