The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students

Autor/inn/en	Albedry, Brandon; Ammons, Lillie; Marenus, Michele W.; Hammoud, Dianna; Jandali, Danny; Chrzanowski, Mark; Chen, Weiyun
Titel	The Effects of an Adventure Education Pilot Study on Social Emotional Learning, Resilience, and Physical Activity among High School Students
Quelle	In: American Journal of Health Education, 54 (2023) 5, S.329-342 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albedry, Brandon) ORCID (Marenus, Michele W.) ORCID (Chen, Weiyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2023.2234976
Schlagwörter	Adventure Education; Social Emotional Learning; Resilience (Psychology); Physical Activity Level; High School Students; Program Effectiveness; Grade 10; Communication Skills; Teamwork; Student Development; Physical Education; Michigan + Suchen Sie Ihr Suchwort? Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kommunikationsstil; Körpererziehung; Sportunterricht
Abstract	Background: Research on the effects of adventure education lessons on social emotional skills (SEL), psychological outcomes, and physical activity (PA) is limited. Purpose: This study assessed the effectiveness of adventure education lessons in improving high school students' SEL competencies, resilience, and PA. Methods: 95 10th grade students (mean age = 15 ± 0.56) enrolled in a 90-minute adventure education class 2-3 times a week for 15 weeks during the winter/spring semester of 2022. Questionnaires measured SEL, resilience, and PA at pre- and posttest, while open-ended questionnaires were collected at the end of the semester. Data analysis involved descriptive statistics, paired t-tests, and constant comparison techniques. Results: indicated significant increases in the total SEL scale (t = -2.00, p = 0.050), self-awareness (t = -2.07, p = 0.043), self-management (t = -2.67, p = 0.010), resilience (t = 5.69, p < 0.001), and vigorous PA (t = -4.13, p < 0.001) levels over time. Qualitative analysis revealed adventure education promotes communication, teamwork, and building transferrable skills leading to intra- and interpersonal growth. Discussion: High school students saw improvements in SEL, resilience, and physical activity after participating in a semester-long adventure education curriculum. Translation to Health Education Practice: The adventure education is useful in improving students' SEL skills, developing resilience, and promoting PA. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01