Peer-reviewed research2017–2026 update
Re-thinking adventurous activities in physical education: models-based approaches
The paper argues that a models-based approach to teaching adventurous activities in physical education offers the best opportunity to fully realise their contribution to students' learning.
What's new
This conceptual paper notes that adventurous activities are part of a national curriculum for 5–16-year-olds, but that little thought has recently been given to how they are taught as curriculum pedagogy. It proposes a models-based approach to teaching and learning adventurous activities within physical education. It also discusses the challenges this approach could pose for schools and teachers, and suggests ways to build an evidence base to support keeping adventurous activities in the curriculum.
Why it matters in Aotearoa
Outdoor and adventure activities sit within Health and Physical Education in Aotearoa. Thinking through a clear pedagogical model can help teachers show what these activities add to learning in that curriculum area.
Putting it into practice
Departments that teach outdoor or adventure units in Health and PE could check whether each unit has a clear teaching model and learning purpose, and treat the unit as more than an activity experience.
How strong is the evidence
This is a position paper with no new empirical data. Its value lies in the argument it makes and the research agenda it sets out.
What to read
The full article, particularly the section on challenges for schools and teachers.