Peer-reviewed research2017–2026 update
‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers’ Perceptions of Outdoor Adventure within Primary Education in England
English primary senior leaders value outdoor and adventurous activities highly but interpret them in very different ways, and they say the national curriculum offers little guidance.
What's new
Six senior teachers from a large northern English city took part in semi-structured interviews about the compulsory outdoor and adventurous activities (OAA) strand of the PE curriculum. The data were analysed using multistage thematic coding. The national curriculum's lack of guidance created issues for both experienced and less confident teachers. Interpretations of OAA ranged from traditional skills-based activities to personal and social development through basic activities outside the classroom. All participants strongly supported OAA in curriculum time.
Why it matters in Aotearoa
In Aotearoa, school leaders also shape how EOTC is understood and delivered. When curriculum guidance is broad, provision can vary widely between schools. The authors argue that OAA's cross-curricular potential is not being realised and point to teacher education as one remedy.
Putting it into practice
Senior leaders and EOTC coordinators can agree on a shared, written description of what outdoor learning means in their school, and support less confident teachers to deliver it.
How strong is the evidence
This is a small qualitative interview study with six senior teachers in one English city. It offers useful insights, but the findings are not generalisable.
What to read
The findings on differing interpretations of OAA and the recommendations for teacher education.