Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning

Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning Petr Vlček, Alena Skotáková, Sylva Hřebíčková, Anita Saaranen-Kauppinen, Jussi Muittari, Aspasia Dania, Charalambos Anagnostopoulos, Eirini Kossyva, Kallirroi Ntalachani, Pablo Caballero, Maria Jose Lasaga Rodrigez, Agueda Latorre Romero, Gonzalo Ramirez Macias, Biljana Popeska, Lucas Janemalm, Wouter Cools, Manolis Adamakis, Alina Lemling Masaryk University Press Brno 2025 Technical sheet Title: Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning Number of pages: 74 Year: 2025 Cite as: Vlček, P., Skotáková, A., Hřebíčková, S., Saaranen-Kauppinen, A., Muittari, J., Dania, A., Anagnostopoulos, C., Kossyva, E., Ntalachani, K., Caballero, P., Lasaga Rodrigez, M. J., Latorre Romero, A., Ramirez Macias, G., Popeska, B., Janemalm, L., Cools, W., Adamakis, M., & Lemling, A. (2025). Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning. Brno: Masaryk University Press. Project: Outdoor Adventure Education through Physical Education – OutAdvEd Project Coordinator: Alina Lemling Funder: European Commission Programme: Erasmus+ Action Type: KA220-HED – Cooperation partnerships in higher education Reference: 2022-1-LU01-KA220-HED-000088846 Timeline: 01/12/2022–31/05/2025 Project Sheet: https://erasmus-plus.ec.europa.eu/cs/projects/ search/details/2022-1-LU01-KA220-HED-000088846 For further information on the OutAdvEd project please follow the link: Website: https://www.outdoor-adventure-education.eu/ The authors wish to acknowledge the contribution of the Outdoor Adventure Education through Physical Education (OutAdvEd) project team for the development of the project outputs. No. Institution Involved researchers 1 UNIVERSITE DU LUXEMBOURG Alina Lemling, Wouter Cools, Manolis Adamakis, Petr Vlček 2ETHNIKO KAI KAPODISTRIAKO PANEPISTIMIO ATHINON (EL) Aspasia Dania, Charalambos Anagnostopoulos, Eirini Kossyva, Kallirroi Ntalachani 3 MASARYK UNIVERSITY (CZ) Sylva Hřebíčková, Alena Skotáková 4UNIVERSIDAD DE SEVILLA (ES) Pablo Caballero, Maria Jose Lasaga Rodrigez, Agueda Latorre Romero, Gonzalo Ramirez Macias 5 SUOMEN HUMANISTINEN AMMATTIKORKEAKOULU OY HUMAK (FI) Anita Saaranen-Kauppinen, Jussi Muittari 6EUROPEAN PHYSICAL EDUCATION ASSOCIATION [EUPEA], LUXEMBOURG Biljana Popeska, Lucas Janemalm Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. UNIVERSITY OF LUXEMBOURG Department of Education and Social Work PROJECT PARTNERS UNIVERSITY OF LUXEMBOURG Department of Education and Social Work Prof. Dr. Christopher Heim doc. PaedDr. Emanuel Hurych, Ph.D. Reviewed by: © 2025 Masaryk University ISBN 978-80-280-0722-5 (paperback) ISBN 978-80-280-0723-2 (online ; pdf) https://doi.org/10.5817/CZ.MUNI.M280-0723-2025 This work is licensed under the Creative Commons Attribution 4.0 International License. http: //creativecommons.org/licenses/by/4.0/ 5 Table of Contents 1. INTRODUCTION 6 1.2 Literature Review 8 1.2 On the Curriculum Theory 12 1.3 Basic Terminology 15 2. CONCEPT OF THE CURRICULUM FRAMEWORK 18 3. CURRICULUM DESIGN 20 3.1 Dimension of Goals 20 3.2 Dimension of Content 26 3.2 Dimension of Methods 32 3.4 Dimension of Management 37 4. IMPLEMENTATION 43 4.1 Pedagogy and Educational Process 43 4.2 Environment 44 4.3 Learner 45 4.4 Educator/Facilitator 46 5. RESULTS ASSESSMENT AND REFLECTION 51 6. SUMMARY AND FOLLOW-UP RESOURCES 58 7. REFERENCES 59 8. FIGURES 68 9. TABLES 68 10. APPENDIX 69 6 1. INTRODUCTION The ongoing educational reforms and rapid societal changes have a substantial impact on the teaching profession and in the era of social distancing, empowering educators1 with skills and competences to support youth mental health and well-being is crucial. New understanding of the Teacher Education (TED) quality has emerged (cf. Korthagen, 2011; Korthagen et al., 2001), necessitating curricula that are flexible and relevant. Hence, the project Outdoor Adventure Education through Physical Education (OutAdvEd) attempts to connect Outdoor Adventure Education (OAE) and TED (initial, induction and continuous professional development), with a special focus on the promotion of Youth Social and Emotional Learning (SEL). SEL plays a pivotal role in holistic education, encompassing skills such as self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. The incorporation of SEL into the Physical Education curriculum is essential for nurturing learners’ physical and emotional well-being. OAE presents an innovative approach to integrate SEL seamlessly into physical education, emphasizing experiential and active learning. This rationale outlines some reasons for creating a curricular framework for OAE to support SEL within the physical education, drawing from relevant research and scholarly sources. Research indicates that OAE have positive effects on mental well-being (Pretty et al., 2007). Exposure to nature during OAE can reduce stress, anxiety, and enhance emotional resilience, aligning with SEL goals. Moreover, OAE often involves group-based activities that foster teamwork, cooperation, communication, and empathy (Gass, 2013). These collaborative experiences are instrumental in developing social and interpersonal skills, essential components of SEL. OAE inherently involves risk assessment and decision-making, promoting SEL skills like problem-solving and responsible risk-taking (James & Sorenson, 2016) and learning to make informed choices in outdoor settings 1 As Neville at al., (2023) point out, within the outdoor education literature, the nomenclature of ‘instructor’ is common, however the term ‘educator’ was selected for this curriculum framework as it is a broader term that requires a greater emphasis on quality learning and effective pedagogies (cf. Brown & Fraser, 2009). 7 prepares learners for life’s challenges. Furthermore, overcoming physical challenges in outdoor adventures builds resilience and grit (Hattie et al., 2017). The perseverance required in OAE aligns with SEL objectives by equipping learners with emotional coping mechanisms. OAE encourages learners to develop a deeper connection with the environment, fostering environmental awareness and empathy (Zelenski et al., 2015). These attitudes closely align with SEL competencies such as empathy and social responsibility. Developing a curricular framework for OAE in physical education ensures inclusivity and equity, providing all learners, regardless of background or ability, with equal access to transformative learning experiences (Tillmann et al., 2018). Longitudinal studies indicate that OAE programs have lasting positive effects on both socio-emotional skills and physical health (Berman et al., 2008). This supports the integration of OAE into the physical education curriculum as a means to promote lifelong SEL. Incorporating OAE into the physical education curriculum offers a dynamic approach to fostering SEL while promoting physical health. The evidence from research highlights the alignment between OAE experiences and the development of SEL competencies (see Section 1.1). By crafting a curricular framework that seamlessly integrates OAE into physical education, educators can create enriching educational experiences that empower learners with the socio-emotional and physical skills and competences necessary for success in both their academic and personal lives. The development of a set of OAE/SEL curriculum guidelines is the primary objective of the OutAdvEd work package number 2 (consisting of three results: R1 – OutAdvEd Curriculum Framework; R2 – OutAdvEd Curriculum Template and R3 – OutAdvEd Teaching Resources) to ensure that specific recommendations are given to guide the work to be completed throughout the implementation phase of the project (see Chapter 6). Specifically, the objective of this text2 is to contribute to the project aims by developing the Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning that will summarise and highlight research and applied findings regarding OAE and SEL curricula and programmes. These guidelines will enable teachers and teacher educators to design evidence based OAE programmes with an emphasis on SEL. 2 See the OutAdvEd project proposal; work package n.°2/R1, p. 36.; https://erasmusplus.ec.europa.eu/cs/projects/search/details/2022-1-LU01-KA220-HED-000088846 14 Janík et al. (2010) have extended this model to include a functional approach. The functional processes that connect the various forms are conceptualizing, designing, implementing, realizing, and internalizing (Janík, 2010; Vlček & Janík, 2010). Each of these individual processes can be explained as follows: • Conceptualising is a process of formalising values and ideas into a basic concept; • Designing is the process of developing the curriculum documents and consists of defining learning objectives and educational content; • Implementing is the process of introducing the curriculum to teachers and educators in schools; • Realizing is the process in which teachers interpret the curriculum and teach it to their pupils to achieve results; • Internalising is the process of incorporating the curriculum into everyday life. Both the static and dynamic perspectives on the curriculum are crucial for this curriculum framework, for example, when reflecting on and evaluating educational outcomes and effects (see e.g., Figure 10). The structural view of the curriculum is essential in preparing individual curriculum materials, educational aids, certificates (innovative educational methodologies, IT-material, websites, publications) and ensuring their overall quality. However, the quality of the preparation process plays an important role. The functional (dynamic) perspective is vital for assessing the quality of implementation and realization of individual interventions and programs, as in OAE/SEL processes together with products are assessed (see Chapter 5). Following the logic of the curriculum forms, in the next section, we focus on the concept form this OAE/SEL curriculum framework. This form typically includes statements about underlying values, conceptions of learning, the main aims, purposes, and tasks of education, etc. (Vlček, 2019). 