The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning

Stuhr, Paul T.; Rosa, Tina; Samalot‐Rivera, Amaury; Sutherland, Sue

doi:10.1155/2018/3947046

Cited by 5 publications

(10 citation statements)

References 29 publications

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“…This is compounded by the lack of studies found that have explicitly and intentionally targeted SEL outcomes. Out of 63 studies reviewed, only four studies in K-12 PE settings utilizing student data explicitly aligned themselves with contemporary SEL terminology, outcomes, and frameworks (Escarti et al, 2018; Fernandez-Rio et al, 2017; Stuhr et al, 2015, 2018). While these studies are currently considered strong examples of school-based SEL research, they are not without their limitations.…”

Section: Discussionmentioning

confidence: 99%

“…While these studies are currently considered strong examples of school-based SEL research, they are not without their limitations. For instance, Stuhr et al (2015, 2018) clearly focus on the competency of relationship skills in their respective studies. Fernandez-Rio et al (2017) primarily measured motivation, with disappointment and enjoyment emerging as themes.…”

Section: Discussionmentioning

confidence: 99%

“…Not only was a direct linkage made between the TPSR intervention and the SEL framework and outcomes, but also implementation fidelity was addressed directly to substantiate linkages between the MBP and student outcomes. For OAE and SE, the works of Stuhr et al (2015, 2018) and Ang and Penney (2013) respectively represent blueprints for further exploration also. In addition, Dyson et al’s (2010) CL study is recognized as pointedly demonstrating how each structural component of the model was implemented and sustained over a six-month period with fidelity (Casey and Goodyear, 2015).…”

Section: A Future Research Agendamentioning

confidence: 99%

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A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

Dyson

Howley

Wright

2020

European Physical Education Review

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The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: A Future Research Agendamentioning

confidence: 99%

See 1 more Smart Citation

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

Dyson

Howley

Wright

2020

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…ABL utilizes highly structured physical activities coupled with periods of group debriefing to promote social and personal development. Drawing on cooperative activities, ABL seeks to develop interpersonal and intrapersonal relationship skills to build a sense of community among students and teachers (Stuhr et al, 2018). ABL may also be well-suited to needs of children with ASD as it provides high amounts of opportunities to participate in PA at their own skill level and pace, without incessant pressure of competition and winning.…”

Section: Discussionmentioning

confidence: 99%

Physical activity participation among adolescents with autism spectrum disorder

Jachyra

Renwick

Gladstone

et al. 2020

Autism

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Adolescents with autism spectrum disorder are less physically active compared with their age-related peers. Despite the many benefits of physical activity, little is known about why they are predominantly inactive. To date, research has rarely included adolescent’s perspectives, and little is known about how wider social, systemic, and policy forces shape physical activity. The purpose of this study was to explore the perceptions, meanings, and role of physical activity in the lives of adolescents with autism spectrum disorder, and draw on their experiences to examine how social and cultural processes shaped their participation. Ten adolescent boys with autism spectrum disorder created individual digital stories, and participated in two interviews. Thematic analysis was informed by a critical social science approach. The results highlight that bullying, challenges in community programs, and the prioritization of therapeutic interventions limited participation. Participation was maximized when physical activity generated meaning, purpose, a sense of identity, and affective pleasures. The study findings illuminate the complexity of physical activity participation which has not previously been described in the literature. The findings suggest potential value in promoting the affective pleasures of movement, along with facilitating social and systemic pathways to enhance physical activity participation. Lay abstract Adolescents with autism spectrum disorder are less likely to be physically active compared to their age-related peers. Despite the lower levels of physical activity observed among adolescents with autism spectrum disorder, it is unknown why they are predominantly inactive. Much of the research so far has focused on understanding how biological aspects influence physical activity participation. But there is little research that has examined how social and cultural components influence their physical activity participation. There is also little research that has sought the perspectives and experiences of adolescents with autism spectrum disorder. In this study, 10 adolescent boys with autism spectrum disorder created a digital story, and also participated in two face-to-face interviews. The purpose of the study was to examine how individual, social, and cultural forces influenced physical activity participation. Analysis of the data highlight that bullying, challenges in community programs, and the prioritization of therapeutic interventions limited participation. On the contrary, participants were more likely to be active when physical activity generated meaning, purpose, a sense of identity, and affective pleasures. The findings add new knowledge suggesting that adolescents with autism spectrum disorder are not simply unmotivated. Rather, physical activity participation was shaped by wider social experiences, norms, values, and practices in which they were immersed. The findings suggest a need for directed efforts to create policies and practices which are individualized and reflective of the needs and abilities of adolescents with autism spectrum disorder to promote physical activity participation and potentially enhance physical health and wellbeing.

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“…The literature in physical education positions ABL as a valid model-based practice (MBP) for social and emotional learning in K-12 physical education [3]. Based on this assertion, a properly conducted ABL curriculum is a well-founded and plausible way to promote a variety of desired social and emotional health outcomes for students [4,5].…”

Section: Introductionmentioning

confidence: 99%

The Lived Experience of Mindfulness in Adventure-Based Learning

Stuhr

Denny

2022

Education Sciences

Self Cite

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Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices.

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The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning

Cited by 5 publications

References 29 publications

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

Physical activity participation among adolescents with autism spectrum disorder

The Lived Experience of Mindfulness in Adventure-Based Learning

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