Educational models of adventure education from a Spanish teaching perspective
Educational models of adventure education from a Spanish teaching perspective
DOI:
https://doi.org/10.12795/revistafuentes.2024.21940Keywords:
Adventure education, physical activity, secondary school teacher, Physical EducationAbstract
The aim of this study was to examine the models of adventure education known and applied by Physical Education teachers in Compulsory Secondary Education at national level. The study developed for this research follows a non-experimental, sectional, descriptive and correlational design, resulting in a nationally representative study. A total of 453 teachers participated (294 male and 159 female teachers) and a questionnaire created and validated by a committee of experts for the occasion was used, which was applied at national level. The results showed a high percentage of teachers who programme activities in the natural environment (91.4%); however, there was a high lack of knowledge about adventure education models and their application in Physical Activity in the Natural Environment sessions. Although it was possible to see the progress made in the activity in the natural environment within the Physical Education classroom programme, this was not the case with regard to the adventure models to be followed within these programmes. Through this study it is possible to perceive the existing deficiencies in Physical Education teachers, at a national level, with respect to the programming of Physical Activity in the Natural Environment and the models of adventure and education applicable to these contents.
Downloads
References
Águila Soto, C. (2007). Las actividades físicas de aventura en la naturaleza: ¿un fenómeno moderno o posmoderno? Apunts: Educación Física y Deportes, 89, 81–87. https://bit.ly/3Qm0uzt
Baena-Extremera, A., & Granero-Gallegos, A. (2015a). Educación física a través de la educación de aventura. Tandem. Didáctica de La Educación Física, 45. https://bit.ly/3Xd8dCa
Baena-Extremera, A., & Granero-Gallegos, A. (2015b). Efectos de las actividades en la naturaleza en la predicción de la satisfacción de la Educación Física. Retos, 28, 9–14. https://doi.org/10.47197/retos.v0i28.34816
Baena-Extremera, A. (2008). Análisis del perfil sociodemográfico y deportivo de los competidores de Raids de aventura en España. http://hdl.handle.net/10481/1839
Baena Extremera, A. (2011). Programas didácticos para Educación Física a través de la educación de aventura. Espiral. Cuadernos del profesorado, 4(7), 3. https://doi.org/10.25115/ecp.v4i7.914
Ballester-Martínez, O., Baños, R., & Navarro-Mateu, F. (2022). Actividad física, naturaleza y bienestar mental: una revisión sistemática. Cuadernos de Psicología Del Deporte, 22(2), 62–84. https://doi.org/10.6018/cpd.465781
Dalmau-Torres, J. M., Jimenez-Boraita, R., Gomez-Estebas, N., & Gargallo-Ibort, E. (2020). Diagnóstico escolar sobre el tratamiento de las actividades físicas en el medio natural dentro de la asignatura de Educación Física. Retos, 37, 460–464. https://doi.org/10.47197/retos.v37i37.71010
Doering, A., Miller, C., & Vetselianos, G. (2006). Adventure learning: Educational, social, and technological affordances for collaborative hybrid distance education. Distance Education, 27(2), 197–215. https://doi.org/10.25316/IR-59
Fang, B. Bin, Lu, F. J. H., Gill, D. L., Liu, S. H., Chyi, T., & Chen, B. (2021). A Systematic Review and Meta-Analysis of the Effects of Outdoor Education Programs on Adolescents’ Self-Efficacy. Perceptual and Motor Skills, 128(5), 1932–1958. https://doi.org/10.1177/00315125211022709
Gibbons, S., Ebbeck, V., Gruno, J., & Battey, G. (2018). Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students. Journal of Experiential Education, 41(2), 220–232. https://doi.org/10.1177/1053825918761996
González-Melero, E., & Baena-Extremera, A. (2022). Implementación de la actividad física en medio natural en secundaria. Una revisión sistemática. EmásF, 74, 44–56. https://bit.ly/3VYQFZu
Granero-Gallegos, A., & Baena-Extremera, A. (2014). Actividades en el medio natural, aula y formación del profesorado. Tándem. Didáctica de La Educación Física, 45, 8–13. https://bit.ly/3jRXqie
Granero-Gallegos, A., Baena-Extremera, A., & Martínez-Molia, M. (2010). Contenidos desarrollados mediante las actividades en el medio natural en las clases de Educación Física en Secundaria obligatoria. Ágora Para La Educación Física y El Deporte, 12(3), 273–288. https://bit.ly/3CsEmO4
Gutiérrez Dávila, M., & Oña Sicilia, A. (2005). Metodología en las ciencias del deporte. Editorial Síntesis.
