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Bonus article for PE; A new pedagogical model for adventure in the curriculum, by Andy Williams & Nalda Wainwright (2016) 

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Bonus article for PE; A new pedagogical model for adventure in the curriculum, by Andy Williams & Nalda Wainwright (2016) 

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Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning.

Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.

Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as 'personal growth through adventure' and 'OAE' is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.

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A new pedagogical model for adventure in the curriculum: part one - advocating for the model

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Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement.

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LO: To use a range of movements, including  balance, to complete an obstacle course.

Starter:
Play the traffic lights game using the movements that will be used later on in the lesson (running, crawling, balancing).

The green light means go, yellow light means slow down, red light means stop.

Main lesson:
Children are to start at the first hoop, and pick up a bean bag. The children are to travel around the 4 stations (walking on lily pads, balancing on a beam, and crawling through a tunnel, to then throw the beanbag into the hoop.

Children are then to make their own obstacle course in 4 groups and then combine them together to make one big course that the class will then complete together.

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201A                                                         Lo : To use a range of different movements to travel round a circuit        

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201A                                                         Lo : To use a range of different movements to travel round a circuit        

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Starter :
Circuits set up in the hall ( several circuits and children to work in small groups
Ask a child to demonstrate how to do the obstacle
Children to work together to travel around the obstacle course.

Main:
Children can use the equipment to create their own obstacle course . The children can then try their own obstacle course then     teach it to another group.
Reflect on the skills that they have learnt today and how they can be used in other situations.

In the next lesson, the children can use their skills in an outdoor space and work in groups to complete the obstacle course.

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Lesson aim:
To develop team work through communication and bring it into real life context.

In a line formation create a snake, to weave around cones effectively. the team must decide who stands in what position depending on strengths. The people at the front and back become the eyes and voice for the rest of the group who are blind folded as they make their way to the finish line. If any cones are knocked down the team must start again and evaluate their technique.

As lesson progresses team must switch positions and create effective communication techniques  that work to everyone's strengths and reflect on it later.

To finish lesson present team with a question that can be taken into a different context. i.e at tidy up time ask how they can use their communication skills from todays lesson to help one another when tidying.

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205 Experiential PE Lesson -planning and teaching

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205 Experiential PE Lesson -planning and teaching

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STARTER

- in pairs

- chest pass

- over arm and under arm throw practice

MAIN ACTIVITY

- dodgeball

- 2 teams

- no running with the ball, use chest pass to get closer to the bench to attack with peers

- if a ball hits you from the other team below neck/upper body you are ‘stuck’ and must be freed by a team member high fiving you

- round 1 for 3 minute game

- reflect, tactics with your team

- round 2, 5 minutes and added challenge of hot potato rule, have to throw the ball within 3 seconds, if not you are stuck and must be freed

REFLECTION

- how did this round work better

- what did you have to do with your team mates to make sure you worked better as a team
- how did it feel when you threw the ball on someone and managed to hit the target area?
- what tactics did you have to use?

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Our effort at experiential learning saw us reflect on our team work exercise in the Orchard and adapt it. We set the 'children' a task to direct the blind 'teacher' over the lava, to release their friends to climb away from trouble. The task saw children use the skills of communication and teamwork to complete the climbing as well as orientation skills to guide the teacher. Tasks varied in difficulty, from simple balancing and climbing to side-stepping, and swinging on ropes to accommodate all pupils.

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LO: To be able to work together as a team and communicate to complete a selection of outdoor activities. 

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The Teachers-Session 3 (202) - Rescue mission, group activity

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The Teachers-Session 3 (202) - Rescue mission, group activity

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Concrete experience- children to complete an obstacle course while picking up their team around the course while last child is blindfolded.

Reflective observation- discuss what went well, what skills they needed, what method they used.

Abstract experimentation- How you transfer the skills to another scenario.

Active experimentation- How can we use these skills in another area of the curriculum?

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LO:

To use and mirror movement skills within a team, and developing leadership skills

Concrete experience: Find a pavement, with lines, and get all the children to line up. The first child in the line thinks of movement concept (balancing on the line) and then explains to the rest of the group. The group leader rotates.

Reflective observation: Important to pay attention to what the leader is doing, apply the skills learnt in PE. Be inquisitive

Abstract conceptualisation: This activity, can support develop the ability to listen to each other and communicate. Can be used with friendships and classroom discussions.

Active Experimentation: The importance of repeating skills but in different contexts.

