A critical look at Adventure Education programs
Programs based on Adventure Education models are increasingly applied in schools, thanks, among other reasons, to the inclusion of physical activity in the natural environment as a compulsory part of current educational legislation. Scientific literature has demonstrated over the years the wide-rang...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/6963 |
| Acceso en línea: | http://hdl.handle.net/10952/6963 https://doi.org/10.12800/ccd.v18i58.2121 |
| Access Level: | acceso abierto |
| Palabra clave: | Outdoor adventure education Experiential learning Adventure learning Pedagogía de aventura Challenge rope courses Adventure pedagogy Adventure education |
| Sumario: | Programs based on Adventure Education models are increasingly applied in schools, thanks, among other reasons, to the inclusion of physical activity in the natural environment as a compulsory part of current educational legislation. Scientific literature has demonstrated over the years the wide-ranging benefits that these educational models offer students in terms of personal aspects, social aspects, health and the habit of staying active, among others. For a better application of this model, it is necessary to identify the different existing programs that use "adventure" as a means to educate and, through this, select the most appropriate model for the target group, available space and opportunities. For all these reasons, the aim of the present study was to analyze and compare the characteristics of the best known and most widely used Adventure Education models on the international scene, highlighting those most widely used in Spain. For the elaboration of this work, the models addressed were: outdoor adventure education, adventure learning, experiential learning, challenge rope courses, adventure pedagogy and adventure education. Following analysis of each of these educational models, it is concluded that for correct educational application knowledge is required about the way in which each typology should be applied, as well as the differential benefits they produce. |
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