15 1.3 Basic Terminology Williams and Wainwright (2016) use the term Outdoor Adventure Education (OAE) to advocate for the development of a pedagogical model for promoting a better alignment of teacher planning and delivery for learner learning. From their perspective, the major theme of OAE is personal growth through an adventure which is grounded in the four non-negotiable features of: being mainly outdoors, experiential learning, challenge by choice, and managed risk. Outdoor education: Donaldson and Donaldson (1958) suggest the following definition: “Outdoor education is education in, about and for the outdoors.” The concept of outdoor education is defined in the literature on six main points: ‘Outdoor education: 1. is a method of learning; 2. is experiential; 3. takes place outdoors; 4. requires the use of all senses and fields; 5. is based on multidisciplinary subjects; 6. includes relationships involving people and natural resources (Priest, 1986, p. 13). Outdoor education is also defined as a learning system that includes adventurous activities to encourage personal and social growth (Fiskum & Jacobsen, 2013). Sutherland and Legge (2016) discussed how OAE pedagogical approaches vary dependent on the socio-cultural context. They recommended using the approach of adventure-based learning (ABL). The non-negotiables of adventure-based learning include, ´experiential learning, sequence and flow of activities, learner-centred facilitation, processing (brief and debrief), emotional and physical safety (including Challenge by Choice and Full Value Contract), and cultural responsiveness´ (Sutherland & Legge, 2016). Integrated adventure-based learning and PE curriculum are based on five concepts: challenge, cooperation, risk, trust, and problem solving (Prouty, Panicucci, & Collinson, 2007). 16 Adventure-based groupwork promotes social skills by engaging participants in intentionally sequenced experiential activities, which are often in outdoor settings (Norton & Tucker, 2010). Further & Tucker (2009) have identified several key components of adventure-based groupwork such as interpersonal learning, social skill development, sequencing, concrete and immediate consequences, problem-solving, the novel environment, physical trust, as well as emotional and physical safety considerations. There exist additional concepts that share proximity with OAE and utilizing its elements. For instance, Experiential Education is a specialized pedagogical approach frequently conducted outdoors. Adventure Therapy or Wilderness interventions are often employed as forms of group therapy. These ideas hold potential as sources of inspiration for OAE programs, with the possibility of their components intertwining harmoniously. In the context of this curriculum framework, we use the term “Outdoor Adventure Education – OAE” to refer to specialized form of experiential learning that takes place mostly in outdoor settings and focuses on promoting personal, social, and environmental development through adventurous activities and challenges. Hopkins and Putnam (2013) maintain that the elements comprising OAE should not be perceived in isolation; instead, they should be considered holistically, as illustrated in Figure 2. The combination of these components allows participants to acquire knowledge, skills and expertise through participating in adventure activities in an outdoor setting, and to be involved in SEL. Figure 2. Components of outdoor adventure education (Opper, 2013). OAE Outdoor Adventure Education 17 SEL, as defined by EASEL Lab (2023)3, has often been used as an umbrella term to represent a wide array of non-academic skills that individuals need in order toset goals, manage behaviour, build relationships, and process and remember information. These skills and competencies develop across our lives and are essential to success in school, work, home, and community. Generally speaking, this set of skills can be organized into three interrelated areas: cognitive, social, and emotional. Importantly, these skills and competencies develop and are in dynamic interaction with attitudes, beliefs, and mindsets as well as character and values, all of which are fundamentally tied to characteristics of settings. According to the OECD model (2018), which will be used in the following text, social and emotional skills refer to the abilities to regulate one’s thoughts, emotions and behaviour. These skills differ from cognitive abilities such as literacy or numeracy because they mainly concern how people manage their emotions, perceive themselves and engage with others, rather than indicating their raw ability to process information. But, like literacy and numeracy, they are dependent on situational factors and responsive to change and development through formal and informal learning experiences. Importantly, social and emotional skills influence a wide range of personal and societal outcomes throughout one’s life. 3 EASEL Lab explores the effects of high-quality social-emotional interventions on the development and achievement of children, youth, teachers, parents, and communities. 18 2. CONCEPT OF THE CURRICULUM FRAMEWORK “Information is not knowledge. The only source of knowledge is experience.” – Albert Einstein Constructivism historically served as the theoretical framework for OAE. It draws inspiration from John Dewey’s work4 and emphasizes learning, which places great importance on the experience itself, combined with reflective practice to facilitate learning. Dewey’s progressive educational philosophy highlighted the learner as the central figure in the learning experience. According to Dewey (1938), the most impactful learning occurs when learners actively engage in posing and solving problems to construct meaning and enhance comprehension5. The aim of OAE/SEL is to provide all learners with a set of (soft/meta) skills and essential competencies that they can achieve, preparing them for their future education and societal roles. The competencies related to SEL consist of a 4 Also, Komenský, Piaget, Vygotsky, Freire, Hahn and others… 5 Experiential learning, a cornerstone in the educational landscape, is approached through various perspectives. Both the humanistic and Deweyan schools of thought shape the discourse on experiential learning pedagogy. In current academic discussions, the need for a clear definition of the term ‚experience‘ is underscored, especially when considering prevalent models like Kolb’s broadly-recognized experiential learning cycle, which has its roots in humanistic underpinnings. Despite extensive discussions, a notable absence persists in the realm of comprehensive experiential learning models firmly grounded in empirical research and theoretical frameworks for practical implementation. Critics, including the insightful perspectives of for example Jayson Seaman highlight the deficiencies within Kolb‘s model (more on Experiential Learning articles and critiques of David Kolb‘s theory cf. https://reviewing. co.uk/research/experiential.learning.htm). In a different context, John Dewey, a pioneering figure in educational philosophy, aimed to address enduring philosophical dilemmas while envisioning education‘s role in shaping industrial democracy. His sophisticated and comprehensive concept of ‚experience‘ stands in contrast to the more limited perspectives within the humanistic approach (Seaman & Quay, 2020). 19 comprehensive set of knowledge, skills, abilities, attitudes, and values essential for an individual’s personal development and societal engagement. SEL soft/meta skills and competencies are not isolated occurrences, rather, they are interconnected, multifunctional, and possess an interdisciplinary nature. They can only be acquired through a comprehensive learning process in which facilitating, experiencing, and reflecting play a pivotal role6. Consequently, shaping and developing SEL soft/meta skills and competencies must be the primary and explicit objective of all OAE activities. In other words, the OAE subject matter, as part of the physical education curriculum, serves as a pathway (means) to promote SEL soft/meta skills and competencies which can be illustrated by the following OAE/SEL model. Figure 3. OAE/SEL Model (Vlček, n.d.). After discussing the concept form, we can turn our attention to the design form of this curriculum framework. We will proceed according to the four curriculum dimensions: the dimension of goals, content, methods, and management (see Section 1.2). 