A new pedagogical model for adventure in the curriculum: part one – advocating for the model

Williams, Andy; Wainwright, Nalda

doi:10.1080/17408989.2015.1048211

Cited by 25 publications

(8 citation statements)

References 36 publications

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“…Two key theorists in experiential learning, namely Dewey (1971) and Kolb (1984), have influenced approaches to outdoor education (e.g. Howden, 2012;Taniguchi, Freeman & LeGrand Richards, 2005;Williams & Wainwright, 2016a). Their work offers a potential pedagogical framework.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

Harris

Bilton

2018

Cambridge Journal of Education

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This paper examines the potential of outdoor learning for supporting children's understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data were collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children's attitude towards history, and enabled many of the children to be able to recall easily highly specific factual knowledge. However the children's understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children's learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy needs to be planned for more explicitly.

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Section: Literature Reviewmentioning

confidence: 99%

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

Harris

Bilton

2018

Cambridge Journal of Education

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“…Our position is that it is justifiable to develop movement capabilities, techniques even, in PE if learning involves possibilities for moving between the institutional borders of PE and other movement cultures. In line with other models advocates (Haerens et al 2011;Williams and Wainwright 2016), we also recognize that pedagogical models such as Sport Education (Siedentop, Hastie, and van der Mars 2011;Williams and Wainwright 2016) and TGfU (Harvey and Jarrett 2014;Stolz and Pill 2014) will be more effective in developing other capacities related to physical cultures. Nonetheless, an appreciation of practising seems valuable for developing all capacities and the practising model is not necessarily mutually exclusive to other models.…”

Section: Putting the Practising Model In The Big Picturementioning

confidence: 67%

Developing the practising model in physical education: an expository outline focusing on movement capability

Barker

Aggerholm

Standal

et al. 2017

Physical Education and Sport Pedagogy

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Barker, D., Aggerholm, K., Standal, Ø. F., Larsson, H. (2017) AbstractBackground: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been wellreceived in educational contexts, these models seek to extend students' capacities within a limited number of 'human activities' (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models. Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model. Discussion: The model's potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered. Conclusion:The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

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“…To encourage students’ tendency to embrace challenge, practitioners may utilise additions to the curriculum that create opportunities for challenge by students’ own choice. For example, efforts have been made by researchers to develop a pedagogical model for Outdoor Adventure Education (OAE) to encourage controlled exposure to new challenge (Williams and Wainwright, 2016). OAE involves direct and purposeful exposure to adventurous activities with the aim to facilitate both intra- and interpersonal growth (Meyer and Wenger, 1998) and research shows this may have a positive effect on students’ psychological outcomes (Sheard and Golby, 2007).…”

Section: Discussionmentioning

confidence: 99%

Resilience in physical education: A qualitative exploration of protective factors

Tudor

Sarkar

Spray

2019

European Physical Education Review

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Resilience refers to findings that some individuals have good outcomes despite exposure to stressors, and protective factors are defined as influences that alter a person’s response to such stressors. Academic resilience research identifies factors that promote positive educational outcomes; however, no research to date investigates student resilience in the unique context of physical education. The current study sought to explore protective factors that alter secondary school students’ responses to the common stressors associated with physical education participation. Interviews and focus groups were conducted with six teachers and 54 students, and transcripts were analysed using thematic analysis. In line with the conceptualisation of protective factors, higher-order themes of individual assets and environmental factors were identified. Individual assets included personality, cognitive factors (e.g. value of physical education activities) and behavioural factors (e.g. attending extra-curricular activities). Environmental factors included teacher and peer support and the relative importance of physical education promoted by the school and parents.

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A new pedagogical model for adventure in the curriculum: part one – advocating for the model

Cited by 25 publications

References 36 publications

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

Developing the practising model in physical education: an expository outline focusing on movement capability

Resilience in physical education: A qualitative exploration of protective factors

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