Undergraduate perceptions regarding the debrief process in adventure-based learning: Exploring the credibility of the Sunday Afternoon Drive debrief model

Abstract

Adventure-based learning (ABL) has the potential to help teachers promote prosocial learning environments (Stuhr & Baringer, 2005;. Within ABL, a student-centered debrief is essential in helping students make sense of intra-and interpersonal relationships . This study was conducted to determine further insight into the use of the Sunday Afternoon Drive debrief model (Sutherland, 2011) that was created for facilitators to maximize the effectiveness of the student-driven debrief. Findings indicated that using the Sunday Afternoon Drive debrief model increased student-centered facilitation. Recommendations for teacher educators include how to best help novice facilitators successfully implement the Sunday Afternoon Drive debrief model by providing: examples of meaningful and complete debrief sessions; opportunities to lead the debrief process; and critique sessions to point out to teacher candidates what did and did not work well during the debrief.

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

“…is study used two similar yet different ELT models to encapsulate the lens through which the study was conducted, and data were analyzed, organized, and discussed. Using the Experiential Learning Cycle [20] and the Sunday Afternoon Drive Debrief Model (SADDM) [21,22] allowed the researchers to view the learning process from a social constructivist lens in order to interpret the situated knowledge construction of the participants involved in the study. e epistemological and the pedagogical ramifications from using these models helped guide the delivery of the ABL content, as well as analyze and discuss the data.…”

“…A widely shared premise with ELT (and ABL for that matter) is that reflection is one, if not the most, essential component at the heart of knowledge construction [31]. ere are a variety of approaches that have been used within OAE and ABL to promote the reflective process within ELT, such as the Funnelling Approach [32], the Outward Bound Plus model [33], and the SADDM [21,22].…”

“…e SADDM is a modified version of Kolb's ELC that includes philosophical and pragmatic pedagogical tools for which the ABL instructor can use when attempting to carry out student-centered reflection sessions. e model has been reported to be a valid and credible framework for conducting reflection (i.e., ABL debrief sessions) that provides K-12 students with an opportunity to conceptualize transfer of IIRS to settings outside the school environment [10,21,22]. e model is based on a "car and driver" metaphor in which the group "drives" the conversation following a "route" toward a facilitated "destination."…”

“…A roadmap (i.e., lesson plan) exists for the start of the drive (i.e., facilitator has questions and simple activities to help promote discussion), however, the facilitator follows the various paths and roads (i.e., ABL group conversations) as they negotiate the journey (i.e., the reflective period) towards a final destination (i.e., an end result or outcome that can be used by the participants). (p. 24 [21]) ere are nine features embedded within the SADDM: frontloading the experience, choice of vehicle, who sits where, copilot, start the car, follow the road, GPS recalculating, nearing the final destination, and final destination ( Figure 1). e model starts with frontloading the experience (a.k.a.…”

“…and represents the first part of the reflective stage in the model. "A circle formation is a nonverbal signal to the students that they are in control of the discussion" (p. 32) [21]. e copilot feature of the model highlights the instructor and students as co-participants in the conversation/debrief.…”