6 We will focus on these three fundamental processes influencing OAE/SEL in the following text. 20 3. CURRICULUM DESIGN “We should teach what we plan to assess & we should assess what we are expected to teach”7 Designing a curriculum involves a systematic and thoughtful approach to ensure that the curriculum meets the desired learning outcomes. For this purpose, we proceed according to the curriculum dimensions as outlined in Chapter 1.2, starting with the dimension of goals. Nevertheless, it is important to realize that all dimensions are interrelated and form one common (four-dimensional) space as also highlighted in Section 3.4. 3.1 Dimension of Goals The primary goal of OAE/SEL curriculum (as defined above) is the development of SEL soft/meta skills and competencies. The aim of an OAE educator is to create well-structured programs that integrate intentional SEL outcomes. These are developed while achieving activity-specific (OAE) goals, and as Schoel et al. (1988) emphasize, participants are more likely to experience success if they can define their own applicable and realistic goals. Some sources indicate that both individual and group goal setting are critical components of adventure education programs (McKenzie, 2000; Sibthorp & Jostad, 2014). The goal of the OAE/SEL activities is to employ suitable methods and management styles to guide individuals towards mastering activity-specific expected outcomes, aiming to promote SEL. Hence, the project OutAdvEd aims to connect OAE, with a specific emphasis on promoting youth SEL, the goals can be distinguished into two fundamental types: 7 This statement expresses an opinion that is generally accepted, though not universally (cf. Biggs, 2003; Brandl-Bredenbeck & Sygusch, 2017; Egger, 2005; Vlček, 2019). 21 1. the subject-specific physical education /OAE goals and 2. the transdisciplinary SEL goals. Because the aim of this document is to present a universal curriculum document applicable internationally, we will leave specific physical education goals on the countries´ curriculum documents. In general, we view Physical Education as an essential subject in the school curriculum, which focuses on becoming acquainted with one’s personal abilities and interests in physical activity, as well as understanding the impacts of certain physical activities on physical fitness and emotional and social well-being. Regarding the transdisciplinary SEL goals, there is a wide range of frameworks that concentrate on the development of SEL. An overview of current frameworks8 is provided by EASEL Lab (2023). By drawing insights from EASEL Lab (2023), we have selected the OECD’s (2018) framework for SEL. The Organization for Economic Co-operation and Development (OECD)9 provides a framework outlining a specific set of social and emotional skills associated with positive personal and societal outcomes. Cantered around the Big Five personality traits (Figure 3), this framework focuses on the cognitive, social, and emotional skills essential for success in today’s world and addressing the challenges of the 21st century. The primary reason for selecting the OECD framework for this curriculum framework is its purpose: to provide guidance for an extensive international assessment of learners’ social and emotional skills and competences, primarily intended for leaders, policy advisors, and education stakeholders, as well as to explore the influences of family and school factors on the development of the SEL. The OECD (2018) model organizes skills hierarchically into five general categories: • Openness to experience (open-mindedness) • Conscientiousness (task performance) • Emotional stability (emotional regulation) • Extraversion (engaging with others) • Agreeableness (collaboration) 8 …which are 1. Representative of a wide range of disciplines, 2. Widely adopted, and 3. Include descriptive skills, traits, competencies, strengths, mindsets, and/or attributes that are defined and can be coded. 9 All participating countries in the OutAdvEd project are members of the OECD. 22 Each category encompasses various interrelated skills. For instance, task performance covers achievement orientation, reliability, self-control, and persistence. These groupings not only display similarities but also ensure a systematic consideration of individuals’ social and emotional skills (Figure 4.). Figure 4. Structure of Social and Emotional Skills (OECD, 2018). Moreover, the model introduces ´compound´ skills, which combine multiple individual skills. For instance, self-efficacy combines skills from the Big Five’s conscientiousness, emotional stability, and extraversion categories. These compound skills are beneficial for understanding behaviour and often have significant impacts on life outcomes. Table 1 presents short description of each of the skills, accompanied by some typical skill-related behaviour. TASK PERFORMANCE EMOTIONAL REGULATION OPENMINDEDNESS COMPOUND SKILLS COLLABORATION ENGAGING WITH OTHERS THE ‘BIG FIVE’ DOMAINS CRITICAL THINKING META-COGNITION SELF-EFFICACY STRESS RESISTANCE OPTIMISM EMOTIONAL CONTROL EMPATHY TRUST COOPERATION CURIOSITY TOLERANCE CREATIVITY SOCIABILITY ASSERTIVENESS ENERGY ACHIEVEMENT MOTIVATION RESPONSIBILITY SELF-CONTROL PERSISTENCE 23 Table 1: Description of the skills included in the OECD’s model on SEL (OECD, 2018). THE ‘BIG FIVE’ DOMAINS SKILLS DESCRIPTION BEHAVIOURAL EXAMPLES TASK PERFORMANCE (Conscientiousness) ACHIEVEMENT ORIENTATION Setting high standards for oneself and working hard to meet them. Enjoys reaching a high level of mastery in some activity. Opposite: uninterested in career development. RESPONSIBILITY Able to honour commitments, and be punctual and reliable. Arrives on time for appointments, gets chores done right away. Opposite: doesn’t follow through on agreements/promises. SELF-CONTROL Able to avoid distractions and focus attention on the current task in order to achieve personal goals. Doesn’t rush into things, is cautious and risk averse. Opposite: is prone to impulsive shopping or binge drinking. PERSISTENCE Persevering in tasks and activities until they get done. Finishes homework projects or work once started. Opposite: Gives up easily when confronted with obstacles/ distractions. EMOTIONAL REGULATION (Emotional Stability) STRESS RESISTANCE Effectiveness in modulating anxiety and able to calmly solve problems (is relaxed, handles stress well). Is relaxed most of the time, performs well in high-pressure situations. Opposite: worries about things, difficulties sleeping. OPTIMISM Positive and optimistic expectations for self and life in general. Generally in good mood. Opposite: often feels sad, tends to feel insecure. EMOTIONAL CONTROL Effective strategies for regulating temper, anger and irritation in the face of frustrations. Controls emotions in situations of conflict. Opposite: gets upset easily; is moody. COLLABORATION (Agreeableness) EMPATHY Kindness and caring for others and their wellbeing that leads to valuing and investing in close relationships. Consoles a friend who is upset, sympathises with the homeless. Opposite: Tends to disregard other person’s feelings. TRUST Assuming that others generally have good intentions and forgiving those who have done wrong. Lends things to people, avoids being harsh or judgmental. Opposite: is suspicious of people’s intentions. COOPERATION Living in harmony with others and valuing interconnectedness among all people. Finds it easy to get along with people, respects decisions made by a group. Opposite: Has a sharp tongue, is not prone to compromises. 