Physical Education &amp; Outdoor Education: complementary but discrete disciplines

Martin, Peter; McCullagh, John

doi:10.1080/18377122.2011.9730344

Cited by 23 publications

(9 citation statements)

References 12 publications

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“…Fortunately, in Australia there are some teacher education programs dedicated to developing OE professionals, and the practices used in these programs may provide some direction on how HPE teacher education programs can best prepare their graduates for a more diverse curriculum that includes OE activities. P. Martin and McCullagh (2011) observed that the field of OE has demonstrated many of the signs of an emerging profession including a specialized body of knowledge, a research base, processes of learning and teaching and best practices. Hence, it is timely for this paper to explore the pedagogies that are used to prepare and equip OE teachers, and to ascertain if there are common practices that may inform HPE teacher education programs.…”

Section: Introductionmentioning

confidence: 98%

Signature pedagogies in outdoor education

Thomas

2015

Asia-Pacific Journal of Health, Sport and Physical Education

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The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of outdoor education activities. In this paper, Shulman's concept of signature pedagogies is used to explore the types of teaching and learning that are fundamental to developing outdoor education teachers who are able to think, perform and act with integrity. Drawing on data collected through semi-structured interviews with six experienced outdoor education teacher educators, this paper identifies practical fieldwork as the signature pedagogy for the outdoor education profession. The key characteristics of practical fieldwork, identified by the participants, include learner centeredness, the transition from participant to leader/teacher and the use of reflection to integrate theory and practice. The findings of this study will be helpful for health and physical education teacher educators who want to prepare their students for a more diverse health and physical education curriculum that capitalizes on the educative potential of outdoor education activities.

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Section: Introductionmentioning

confidence: 98%

Signature pedagogies in outdoor education

Thomas

2015

Asia-Pacific Journal of Health, Sport and Physical Education

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“…Outdoor Education, even at the most basic level, provides students with primary experiences of nature, which they can see, hear, taste and smell by themselves (Louv, 2008). Furthermore, Outdoor Education seeks a deliberate critical perspective on aspects of contemporary life as they affect people's relationship with nature (Martin & McCullagh, 2011). Outdoor Education allows students to use all their senses when interacting and exploring their surroundings, and allowing a more active, personal and meaningful way of learning than studying books (Gilbertson, Bates, Ewert, & McLaughlin, 2006).…”

Section: Introductionmentioning

confidence: 99%

How can the technology be integrated in Outdoor Movement Education for children and the youth with special needs?

Coppola¹,

Tortella²,

Coco³

et al. 2021

Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science

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The technological innovations of the last decade have caused countless changes to everyone's lifestyle, especially in the number of hours spent in front of a screen. These generational differences are even more marked if the new generations of students are taken into consideration, in fact, even at the school level, technological innovations have brought changes. Just as lifestyle and teaching have changed, what is considered as the "needs" of pupils and how they live and relate both in formal and informal environments have also changed. Considering the emergency period caused by the COVID-19 pandemic, greater attention has been paid to the importance of exercising and everyone has also re-evaluated the beauty and benefits of exercising outdoors. Outdoor Movement Education in this sense can be a key that allows the new generations to experience the emotions and sensations that can be felt during outdoor moving activities. This work is a reflection on how technology can be a tool to increase the benefits in Outdoor Movement Education considering children and youth with special needs. The results of this work have shown how the use of technology in Outdoor Movement Education brings numerous advantages both under the didactic profile (i.e., life skills) and with regard to the cognitive (i.e., attention and concentration), motor (i.e., motor skills, fundamental movement skills) and affective (i.e., enjoyment) domains of learning respectively.

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“…Both physical and outdoor education directly or indirectly develop skills, social domains, physical fitness, and the process of learning. Moreover, outdoor education emphasizes environmental interdependency (Martin & McCullagh, 2011). In some countries, the outdoor education is considered to be so important that it has its own curriculum (Australia - Gray & Martin, 2012;New Zealand -Boyes, 2000;Denmark -Bentsen, Mygind, & Randrup, 2009).…”

Section: Introductionmentioning

confidence: 99%

Strengthening Pupils’ Physical Activity through Outdoor Education

Durna¹,

Svobodová²

2020

StS

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The time pupils spend at school provides a very small benefit to pupils’ movement activity. At a time when many school-age children lack physical activity, it is necessary to think about how to integrate more movement into the period that the child spends at school. The paper is based on the assumption that outdoor education can contribute to the development of movement activity of pupils, and the paper aims to determine to what extent. For model pupils, the calorie count and metabolic discharge, including sedentary analysis, were recorded through an ActiGraph accelerometer during 4-hour lessons of different types of education days. The result is that outdoor education can serve as an appropriate complement to learning that contributes to the development of pupils’ knowledge and skills while working in a real environment but also acts as a mean of increasing the possibilities for movement for pupils during their schooling.

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Physical Education & Outdoor Education: complementary but discrete disciplines

Cited by 23 publications

References 12 publications

Signature pedagogies in outdoor education

Signature pedagogies in outdoor education

How can the technology be integrated in Outdoor Movement Education for children and the youth with special needs?

Strengthening Pupils’ Physical Activity through Outdoor Education

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