Peer-reviewed research2017–2026 update
Impact of Adventure-Based Approaches on the Self-Conceptions of Middle School Physical Education Students
Results suggest two adventure-based PE programmes both benefited middle school students' self-conceptions over seven months, with each working best for different aspects of self-concept.
What's new
This study compared two adventure-based programmes, Team Building Through Physical Challenges (TBPC) and Adventure Curriculum for Physical Education (ACPE), with regular PE. Participants were 397 Grade 7 and 8 students (183 female, 214 male) in coeducational classes at three middle schools, over seven months. Results suggest both programmes benefited students' self-conceptions. ACPE was greater than TBPC for global self-worth and perceived behavioural conduct, and TBPC was greater than ACPE for perceived social approval.
Why it matters in Aotearoa
Adventure-based activities can be run within everyday school PE. This gives schools in Aotearoa a way to extend the benefits of EOTC without always leaving the school grounds.
Putting it into practice
Choose an adventure-based PE unit that matches your goal: a team-building focus where social acceptance is the priority, or a broader adventure curriculum where self-worth and behaviour are the focus.
How strong is the evidence
A fairly large comparison study with a control group over seven months. The abstract does not say whether classes were randomly assigned, and outcomes are self-conceptions.
What to read
The results comparing the two programmes.