30 Emotional learning in outdoor adventure education involves developing skills related to understanding and managing emotions, fostering emotional intelligence, promoting personal growth and well-being, as well as emotional regulation through experiential activities in natural settings. This approach recognizes the importance of emotions in the learning process and emphasizes the integration of emotional skills alongside cognitive and physical skills. It is important to note that emotional learning in outdoor adventure education is a multifaceted topic, and the skills mentioned above can overlap or interconnect with other aspects of social and experiential learning. A general overview of the skills related to emotional learning in outdoor adventure education are the following setting (Jucker & von Au, 2022; Prouty, Panicucci & Collinson, 2007; Stremba & Bisson, 2009): • Emotional self-awareness: Participants engage in self-reflection and self-discovery to develop an understanding of their own emotions, triggers, and behavioral patterns. They become aware of how their emotions influence their experiences, interactions, and decision-making in the outdoor adventure context. • Emotional regulation: Outdoor adventure activities provide opportunities for participants to experience a range of emotions, including fear, excitement, frustration, and joy. Through these experiences, participants learn to recognize and manage their emotions effectively. They develop strategies to cope with stress, regulate anxiety, and maintain emotional balance in challenging situations. • Empathy and interpersonal skills: Outdoor adventure education encourages participants to develop empathy, the ability to understand and share the feelings of others. By working closely with peers and engaging in cooperative activities, participants learn to consider and respond to the emotions and needs of others. This fosters stronger interpersonal connections, teamwork, and collaboration. • Social awareness: Being aware of and responsive to the emotions and social dynamics within a group or team setting, including recognizing and understanding the emotions of others. Participants become aware of how their emotions influence their behavior and decision-making in the outdoor adventure context. • Emotional resilience: Outdoor adventure activities often involve uncertainty, risk-taking, and stepping out of one’s comfort zone. Participants develop emotional resilience by facing and overcoming 31 challenges. They learn to manage setbacks, adapt to changing circumstances, and maintain a positive mindset in the face of adversity. • Emotional expression and communication: Outdoor adventure education provides a supportive environment for participants to express and communicate their emotions. This includes both verbal and nonverbal forms of communication. Participants learn to articulate their feelings, needs, and boundaries effectively, promoting open and authentic communication within the group. • Integration and transfer of emotional learning: Participants are encouraged to apply the emotional skills they develop during outdoor adventure activities to their daily lives. This involves recognizing and regulating emotions in various contexts, such as school, work, and personal relationships. The goal is to foster emotional intelligence that extends beyond the outdoor adventure setting. • Self-reflection and self-growth: Outdoor adventure education encourages participants to reflect on their emotions, experiences, and personal growth. Self-reflection promotes deeper understanding, self-discovery, the integration of emotional learning into daily life, and fosters personal growth and development. • Empathy: Through interactions with others in the outdoor adventure setting, participants develop empathy, the ability to understand and share the feelings of others. This skill enhances teamwork, communication, and cooperation. Emotional learning in outdoor adventure education is supported by the notion that emotions play a significant role in individual growth, interpersonal relationships, and overall wellbeing. The philosophy of OAE emphasizes hands-on learning, reflection, and the transfer of skills and knowledge gained in the outdoor environment to real-life situations. Teaching/learning process often incorporates elements of risk and challenge, which encourage learners to overcome obstacles, develop trust, and work collaboratively within a group. Games are a good resource too. They encourage curiosity, uncertainty and motivation (Caballero & Rodríguez, 2022). 32 3.2 Dimension of Methods Several theories support the concepts of social and emotional learning in outdoor adventure education Hattie et al., 1997). A few prominent theories that are often applied in this context are the following: • Experiential learning theory (ELT): Developed by David Kolb, ELT emphasizes learning through direct experience and reflection. It posits that individuals learn best when they actively engage in concrete experiences, reflect on those experiences, draw conclusions, and apply their learning to new situations. In outdoor adventure education, ELT provides a foundation for experiential activities and reflective practices that promote social and emotional learning. • Social learning theory (SLT): Proposed by Albert Bandura, SLT highlights the importance of observation, modeling, and imitation in the learning process. According to this theory, individuals learn by observing the behaviors and outcomes of others and then replicating those behaviors. In the context of outdoor adventure education, SLT suggests that participants can acquire social and emotional skills by observing and emulating positive behaviors exhibited by instructors, guides, or peers. • Adventure education theory: Adventure education theory encompasses various frameworks and models specifically tailored for outdoor adventure education. This theory emphasizes the use of challenging and experiential activities to promote personal and interpersonal growth, including social and emotional learning. The models within adventure education theory, such as Project Adventure’s Experiential Learning Model or Kurt Hahn’s Outward-Bound philosophy, often incorporate elements of experiential learning, group dynamics, reflection, and individual challenge. These theories provide frameworks and concepts that inform the design and implementation of social and emotional learning in outdoor adventure education. By adequately applying these theories, educators can create intentional experiences, facilitate reflection and debriefing, foster positive role modeling, and promote the development of social and emotional skills within participants. Experiential learning theory, developed by David Kolb (1984), is highly relevant and applicable to learning in outdoor adventure education. It provides a 33 framework for designing and facilitating meaningful experiences that promote active learning, critical reflection, and skill development. Here’s how Experiential Learning Theory can support learning in outdoor adventure education: • Concrete experience: Experiential Learning Theory recognizes the importance of direct, hands-on experiences as a foundation for learning. In outdoor adventure education, participants engage in real-life experiences such as rock climbing, hiking, or orienteering. These concrete experiences provide the basis for acquiring new skills, confronting challenges, and building knowledge. • Reflective observation: After engaging in outdoor adventure activities, participants engage in reflective observation. This involves stepping back, observing their experiences from different perspectives, and reflecting on what happened. Facilitators guide participants in examining their thoughts, feelings, and reactions during the activities, fostering deeper understanding and insight. • Abstract conceptualization: Experiential Learning Theory encourages participants to make sense of their experiences by abstract conceptualization. This involves drawing connections between their concrete experiences and existing knowledge, theories, or concepts. In outdoor adventure education, participants may analyze their experiences in light of concepts such as risk management, leadership, problem-solving, or teamwork. • Active experimentation: After reflecting and conceptualizing, participants engage in active experimentation, applying their new understanding and insights to new situations. In outdoor adventure education, this can involve taking on new challenges, practicing newly acquired skills, or experimenting with alternative strategies. Through active experimentation, participants refine their skills, build confidence, and gain a deeper understanding of their capabilities. • Cyclical learning process: Experiential Learning Theory views learning as a cyclical process rather than a linear one. It recognizes that learners continuously engage in concrete experiences, reflection, abstract conceptualization, and active experimentation. In outdoor adventure education, participants cycle through this learning process repeatedly as they engage in different adventure activities, reflect on their experiences, and apply their learning to new challenges. • Individual learning styles: Experiential Learning Theory acknowledges that individuals have different learning styles and preferences. Some 34 individuals may have a preference for concrete experience and active experimentation, while others may lean towards reflective observation and abstract conceptualization. In outdoor adventure education, facilitators can provide a variety of learning opportunities and instructional methods to accommodate different learning styles and optimize learning outcomes. Educators utilizing Experiential Learning Theory, design experiences to promote active learning, critical reflection, and skill development. This approach connects participants’ experiences with reflection, conceptualization, and experimentation, fostering their learning and personal growth. Albert Bandura’s Social Learning Theory (Bandura, 1977) can support learning in outdoor adventure education by emphasizing the importance of observation, modeling, and social interaction in the learning process. Here’s how Bandura’s theory can be applied in the context of outdoor adventure education: • Modeling: Social Learning Theory highlights the role of modeling, where individuals learn by observing and imitating others. In outdoor adventure education, facilitators and instructors can serve as positive role