Reactions to implementing adventure-based learning in physical education

Sutherland, Sue; Stuhr, Paul T.

doi:10.1080/13573322.2012.688807

Cited by 30 publications

(19 citation statements)

References 35 publications

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“…Similar to Sutherland and Stuhr's (2014) findings, this study noted that recognising student learning as a process proved difficult for PSTs when teaching OAE in a school where team sport is a key focus. The findings draw attention to the challenge for PSTs to look beyond their own interests and expectations, and towards their students' needs.…”

Section: Discussionsupporting

confidence: 64%

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

Dillon

Tannehill

O’Sullivan

2017

Journal of Teaching in Physical Education

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In addressing the theory-practice divide, this research provides valuable insight into preservice teachers' (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilising an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued facilitating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognise student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.

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Section: Discussionsupporting

confidence: 64%

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

Dillon

Tannehill

O’Sullivan

2017

Journal of Teaching in Physical Education

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“…As found in previous studies [10,18,21,54], the use of the SADDM within ABL can be a credible way to lead a reflection session with the K-12 students. However, challenges can exist and are experienced by teachers who have implemented ABL and the SADDM in the K-12 settings [18,34]. e teachers in this study found ABL to be a fun and a valid curricular model, though there were some challenges along the way.…”

Section: E Badmentioning

confidence: 53%

“…All the participants in this study acknowledged that they thoroughly enjoyed ABL, unlike previous ABL studies where some students were reluctant and unwilling to participate [10,18]. As seen in previous works, using adventure-type curriculum can promote the level of enjoyment for students in PE compared to a "traditional" class [44,45].…”

Section: Student Lived Experience With Ablmentioning

confidence: 66%

“…ere are a few examples of empirical studies involving the implementation of ABL within the K-12 physical education setting [10,[16][17][18][19], yet ABL as a MBP has not been studied exhaustively. Relatively little is known in relation to student and teacher perceptions regarding their experience with ABL at the elementary school level.…”

Section: Significance Of the Studymentioning

confidence: 99%

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

Stuhr

Rosa²,

Samalot‐Rivera

et al. 2018

Education Research International

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Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. e purpose of this study was to explore elementary physical education students' lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruction. e aim of this study was to determine the credibility of an existing ABL student learning outcome model for use at the elementary school level in the United States. Findings indicated that the elementary students were able to connect, value, develop, and transfer the four IIRS over the course of the ABL unit. e findings provide plausible evidence that IIRS outcomes from the implementation of an ABL unit of instruction are possible to achieve at the elementary school level. Studies that further investigate student outcomes from participation in ABL at the elementary school level are recommended.

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“…The occupational socialization framework (Lawson, 1986) has been used extensively to identify how Physical Education (PE) (student) teachers view and teach the subject (see, for example, Adamakis and Zounhia, 2015;Hemphill et al, 2015;Meek and CurtnerSmith, 2004;Richards and Templin, 2011;Sutherland and Stuhr, 2012;Zmundy, Curtner-Smith and Steffen, 2009). Examining teachers' childhood involvement in PE and sport, their higher education experiences and the influence of the workplace has allowed researchers to identify what factors influence their teaching.…”

Section: Introductionmentioning

confidence: 99%

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

Jayantilal

O’Leary

2016

European Physical Education Review

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The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the factors that encouraged his use of the DIM. Data were collected from interviews and lesson observations. Inductive data analysis showed that while the teacher presented a ‘full version’ of the DIM, his limited content knowledge impacted on the use of the model in teaching cricket. Factors influencing his use of the model were a sporting perspective, a Post Graduate Certificate in Education mentor and the ability and behaviour of the students. These factors reinforced his undergraduate learning and subsequent use of the DIM. It is suggested that the comparable backgrounds of many PE student teachers may make the DIM an apt model to learn in undergraduate and postgraduate PE courses. However, effective use of the model requires students to be taught and to possess in-depth content knowledge of the game(s)/activities being taught and learned.

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Reactions to implementing adventure-based learning in physical education

Cited by 30 publications

References 35 publications

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers

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

(Reinforcing) factors influencing a physical education teacher’s use of the direct instruction model teaching games

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