Harris, F. (2018). Outdoor learning spaces: The case of forest school. Area, 50(2), 222–231. https://doi.org/10.25115/ecp.v4i7.914
Harun, M.T.; Salamuddin, N. (2010). Cultivating personality development through outdoor education programme: the Malaysia experience. Procedia Social and Behavioral Sciences, 9, 228-234. https://doi.org/10.1016/j.sbspro.2010.12.141
Hortigüela, D., Hernando, A., & Sánchez-Miguel, P. A. A. (2017). Analyzing physical activities in the natural environment and their influence on the motivational climate of classes. Journal of Physical Education and Sport, 17(2), 854–860. https://doi.org/10.7752/jpes.2017.02130
Hurtado-Barroso, M., Sanabrias-Moreno, D., Sanchez-Zafra, M., & Cachon-Zagalaz, J. (2020). Actividades Físicas en el Medio Natural. Incidencia en la formación del Profesorado y su enseñanza en la ESO. Sportis-Scientific Technical Journal of School Sport Physical Education and Psychomotricity, 6(1), 18–42. https://doi.org/10.17979/sportis.2020.6.1.5769
Martínez Lareo, E., & Patiño Calviño, D. (2003). Propuesta para el desarrollo de actividades en la naturaleza en el entorno de un centro educativo. Revista de Educación Física, 90, 29–35. https://dialnet.unirioja.es/servlet/articulo?codigo=649121
Merino, R., & Lizandra, J. (2021). La hibridación de los modelos pedagógicos de aprendizaje cooperativo y educación aventura como onflitos didáctica para potenciar la onflitos a y el manejo de onflitos em el aulaemna experiencia práctica a partir de las lecciones de educación física y tutoría. Retosem, 43(1), 1037–1048. https://doi.org/10.47197/retos.v43i0.86289
Navarro Patón, R., Arufe Giraldez, V., & Sancosmed Santaballa, E. (2015). Las actividades en el medio natural en la educación física escolar. Formación y actitud del profesorado de Educación Primaria. Retos, 27(27), 122–126. https://doi.org/10.47197/retos.v0i27.34361
Penarrubia-Lozano, C., & Marcen-Cinca, N. (2015). Desarrollo de las actividades en el medio natural en Zaragoza:; limitaciones y posibilidades. Espiral-Cuadernos Del Profesorado, 8(16), 61–67. https://doi.org/10.25115/ecp.v8i16.989
Peñarrubia Lozano, C., Guillén Correas, R., & Lapetra Costa, S. (2011). Las actividades en el medio natural en Educación Física. Valoración del profesorado de Secundaria sobre los principales factores de limitación para su desarrollo. Apunts Educación Física y Deportes, 104, 37–45. https://doi.org/10.5672/apunts.2014-0983.es.(2011/2).104.04
Peñarrubia Lozano, C., Lizalde Gil, M., Rapún López, M., & Falcón Miguel, D. (2021). Teacher training students’ perception of outdoor activities and their applicability in school centers. Cultura y Ciencia Del Deporte, 16(49), 355–364. http://dx.doi.org/10.12800/ccd.v16i49.1540
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D. and Benefield, P. (2004) A review of research on outdoor learning. Preston Montford, Shropshire: Field Studies Council
Saez-Padilla, J., Tornero-Quinones, I., & Sierra-Robles, A. (2017). Current situation of the teacher training in outdoors activities by physical education teachers. A qualitative study with experts in Andalusia. Espiral-Cuadernos Del Profesorado, 10(21), 100–117. https://doi.org/10.25115/ecp.v10i21.1033
Sáez Padilla, J. (2008). El diseño de las actividades en el medio natural en el nuevo currículo de educación secundaria obligatoria a partir de la Ley Orgánica de Educación (LOE) Ágora Para La Educación Física y El Deporte, 7–2, 99–124. https://dialnet.unirioja.es/servlet/articulo?codigo=2727406
Sierra, R. (2001). Técnicas de investigación social. Teoría y ejercicios. Paraninfo.
Zink R and Burrows L 2008 ‘Is what you see what you get?’The production of knowledge in between the indoors and the outdoors in outdoor education. Physical Education and SportPedagogy 13, 251–65. https://doi.org/10.1080/17408980701345733
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Estrella González-Melero
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal accept the following conditions:
Authors conserve the copyrights and cede to the journal the right for first publication, with the work registered with the attribution licence of Creative Commons, which allows third parties to use the published work as long as they mention the authorship and the first publication in this journal.
The authors may make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. include it an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
Authors are allowed and indeed recommended to publish their work on the internet (for example on institutional or personal pages) before and during the revision and publication process, because it can lead to productive exchanges and greater and faster dissemination of the published work (see The Effect of Open Access).