models by demonstrating desired behaviors, problem-solving strategies, and risk management techniques. By modeling effective skills and behaviors, they provide participants with examples to observe and emulate. • Observational learning: According to Social Learning Theory, individuals can learn by observing the consequences of others’ behaviors. In outdoor adventure education, participants can observe and learn from their peers’ actions and experiences. By witnessing the outcomes of different approaches and strategies, they can make informed decisions and adjust their own behaviors accordingly. • Vicarious learning: Bandura’s theory suggests that individuals can learn through vicarious experiences, meaning they can learn from the successes and failures of others. In outdoor adventure education, participants can observe and learn from the experiences of their peers or instructors. By witnessing how others handle challenges, manage emotions, and navigate unfamiliar situations, participants can gain valuable insights and knowledge without having to directly experience every scenario themselves. • Social interaction: Social Learning Theory emphasizes the importance of social interaction in the learning process. In outdoor adventure education, collaborative activities, group discussions, and cooperative 35 learning opportunities provide platforms for participants to engage with one another. These social interactions foster the exchange of ideas, perspectives, and feedback, enabling participants to learn from one another and enhance their own skills and knowledge. • Reinforcement: Bandura’s theory also recognizes the role of reinforcement in learning. In outdoor adventure education, positive reinforcement can be used to reward and encourage desired behaviors and achievements. This can include providing verbal praise, recognizing accomplishments, and creating a supportive and encouraging learning environment. Reinforcement helps reinforce the learning process and motivates participants to continue engaging in positive behaviors. By incorporating Bandura’s Social Learning Theory in outdoor adventure education, facilitators can create a rich learning environment that promotes observation, modeling, social interaction, and reinforcement. This approach enables participants to learn from one another, develop new skills, and enhance their understanding of effective strategies for outdoor adventure activities. Adventure education theory, is a framework that supports learning in outdoor adventure education. It provides principles and strategies for designing and facilitating meaningful experiences that promote personal growth, skill development, and social interaction. By applying Adventure Education Theory, facilitators can create purposeful and impactful learning experiences in outdoor adventure education. This approach supports skill development, personal growth, and the integration of learning into participants’ broader lives (Prouty et al., 2007; Stremba & Bisson, 2009). Adventure Education Theory can support learning in outdoor adventure education in the following ways: • Experiential learning: Adventure Education Theory is rooted in the principles of experiential learning, emphasizing the importance of hands-on experiences and reflection. It recognizes that active engagement in adventure activities, such as rock climbing, backpacking, or kayaking, provides a powerful context for learning. By directly participating in challenging and novel experiences, individuals have opportunities to develop skills, gain knowledge, and make personal connections. • Outcomes-based approach: Adventure Education Theory focuses on designing experiences with specific outcomes in mind. These outcomes can include personal development, teamwork, leadership skills, problem-solving abilities, and environmental awareness. By setting clear 36 learning goals, facilitators can structure activities and debriefing processes to guide participants toward achieving these outcomes. • Sequencing and progression: Adventure Education Theory emphasizes a sequential and progressive approach to learning. Activities are carefully sequenced, starting with simpler tasks, and gradually increasing in complexity and challenge. This allows participants to build foundational skills, gain confidence, and develop a sense of competence. Sequencing and progression ensure that participants are appropriately challenged while maintaining a supportive learning environment. • Experiential processing: Adventure Education Theory emphasizes the importance of reflection and processing experiences to deepen learning. Facilitators guide participants through debriefing sessions where they explore the emotions, thoughts, and lessons learned during the adventure activities. This reflective process helps individuals make meaning from their experiences, connect them to real-life situations, and apply their learning beyond the adventure context. • Group dynamics and teamwork: Adventure Education Theory recognizes the significance of group dynamics and teamwork in outdoor adventure education. It promotes collaboration, communication, and mutual support among participants. Adventure activities often require teamwork and cooperation to accomplish goals, solve problems, and navigate challenges. Facilitators create opportunities for participants to develop effective interpersonal skills and cultivate positive group dynamics. • Transfer and generalization: Adventure Education Theory emphasizes the transfer and generalization of learning to real-life situations. Participants are encouraged to apply the skills and knowledge gained in outdoor adventure settings to other aspects of their lives, such as school, work, or personal relationships. Facilitators provide guidance on how to transfer learning and support participants in recognizing the relevance and applicability of their experiences. • A facilitative teaching style. In OE, the learner is the primary actor in the learning process and they should have choices about what and how they will learn. In this less directive approach to teaching learners make decisions for themselves and experience the consequences of their choices and actions (Sutherland & Legge, 2016). A facilitative teaching style must be flexible enough to work with the emergent learning opportunities that present themselves (Blenkinsop et al., 2016). 37 For effective learner-cantered teaching, understanding learners’ interpersonal, intrapersonal development, and group dynamics within learning experiences is crucial (Neville et al., 2023). This knowledge guides the selection and sequencing of activities. However, it doesn’t mean that all learners will engage in the same tasks. Educators use management expertise to customize learning, encourage inclusivity, and nurture learner agency, empowering individuals to make impactful choices in their lives (Martin, 2004). 3.4 Dimension of Management Designing an experiential learning curriculum requires careful consideration of various factors to ensure effective learning outcomes. The 4CID (FourComponent Instructional Design; van Merriënboer, 2019) model is a valuable framework that can be incorporated into the curriculum to enhance the learning experience. The 4CID model aims to assist instructional designers in developing educational programs for teaching complex skills or professional competencies. It delineates educational programs as composed of four primary components: learning tasks, supportive information, procedural information, and part-task practice (Figure 6). 38 Figure 6. The 4CID – The Four-Component Instructional Design Model (van Merriënboer, 2019). 39 Some design principles for an experiential learning curriculum are stated below11: • Real-world context: Integrate real-world scenarios and contexts relevant to the learners’ experiences, interests, and future goals. This provides meaningful connections between theory and practice, enhancing motivation and engagement (Merrill, 2002). • Learning by doing: Emphasize hands-on, active learning experiences that encourage learners to engage with the subject matter directly. Provide opportunities for problem-solving, critical thinking, and practical application (Kolb, 1984). • Authentic assessment: Utilize authentic assessments that mirror real-life tasks and challenges. These assessments should focus on the application of knowledge rather than rote memorization, providing a more accurate measure of learners’ abilities (Mueller, 2008). • Constructive alignment: Ensure that learning activities, assessment methods, and learning outcomes align with each other and with the overall goals of the curriculum. This promotes coherence and consistency in the learning process (Biggs & Tang, 2007). • Active learning strategies: Incorporate a variety of active learning strategies such as brain-storming, question-storming, group discussions, role-playing, simulations, case studies, and project-based learning. These strategies stimulate curiosity, collaboration, and deep understanding (Prince, 2004). • Reflection and feedback: Include regular opportunities for learners to reflect on their experiences, learning progress, and challenges. Provide constructive feedback to help learners refine their understanding and skills (Boud, Keogh & Walker, 1985). • Inclusive design: Consider the diverse needs, backgrounds, and learning styles of the learners when designing the curriculum. Ensure that the learning environment is inclusive and accessible to all participants (Rose & Meyer, 2002). • Continuous improvement: Implement a feedback loop to continuously evaluate the curriculum’s effectiveness and make necessary improvements. Encourage learners to provide feedback on their learning experiences as well (Dick & Carey, 1990). 