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Children on their way to the clue

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 201A firefighters Experiential task Session 3

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 201A firefighters Experiential task Session 3

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L.O to use effective communication skills to negotiate an obstacle course.

concrete experience - working in pairs to guide their partner who is blind folded through the obstacle course using their travel  skills. The children will be given a scenario, they their partner can't see because they have smoke in their eyes due to a fire and they have to guide their partner out of the fire only using their voice.

reflective observation - after each person has a turn to be blindfolded they will discuss in their partners what worked well and what did not work well.

abstract conceptualisation - the children can begin to think about the communication skills they have learnt and how they can transfer these skills outside of this activity.

Active experimentation - prompt the children to continue to use the positive communication skills they learnt at home and in the playground at lunch time.

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Firefighters 201A Session 3 experiential task

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Firefighters 201A Session 3 experiential task

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How do we make something in PE experiential?   Session 2 challenge

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How do we make something in PE experiential?   Session 2 challenge

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In all other five areas of our PE curriculum, it's mostly about the 'what' with the 'how' to support. In OAA, it is about the 'how', with the choice of 'what' simply to facilitate that experience.  That means we must know the CK to be used.
We have our class textbook to provide CK, inclusive  of all SK for PE, chapter by chapter. Then to transform a PE learning experience into an experiential one, we plan our pedagogy as to capture that 'how' part so that pupils, as and when they are ready, can reflect on themselves, beyond the actual content of the learning. We become aware of our teaching style as we move it to facilitate through indirect teaching once children have the subject knowledge and the motor competence they need to attempt these safely created experiences e.g. Learning objective - crossing a pretend raging river using place mats as rocks with your team.
Fundamental skill themes: weight transfer, twisting, turning, balance (self challenge)
Movement concepts: Groups, levels, controlled (slow) effort
That would work across all NC areas.
Now, how might we transform this into experiential  opportunity? Creativity is one part of this. Setting scenarios which use the fundamentals is another.
Set a challenge within the movement skills that necessitate some self-to team transaction, some thought beyond the self, and or some reflection of the self.
Example: As you travel across the river, how will you try to keep all team members safe out of the water? All members must keep their feet on the blocks (or if using wheels, keep the wheels within the chalked lines; rope bridge).
If someone goes in, the team need to throw the rope to them and instruct them to get back to the bank to try again.
After the experience, the goal is then to reflect on that and transfer the essence of what was experienced to something beyond the experience itself e.g. Remember when you had to return to the start twice and you remain committed to crossing the raging river (imagined), in what other class today do you think you might make a mistake but will commit to trying again.
Keep it simple, and authentic to the pupils.
Study Kolb's cycle (1984) and try it out through PE.

Please share your ideas here regardless of whether you made each class as to build your own competence and imagination around OAA.  Good luck with your challenges. Best wishes,
Your PE tutor.
Alison, @allieroehampton, alison.murray@roehampton.ac.uk,

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Group 201A MKO group- Gruffalo's Hunt/Going on a bear hunt

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Group 201A MKO group- Gruffalo's Hunt/Going on a bear hunt

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LO: To develop teamwork and communication through locomotor activities. Following on the book theme used in the class, this ELE task follows from this.
Direct teaching of movements in a game of Simon Says to learn certain movements (snake slithering, bunny hopping, kangaroos jumping- Gruffalo animals incorporated here to scaffold the learning).
Teams of 5/6 children considering height. Children are given clues stuck on the back of the picture of the animal to then find it in their school grounds. They need to travel like this animal to the next clue.
After reflecting teams are creating their own animal movements to show to the rest of the class. This brings together the beginning of the lesson where movements were modelled to then scaffold children to create their own.

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Session 3 Team Bobble task

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LO - to be able to use different modes of travel along logs.

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Lo: to improve communication through the means of twisting and balancing whilst passing a ball around with various members blindfolded.

Concrete experience - The main activity -  standing around a log circle slightly above the ground with every other member blindfolded and take progressive turns passing the ball to your neighbour while talking your way through it.

Reflective observation - after each cycle of passing the ball stop to discuss what worked and what didn't and how we can adapt how we performed the activity to improve the next cycle.

Abstract conceptualization:  through the reflective discussions children begin to understand the movement skills that are needed to perform, the communication skills and techniques that they need to adapt for a smoother cycle.

Active Experimentation: Putting into practice what we discussed on how to improve the activity and make it easier for ourselves. later add in progression points and further adaption, reflection and experimentation.

Progression: make the circle bigger, have more people blindfolded, less people talking, change the size of the ball

Send consideration:
a child in a wheel chair - consider levels, possibly kneeling so that everyone  is the same height.

communication - model prior to the activity key phrases of how to discuss the activity, having children pair off and follow the leader with one blindfolded to gain an understanding of children's confidence in communicating, and specifically blindfolded

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Session 3  Challenge and Team task example

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Session 3  Challenge and Team task example

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Pop your PowerPoint (single slide as in S3 exemplar) green space challenge onto our padlet and write a reflective summary addressing each of the four stages of Kolb (1984). Apply the EYFS (DfE, 2021)/ PE national curriculum (DfE, 2013) and our fundamental skills across your review. Art Gallery goers (and/or other peers absent) can create and upload a (pupil focused) team task when convenient.  Have fun as a teacher of the fundamental skills, and a facilitator of the reflection !

