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Article 2 - How are Adventure Education Program Outcomes Achieved?

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Article 2 - How are Adventure Education Program Outcomes Achieved?

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-more research needed for the relationship between program characteristics and program outcomes.
Categories of program that contribute to program outcomes.
1)Physical Environment
-unfamiliar environments give new perspective for their familiar environments
-wilderness environments offer additional advantages by encouraging self-awareness and self-responsibility.  It also encourages personal restoration.
2) Activities - challenge, mastery, success leads to participant growth.  The challenge should be holistic: mental, emotional and physical.
Challenges should increase gradually.

Appropriate Activity? GRABBS - Goals, Readiness, Affect, Behaviour, Body, and Stage of Development of a group.
-Chance of failure.  Learn from failures.
Types of activities:
-Trust and empathy
Communication
-Decision-making/problem solving
-social responsibility
-personal responsibility.
3) Processing - 3 models
i) Mountains Speak for themselves model - students independently reflect through group discussion
ii) Outward Bound Plus - leader is discussion leader, counselor, and group process facilitator.
iii) Metaphoric Model - activities are metaphors for daily life challenges.
4)The Group - positive correlation between group size and learning effectiveness.  Walsh & Golins define the ideal size as 10 group (7-15 participants)
5) Instructors
-competency
- most effective personality types of instructors were found to be reserved, bright, dominant, tender-minded, imaginative, forthright, experimenting, and creative.
6) The Participant
-increased short term effects for adults after wilderness education than for youth. (possibly due to voluntarily participating?)
-how age, gender, background, expectations of participants impact program effectiveness are inconclusive.

Conclusion
-more research needed.  program outcomes are based on theory and not empirical research.
Questions:  Which program characteristics achieve which outcomes?
How do the characteristics of the participants affect the specific program characteristics responsible for achieving outcomes?

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How might a constructivist approach improve physical literacy and wellness among outdoor pursuits PE students?

How might the addition of an outdoor pursuits program using a constructivist approach in a PE program improve physical literacy among PE students?

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Article 3 - Constructivist Approach to PE: Teaching Beyond Activities

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Article 3 - Constructivist Approach to PE: Teaching Beyond Activities

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Constructivist Movement Approach - difficult to learn and understand the big picture for teachers.  2 in-service teachers - learned on the job and 1 in-service teacher who was trained in the movement approach as an undergraduate in a nationally recognized program and 1 student teacher.  - all 4 teachers struggled to apply the movement approach.
Key Ideas to Facilitate Development:
1)Ask: Why am I teaching this activity? and where is it going?  This gives relevance to the concepts so they aren't just teaching concepts.
2)Look deeply into activities to see what content they have to offer.  Modified games and activities help students progress to learn the content of the actual sport/game.
3)Focus and Constrain Tasks.  Students will be more successful in the game if the teacher focuses on more than just individual skill development and then game play.  This can be achieved by constraining tasks where the students had to make decisions similar to what they would have to make in a game.
4) Watch students carefully to study their learning.
-teachers looked through a learning lens, which means the teacher becomes a researcher of how their students learn.  There is plenty of research done on how children best learn math, however, not as much on how they learn the content taught by PE teachers.
5) Know there are times to tell and times to ask.  - In a constructivist practice teachers should be asking questions and giving open-ended tasks.  This doesn't mean that you don't tell the students what to do, but that you are sharing tid-bits of information and asking leading questions to help them come to the answer on their own.
Early career teachers benefit from the instruction of more experienced teachers.

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The Development of In Service Teachers Knowledge of a Constructivist Approach to Physical Education Teaching beyond Activities

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This article is very similar to the Contextualizing physical literacy in the school environment.
-physical literacy is motivation, confidence, and perceptions of competence

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Physical literacy and comprehensive school physical activity programs

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Article 1 - Contextualizing physical literacy in the school environment: The Challenges

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Article 1 - Contextualizing physical literacy in the school environment: The Challenges

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-research done in US schools
-why are some people active and others not?  - complex study including personal, environmental and behavioral
-sedentary behavior is 4th leading risk factor for global morality.
-physical literacy has a broader representation and greater focus on self-sufficiency.
-Goal is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
-refined motor skills
-awareness of benefits of PA
-regular participation (chosen)
-attain physical fitness
-value an active lifestyle.
-public and personal health benefits of 60 mins of moderate-vigorous PA/day
-will reduce risk for disease and perform better in school
-individuality, continual monitoring of progress, self-regulation, agency and plurality.
-There is no standard set yet for assessing physical literacy because it is the notion that each individual will maximize his/her potential.
-disconnect from standards-based education and individualization.
-NEED self-sufficiency and self-regulation
-A physical Literate person leads a physically active lifestyle.  -have knowledge, skills and attitudes to lead healthy lifestyles as well as assist others in this.
-Agency - we are always faced with healthy/unhealthy decisions.
PHYSICAL LITERACY:
-capability, motivation, confidence, physical competence, knowledge, responsibility
These are all interdependent and must be developed together.
-embodies the physical, mental and psycho-social aspects of humans
-Physical Literacy is not about mastery, but rather a continuous work in progress.
ADDRESSING CHALLENGES OF TRANSITIONING TO PHYSICAL LITERACY:
1) whole-of-school - 5 opportunities for students to be active throughout the day - recess, PE, before/after school, during classes, family/community engagement
2) effective, differentiated pedagogy - evidence-based instructional strategies.
3)Integration of technology for tracking student progress - use tablets for student-centred to learning and evaluation.  Students can view their movements and modify.
4) Supportive school climate - early experiences of sport and PA have implications for their subsequent involvement.
5) Alignment with national initiatives - PD for teachers, peer reflections/discussions about practice.

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Contextualizing Physical Literacy in the School Enviroronment-The Challenges

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Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education

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Stepping into Active Leisure? Young Women's Perceptions of Active Lifestyles and their Experiences of School Physical Education

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Stepping into Active Leisure Young Women s Perceptions of Active Lifestyles and their Experiences of School Physical Education

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Research about why outdoor pursuits should also be included in physical education, using a constructivist approach and with the goal of increasing physical literacy in students.

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Research about why outdoor pursuits should also be included in physical education, using a constructivist approach and with the goal of increasing physical literacy in students.