11 For each of the areas, we also provide resources that can assist in more in-depth study. 46 specifically, can enhance the effectiveness in achieving this goal (Collins et al., 2012). Incorporating outdoor learning (as stated by Neville et al., 2023) offers educators a chance to: enhance learners’ comprehension of the environment and sustainable development topics; make curricula more engaging, as learners can interact with and experience the materials they are learning about through touch, smell, sight, sound, and even taste; and promote physical activity, leading to health and well-being. 4.4 Educator/Facilitator While there are no standardized or universally defined competences for an outdoor adventure educator focusing on socio-emotional learning, there are several key areas of knowledge and skills that can be beneficial (cf. McKenzie, 2000; Priest & Gass, 2005; Glanz, 2002; Graham, 2002). Some specific competences to consider, along with references that can provide further insights and guidance are named below: • Understanding of socio-emotional learning (SEL) frameworks: Familiarize yourself with established SEL frameworks such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. This will provide a foundation for understanding the core competencies and skills associated with SEL (e.g., CASEL, 2023) • Knowledge of developmental psychology and human behaviour: Gain an understanding of developmental stages, human behaviour, and the factors that influence socio-emotional development. This knowledge will help you tailor your activities and interventions to meet the needs of participants at different age levels (e.g., Berk, 2017). • Facilitation and experiential learning techniques: Acquire facilitation skills that promote active engagement, reflection, and experiential learning. Explore methodologies such as debriefing techniques, challenge-by-choice, and guided reflection to enhance participants’ social-emotional growth through outdoor adventure experiences. (e.g., Priest & Gass, 2018). • Communication and active listening: Develop strong communication skills to foster effective dialogue, active listening, and empathy with participants. Effective communication enhances your ability to create a 47 supportive and inclusive environment that promotes social-emotional learning (e.g., Pearce, 2004). • Group dynamics and team building: Understand the dynamics of group interactions and how to facilitate team building activities that foster positive relationships, cooperation, and collaboration. This competence is crucial for creating a supportive and cohesive group environment that supports social-emotional learning (e.g., Forsyth, 2018). • Emotional intelligence and self-reflection: Develop your own emotional intelligence and self-awareness. Cultivate skills in recognizing and managing your own emotions, as well as understanding and empathizing with others. Self-reflection practices can deepen your own growth and model the importance of reflection for participants (e.g., Goleman, 1995). • Trauma-informed practices: Familiarize yourself with trauma-informed practices to create a safe and supportive environment for participants who may have experienced trauma. Understand how trauma can impact socio-emotional development and learn strategies for promoting resilience and healing (e.g., SAMHSA, 2014). Neville et al. (2023) explain links between the environment and the learner; educators´ in-depth knowledge of the environment and pedagogy. • Links between the environment and the learner represent the overlap of the environment and the learner. For rich learning experiences that extend learners exposure and connection to place/s and produce cognitive, behavioural, and attitudinal changes, purposeful selection of the environment and scaffolded learning activities are required. Adoption of these strategies and practices enables the learner’s individual and collective agency, permits learner input into differentiation of learning tasks to promote inclusion, and encourages learners to make authentic decisions. Thus, maximising the likelihood that learners will experience an authentic and powerful learning experience. • According to Neville et al. (2023), educator’s in-depth knowledge of the environment embodies the overlay of the environment and the educator. As identified by Itin (1999), one of the educator’s primary roles encompasses the selection of the environment and suitable experiences to enable learners to be engaged emotionally, intellectually, socially, spiritually, physically, and politically. In addition, educators are responsible for posing problems, developing safe learning environments, facilitating the learning process (through interaction between leaners, learner and 48 educator, and learner and the environment), guiding reflection, and providing the necessary information to support learning (Itin, 1999). • Finally, Neville et al. (2023) conclude that pedagogy represents the bond between the learner and the educator, encompassing three acknowledged and interconnected components of effective pedagogy. These components entail innovative curriculum design and implementation to engage learners in their learning, the selection of instructional strategies that foster skill development and conceptual understanding within the context, and the utilization of management techniques to establish and sustain supportive learning communities (Marzano, 2007; Thomas, 2015; see Section 3.4). Numerous learning cycles or models inform OAE, but Kolb’s experiential learning cycle stands out as the most widely used (Priest & Gass, 2005, cf. Section 3.3). This cycle involves an individual engaging in a concrete experience, then observing and reflecting upon it, leading to the formation of abstract concepts that can be applied to new situations beyond the initial experience. Therefore, Kolb’s cycle can be used as a pedagogical tool to organise/facilitate OAE/SEL13. Kolb’s (1984) four-step learning process consists of concrete learning, reflective observation, abstract conceptualization, and active experimentation. • Concrete experience – the learner encounters a concrete experience. This might be a new experience or situation, or a reinterpretation of existing experience in the light of new concepts. • Reflective observation of the new experience – the learner reflects 13 It‘s important to note that Kolb´s model should not be viewed as practical or practice-oriented guideline in every context. Critics argue that the theory‘s rigid learning stages do not accurately reflect the intricate nature of how individuals truly learn. Learning is multifaceted and does not neatly fit into predefined stages. Figure 8. Kolb’s (1984) four-step learning process. ACTIVE EXPERIMENTATION Trying out what you have learned CONCRETE EXPERIENCE Having the actual experience ABSTRACT CONCEPTUALISATION Learning from the experience REFLECTIVE OBSERVATION Reflecting on the experience 49 on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding. • Abstract conceptualization – reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience). • Active experimentation – the newly created or modified concepts give rise to experimentation. The learner applies their idea(s) to the world around them to see what happens. Implementation needs in relation to four non-negotiable aspects of a model for OAE, key assumptions about teaching and learning behaviours and important assessment and validation concerns are considered by Williams and Wainwright (2016; Figure 9.). As the figure shows, key concerns arising from the implementation of these non-negotiable features are considered by Williams and Wainwright (2016; see also Sibthorp & Jostad 2014). They include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting educators in making judgements about learners managing their own risk, developing educators’ expertise in reviewing and developing assessment tools that measure learners’ affective learning.14 14 Creation of the follow-up curriculum texts and innovative materials (see. Section 1.2) builds upon the provided curriculum framework, enabling the implementation and assessment of results and processes focused on OAE/SEL (see Chapter 6). 