A small-scale evaluation of instructional approaches and perspectives on the benefits of adventurous education for young people

Gilkes, Bryony, Wintle, Jordan ORCID: 0000-0002-1195-4964 and Reed, Jack ORCID: 0000-0001-6701-6531 (2024) A small-scale evaluation of instructional approaches and perspectives on the benefits of adventurous education for young people. Journal of Adventure Education and Outdoor Learning, 24 (2). pp. 317-333. doi:10.1080/14729679.2022.2160993

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Abstract

The addition of Outdoor and Adventurous Activities (OAA) throughout the national curriculum for physical education in England and Wales has added a new dimension to the often-questioned traditional teaching curricula associated with competitive sport. Yet, the research base linked to the field of OAA has limited insight into the views of the instructors who integrally facilitate such experiences. This study analysed the perspective of instructors regarding their perceptions of the benefits associated with OAA participation for young people, but also some of the pivotal teaching approaches used to optimise such developments. Six OAA instructors from the United Kingdom participated in a cross-sectional qualitative case study and were interviewed to gauge their perspectives on the benefits and teaching approaches utilised in adventurous education. The emerging dominant theme demonstrates a link between the specific and intentional pedagogic strategies of the instructors and the intended developmental outcomes for young people.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Outdoor adventurous education; Learning outcomes; Intentionality; Teaching approaches
Subjects:	G Geography. Anthropology. Recreation > GV Recreation Leisure > GV557 Sports H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Research Priority Areas:	Health, Life Sciences, Sport and Wellbeing
Depositing User:	Jordan Wintle
Date Deposited:	06 Jan 2023 09:37
Last Modified:	14 May 2024 15:15
URI:	https://eprints.glos.ac.uk/id/eprint/12236

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