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PPT task example (PE-The Orchard, Froebel campus)

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Dear Year 2s, Welcome to our experiential PE.                               

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Dear Year 2s, Welcome to our experiential PE.                               

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Invitation
For those able to attend class and able to attend from home, do visit the content from each Session (1-4) and look over the slides.
Do then explore our practical as best you can and share your developing ideas with your peers here. We will progress informal group work into teams as to focus upon the how we do things.

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Movement hall -plannig for outside challenge

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Payne, H. and Costas, B. (2021) Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for Children.

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Our PE article for experiential learning is fantastic. Check it out.

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Our PE article for experiential learning is fantastic. Check it out.

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On your own or with a partner or small group, summarise it and find 3 aspects you find most interesting and transferable into your practice.

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It is the middle of the night and your friends are stranded across the river. It is your job to go and save them without falling the trap of the crocodiles.

You have two 'canoes' and more than one person to save. There are only so many ways to save all the people in the allotted time. It requires a lot of teamwork and effective communication (as one of your teammates are blindfolded).

To create a sense of space, you can use different pieces of equipment (cones), which will make the task challenging for the students.

To reflect on this activity, we could ask the students to think about how we can relate our problem solving to other subjects in the curriculum. We can also ask the children to think about how we problem solve in real-life and how we need effective communication to problem solve.

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202 Bonny bunnies
Together, the team had to strategize without talking to figure out how to rescue the final member of their team from the burning forest. At first, they used all their hoops to rescue the animals, but then realised that they had left one of the team behind. They then had to problem solve silently to send hoops back to collect him.

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LO/SC To travel as a team in a zigzag direction, changing levels in a rescue operation

Rescue team Alpha will traverse the boiling lava, in a zigzag direction, to collect the three animal stranded in the forest fire

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we are the animal rescuers. we found Humphrey all alone in the forest looking for his mummy. we know that Humphrey's mummy is at the end of the forest but we have to cross a lot of obstacles to get to her but be careful not to jump with humphrey as he is very scared and shaken up. you're going to have to pass him gently between one another. are you up for the challenge.

equipment: 5 hoops, 2 skipping ropes, 6 cones, 2 elephants

task:
1. begin by going through the obstacle course and allowing the children to go through it and get a good feel for the obstacle course.

2. introduce the elephant and explain that we've just found Humphrey wondering about and he's very sad because he can't get find his mummy. we know that his mother is at the end of jungle (the obstacle course) so we have to work together to get Humphrey back to his mom by carrying him through the obstacle course.

3. stop and explain that the journey we took with Humphrey was way too jumpy and he was very scared. So lets do this again, but this time lets not jump with Humphrey. Lets pass him to one another and try again to get him safely to his mummy but without him flying up and down when we are jumping.

reflective questions:
what did you do team do to work together effectively?
what did your time do to improve?

L.O to develop our fundamental skills and team work skills whilst going through an obstacle course.

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Kolb's Learning Styles and Experiential Learning Cycle

By Saul McLeod, publsihed, 2013, updated 2017

David Kolb published his learning styles model in 1984 from which he developed his learning style inventory.

Kolb's experiential learning theory works on two levels: a four-stage cycle of learning and four separate learning styles. Much of Kolb's theory is concerned with the learner's internal cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb's theory, the impetus for the development of new concepts is provided by new experiences.

"Learning is the process whereby knowledge is created through the transformation of experience" (Kolb, 1984, p. 38).

The Experiential Learning Cycle

Kolb's experiential learning style theory is typically represented by a four-stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - a new experience or situation is encountered, or a reinterpretation of existing experience.

2. Reflective Observation of the New Experience - of particular importance are any inconsistencies between experience and understanding.

3. Abstract Conceptualization reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).

4. Active Experimentation - the learner applies their idea(s) to the world around them to see what happens.

Effective learning is seen when a person progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalizations (conclusions) which are then (4) used to test a hypothesis in future situations, resulting in new experiences.

Kolb (1984) views learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence.

However, effective learning only occurs when a learner can execute all four stages of the model. Therefore, no one stage of the cycle is effective as a learning procedure on its own.

Learning Styles

Kolb's learning theory (1984) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style.

Various factors influence a person's preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual.

Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of an axis, each with 'conflicting' modes at either end.

A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).

Kolb believed that we cannot perform both variables on a single axis at the same time (e.g., think and feel). Our learning style is a product of these two choice decisions.

It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles.

The matrix also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

Active Experimentation (Doing)

Reflective Observation (Watching)

Concrete Experience (Feeling)

Accommodating (CE/AE)

Diverging (CE/RO)

Abstract Conceptualization (Thinking)

Converging (AC/AE)

Assimilating (AC/RO)

Learning Styles Descriptions

Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method.

That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

Here are brief descriptions of the four Kolb learning styles:

Diverging (feeling and watching - CE/RO)

These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints.

Kolb called this style 'diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information.

They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking - AC/RO)

The assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people.

These people require good clear explanation rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format.

People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value.

This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE)

People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects.

People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities.

People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE)

The Accommodating learning style is 'hands-on,' and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans.

They commonly act on 'gut' instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population.

Educational Implications

Both Kolb's (1984) learning stages and cycle could be used by teachers to critically evaluate the learning provision typically available to students, and to develop more appropriate learning opportunities.

Educators should ensure that activities are designed and carried out in ways that offer each learner the chance to engage in the manner that suits them best.

Also, individuals can be helped to learn more effectively by the identification of their lesser preferred learning styles and the strengthening of these through the application of the experiential learning cycle.

Ideally, activities and material should be developed in ways that draw on abilities from each stage of the experiential learning cycle and take the students through the whole process in sequence.

APA Style References

Kolb, D. A. (1976). The Learning Style Inventory: Technical Manual. Boston, MA: McBer.

Kolb, D.A. (1981). Learning styles and disciplinary differences, in: A.W. Chickering (Ed.) The Modern American College (pp. 232-255). San Francisco, LA: Jossey-Bass.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Studies of group process (pp. 33-57). New York: Wiley.

Kolb, D. A., Rubin, I. M., & McIntyre, J. M. (1984). Organizational psychology: readings on human behavior in organizations. Englewood Cliffs, NJ: Prentice-Hall.

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Kolb’s Learning Styles and Experiential Learning Cycle | Simply Psychology

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Kolb’s learning theory (1984) sets out four distinct learning styles, which are based on a four-stage experiential learning cycle. The learning styles include accommodating, diverging, converging and assimilating.

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Aim/LO: To transfer fundamental skills into a train journey for water

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In a small group: Practicing fundamental movements such as stretching, turning, twisting, transferring weight and running. The children will be told to move the ball from the front of the line to the back of the line using various movements.
-Through the tunnel - ball passes through legs to the next person.
-Over the bridge - ball passes  over the head.
-Round the track - twisting and passing the ball to the side.

Then changing the sizes of the ball to differentiate the activity.

Then moving onto the experiential learning part - The ball is the last bottle of water left on the train and the children need to get it from the back of the train the driver who is really thirsty. The children then use their fundamental skills they have practiced at the beginning of the lesson in this activity.

Then can change this up and use different size balls and add different situations/scenarios to challenge the children's thinking.

Reflections of this activity can happen when the experience becomes meaningful to ones self.

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The Rainforest Journey- 205 Team Warriors

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The Rainforest Journey- 205 Team Warriors

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Katie, Abbie, Jenny, Christy, Paranetha.

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Today we will be Safari Explorers, helping Elma the Elephant get back to her herd.
The aim is to get from one hoop to the other to help Elma get to the other side.
Equipment: 4 hoops, 4 cones, Elma
Task:
Organise the cones in a zig zag pattern.
Situate the group at the start.
Pupils will need to be in a group of five (one pupil holds Elma with two hands and cannot touch the hoops).
Pupils need to be moving constantly whilst in the hoops being careful to reach each cone safely without falling into the hot sand.
At each cone pupils meet a differnt animal on safari until finally they reach Elma's elephant herd (the final cone).
To differentiate pupils can move quickly before nightfall or they might have many hours to get to the other side.

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Experiential Learning task - Team Chameleon (203) Session 3

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Experiential Learning task - Team Chameleon (203) Session 3

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Today we will be focusing on different ways of moving our bodies, this will include different types of locomotor skills such as; jumping, hopping, skipping, galloping etc.
The aim of using these skills to get from one hoop to another within the core set using the range of movements to accomplish

The Task:
teacher set out a 'course' of hoops, with varying distance between them.
Pupils will need a beanbag or a cuddly friend to throw into each hoop.
taking turns the children throw the toy into the hoop and proceed to travel to the selected hoop with a different locomotor skill each time, careful not to repeat the same movement type in the sequence.
the aim is to get the end of the course using as many different locomotor skills as possible.