50 5. RESULTS ASSESSMENT AND REFLECTION “We do not learn from experience. We learn from reflecting on experience.” – John Dewey The OAE/SEL programs should be organised/facilitated by trained instructors and educators who provide guidance, support, and opportunities for reflection and debriefing. Thus, one important aspect of pedagogical content knowledge that may require additional professional development beyond normal teacher training experiences is the specific knowledge of a range of pupil-centred formative assessment and reviewing techniques to underpin pupil learning and maximise learning transfer (cf. Williams & Wainwright, 2016). Outdoor educators aim to enhance teaching and learning through handson experiences; however, for such encounters to carry meaning and practical relevance, instructors must guide learners in learning through meticulously structured and guided reflection sessions. One of the key theories underlying OAE, which is often described as a four-stage cycle (see Section 4), in which participants do an activity, reflect on the activity, relate the activity to more abstract concepts, and revise their actions as they prepare to do the activity again (Meerts-Brandsma et al,. 2020). Also, the OAE pedagogical model by Williams and Wainwright (2016, see figure 8) advocates for the need to support pupil learning through positive reviewing with opportunities for pupils to think independently and construct their own meaning from experience and that teacher professionalism should determine precisely when, where and how that should happen (Williams & Wainwright, 2016). An instructional activity holds educational value only when learners grasp its significance and can apply their comprehension in subsequent situations. OAE/SEL educators are expected to both provide and receive feedback that is specific, relevant, and timely (Richardson et al., 2014). Similarly, within this OAE/SEL curriculum framework, feedback is deemed a vital element; it serves as the pathway for the exchange of ideas, perspectives, and recommendations. In Chapter 3.1, we pointed out that Figure 9. Outdoor adventure education model (Williams & Wainwright, 2016). PHYSICAL EDUCATION AT KEY STAGES 2, 3, 4 NON NEGOTIABLE FEATURES OF OUTDOOR AND ADVENTURE EDUCATION MODEL: • Mainly Outdoors. • Experiential Learning Approach • Challenge by Choice • Managed Risk TEACHER EXPERTISE • Pedagogic Content Knowledge: Use of full range of teaching approaches with particular emphasis on pupil-centered approaches Reviewing techniques to support transfer of learning. • Content Knowledge (for NonSpecialist Primary teachers): Basic understanding of skills, techniques and knowledge related to OAE experiences in school eg Outdoor Learning Cards and overnight camps in the school grounds. For specialist PE teachers in Secondary school): National Governing Body Certification, Duke of Edinburgh Award, Certificate of Off-Site Safety Management, Basic First Aid, Local Authority Residential Outdoor Centre PUPIL READINESS FOR LEARNING • Pupils’ awareness of learning approach. • Pupils’ coconstruction of knowledge. • Pupils’ awareness of main learning outcome. • Differentiated tasks. ASSESSMENT • Assessment tools are appropriate and tested. • Prioritises affective learning outcomes. • Acknowledges contribution to psychomotor and cognitive learning. • Supports lifelong physical literary transfer. • Addresses National Curriculum requirements. VALIDATION • Based on research findings. • Informed by ‘best practice’ Craft Knowledge of teacher and peers. • Informed by professional judgment of teacher as Intuitive Knowledge. PERSONAL GROWTH THROUGH ADVENTURE 51 5. RESULTS ASSESSMENT AND REFLECTION “We do not learn from experience. We learn from reflecting on experience.” – John Dewey The OAE/SEL programs should be organised/facilitated by trained instructors and educators who provide guidance, support, and opportunities for reflection and debriefing. Thus, one important aspect of pedagogical content knowledge that may require additional professional development beyond normal teacher training experiences is the specific knowledge of a range of pupil-centred formative assessment and reviewing techniques to underpin pupil learning and maximise learning transfer (cf. Williams & Wainwright, 2016). Outdoor educators aim to enhance teaching and learning through handson experiences; however, for such encounters to carry meaning and practical relevance, instructors must guide learners in learning through meticulously structured and guided reflection sessions. One of the key theories underlying OAE, which is often described as a four-stage cycle (see Section 4), in which participants do an activity, reflect on the activity, relate the activity to more abstract concepts, and revise their actions as they prepare to do the activity again (Meerts-Brandsma et al,. 2020). Also, the OAE pedagogical model by Williams and Wainwright (2016, see figure 8) advocates for the need to support pupil learning through positive reviewing with opportunities for pupils to think independently and construct their own meaning from experience and that teacher professionalism should determine precisely when, where and how that should happen (Williams & Wainwright, 2016). An instructional activity holds educational value only when learners grasp its significance and can apply their comprehension in subsequent situations. OAE/SEL educators are expected to both provide and receive feedback that is specific, relevant, and timely (Richardson et al., 2014). Similarly, within this OAE/SEL curriculum framework, feedback is deemed a vital element; it serves as the pathway for the exchange of ideas, perspectives, and recommendations. In Chapter 3.1, we pointed out that Figure 9. Outdoor adventure education model (Williams & Wainwright, 2016). PHYSICAL EDUCATION AT KEY STAGES 2, 3, 4 NON NEGOTIABLE FEATURES OF OUTDOOR AND ADVENTURE EDUCATION MODEL: • Mainly Outdoors. • Experiential Learning Approach • Challenge by Choice • Managed Risk TEACHER EXPERTISE • Pedagogic Content Knowledge: Use of full range of teaching approaches with particular emphasis on pupil-centered approaches Reviewing techniques to support transfer of learning. • Content Knowledge (for NonSpecialist Primary teachers): Basic understanding of skills, techniques and knowledge related to OAE experiences in school eg Outdoor Learning Cards and overnight camps in the school grounds. For specialist PE teachers in Secondary school): National Governing Body Certification, Duke of Edinburgh Award, Certificate of Off-Site Safety Management, Basic First Aid, Local Authority Residential Outdoor Centre PUPIL READINESS FOR LEARNING • Pupils’ awareness of learning approach. • Pupils’ coconstruction of knowledge. • Pupils’ awareness of main learning outcome. • Differentiated tasks. ASSESSMENT • Assessment tools are appropriate and tested. • Prioritises affective learning outcomes. • Acknowledges contribution to psychomotor and cognitive learning. • Supports lifelong physical literary transfer. • Addresses National Curriculum requirements. VALIDATION • Based on research findings. • Informed by ‘best practice’ Craft Knowledge of teacher and peers. • Informed by professional judgment of teacher as Intuitive Knowledge. PERSONAL GROWTH THROUGH ADVENTURE 52 the designed curriculum is closely linked to the resultant curriculum. It is a major challenge to constructively align the curriculum design with the teaching-learning process and assessment. The OAE/SEL educators need to keep in mind the statement by Brandl-Bredenbeck and Sygusch (2017; Section 1.2) that we should teach what we want to assess, and we should assess what we are expected to teach (the expected outcomes) in the designed curriculum. The aim of OAE/SEL is to provide all learners with a set of social-emotional learning (soft/meta) skills and competencies, preparing them for their future education and societal roles. The SEL skills and competencies consist of a comprehensive set of knowledge, skills, abilities, attitudes, and values essential for an individual’s personal development and societal engagement. The skills and competences related to SEL, which can be developed through OAE, have been specifically defined in Section 3.1 and 3.2. Both summative and formative assessment of the OAE/SEL outcomes should precisely target these expected outcomes. Denham (2016, see also Durlak, et al., 2015) describes several behaviour ratings scales that fulfil many of the criteria important for effective SEL screening, progress monitoring and summative assessment. Educators who use formative assessment do not compare learners to each other and do not assess normatively. They focus on the achievement of learning goals for each of the learner. It allows each of them to experience satisfaction from work done and gain the appropriate confidence in their abilities and supports the development of learning competence (Green et al., 2022). Formative assessment is based on: • emphasis on communication between pupil and educator and learners with each other • regular and frequent evaluation of learner work (providing feedback – information about what has been achieved, what needs to be focused on in the future and how specifically to proceed) • setting learning goals and monitoring the progress of each learner on the way to these goals. Learning can build on what the learner already knows when the educator gives more evidence about the learners’ previous learning and experience, and an understanding of where the learner is currently in relation to where they need to go. In the long term, formative assessment can help learners develop skills and competences which OAE/SEL targets on, such as self-reflection, critical thinking and the capacity for self-directed learning (cf. Green et al., 2022). 53 Effective formative assessment processes involve partnering with learners to incorporate the following five practices into cycles of responsive teaching and learning (Beard, 2023). • Clarifying learning goals and success criteria within a broader progression of learning. Learners should have context for what they’re learning: why they’re learning it, how it connects to previous lessons and their own interests, and what success looks like. Having goal clarity, purpose, and a path promotes learner motivation and agency. • Eliciting and analysing evidence of learner thinking. Whether it’s capturing ideas on a whiteboard, responding to an online survey, or giving a thumbs-up or down in response to a check for understanding, an effective process centres on knowing learning goals, then gathering, interpreting, and responding to learning-goal evidence. • Engaging in self-assessment and peer feedback. This type of assessment is more than providing feedback from teacher to learner. As explained by Beard (2021) having learners reflect on their progress helps them become active participants in their learning. The process should also involve learners collaborating with each other, asking questions, making observations, celebrating successes, and suggesting improvements in ways that support them in attaining challenging learning goals. • Using actionable feedback. Once learning evidence is collected, teachers work with learners to ensure that they have both the time and processes to apply feedback in ways that move learning forward. • Responding by adjusting learning strategies or next instructional steps. This practice is the “why” of formative assessment. To make the process effective, we must collaborate with learners to use evidence and insights to propel learners toward shared and personal shortand long-term goals. Educators use a variety of assessment strategies and activities15 to elicit information about learner learning. These strategies should be triangulated to 15 Examples of Tools for Formative Assessment and Reflection: Lambert (2012): https://www.utwente.nl/en/examination/faq-testingassessment/60formativeassessment.pdf; Tools for Formative Assessment: https:// www.utwente.nl/en/examination/faq-testing-assessment/60formativeassessment. pdf; 7 Smart, Fast Ways to Do Formative Assessment: https://www.edutopia. org/article/7-smart-fast-ways-do-formative-assessment/; Formative Assessment Strategies: A teacher‘s guide: https://www.structural-learning.com/post/formativeassessment-strategies-a-teachers-guide; Love every challenge (2023) https:// www.salto-youth.net/downloads/toolbox_tool_download-file-1484/Outdoor%20 Adventure%20Education_Tool%20Kit_2016.pdf 54 include learner-teacher conversations, and, observation of processes and products (cf. Section 1.2) as shown in the Figure 10. Figure 10. Triangulation of Data – Learning Evidence for Assessment of Learning (STAO, 2023). Pearson and Smith (1988) focused on the process of reflecting (or debriefing) on experiences. The authors provide six factors that contribute to its effectiveness: 1. committing to its importance and central role in experience-based learning; 2. deliberately planning for an adequate opportunity to reflect; 3. realizing that a high level of facilitating skill is needed; 4. establishing clear intentions, objectives, and purposes for all activities; OBSERVATION OF PROCESS Strategies • How students approach • Inquiry project • How students approach the learning task Conversations Products Strategies • Student questions and comments during a Knowledge Building Circle • Student responses to effective questions by teacher • Teacher/Student Conference Strategies • Outdoor inquiry project presentation or video of outdoor learning task • Learning log Tools • Checklists • Rubrics • Anecdotal recording sheet • Video or audio recording of student problem Tools • Checkbric • Recording device to capture explanations • Anecdotal recording tool Tools • Checklists • Rubrics • Criteria list 55 5. identifying ways of knowing and types of knowledge that the experience represents and establishing appropriate structures and relationships in which the process will take place; and 6. establishing an environment based upon trust, acceptance, risk-taking, and mutual respect of individuals’ feelings, perceptions, and theories. Incorporating the reflective assessment and contemplation of the learner’s connection with oneself, peers, and the environment is an established element of the learning journey in outdoor education. As noted by Neville et al. (2023), it’s a defining feature that reflective assessment occurs at the conclusion of an experience, enabling participants to derive significance from their encounters and extend their newfound knowledge to various facets of their lives. Several reflective models can be found in the literature. Reflective model according to Rolfe et al. (2001; cf. Driscoll, 2007) is based on three questions: What? – This element of the process is concerned with describing the event or occurrence being reflected upon and defining one’s self-awareness in relation to it. So what? – This aspect of the Rolfe model analyses the situation being reflected upon and begins to make evaluations of the circumstances being addressed. 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RULER Approach. co. https:// medicine.yale.edu/childstudy/services/community-and-schools-programs/ center-for-emotional-intelligence/training/ruler/ Zelenski, J. M., Dopko, R. L., Capaldi, C. A., & Cooperation, C. (2015). Cooperation is in our nature: Nature exposure may promote cooperative and environmentally sustainable behavior. Journal of Environmental Psychology, 42, 24–31. 68 8. FIGURES Figure 1. Dimensions of a curriculum Figure 2. Components of outdoor adventure education Figure 3. OAE/SEL Model Figure 4. Structure of Social and Emotional Skills Figure 5. The curriculum ring Figure 6. The 4CID – The Four-Component Instructional Design Model Figure 7. Pedagogical practices that support outdoor learning experiences Figure 8. Kolb’s (1984) four-step learning process Figure 9. Outdoor adventure education model Figure 10. Triangulation of Data – Learning Evidence for Assessment of Learning Figure 11. The reflective model according to Rolfe et al. (2001) Figure 12. The reflective model according to Gibbs (1988) 9. TABLES Table 1: Description of the skills included in the OECD’s model on SEL Table 2. Empirical and theoretical resources Table 3. Systematic reviews 69 10. APPENDIX Table 2. Empirical and theoretical resources Empirical and theoretical resources Authors Tittle Resource type/ Methods Results DOI/URL/ISBN Griffin, K. (2020) Exploring the Possibilities of Outdoor/ Adventure Education A theoretical study The outdoor/adventure education curriculum, while neglected in recent years, is demonstrating promising gains as a viable model. https://doi.org/10.1123/kr.20200041 Wurdinger, S. D., & Carlson, R. L. (2010) Teaching for experiential learning: Five approaches that work. Monograph The authors provide in-depth descriptions into these overlapping approaches for experiential learning: active learning, problem-based learning, project-based learning, service learning, and place-based education ISBN 9781607093671 Cooley, S., J. (2015) Developing groupwork through outdoor adventure education: a systematic evaluation of learning and transfer in higher education Thesis (Ph.D.) OAE was found to improve groupwork skills, attitudes, and self-efficacy, resulting in improved academic groupwork, greater confidence, satisfaction, integration, and employability. http://etheses.bham.ac.uk/id/ eprint/6275 70 Opper, B. (2013) Exploring the value and limits of using outdoor adventure education in developing emotional intelligence during adolescence Thesis (PhD) A case study of an event, namely “The Journey” - 23-day outdoor adventure education programme for Grade 10 learners at a private high school for boys. There was an increase in all EQ subskills directly after participation but the initial increase in interpersonal and stress management skills did not have a sustainable effect. http://hdl.handle.net/2263/40236 Donnelly, O. (2013) Evaluating the impact of an outdoor adventure education intervention for primary school children perceived to be vulnerable A case study - two groups of pupils from year 9 and 10 with severe behavioural difficulties placed in an independent residential school. A systematic observation of their behaviour and recording of their academic performance over the duration of the programme. Although outdoor education may not form a solution to dealing with ‘problematic’ behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils. http://dx.doi. org/10.1080/13632750300507025 71 Empirical and theoretical resources Authors Tittle Resource type/ Methods Results DOI/URL/ISBN Jirásek, I., & Turcová, I. (2017) The Czech approach to outdoor adventure and experiential education: the influence of Jaroslav Foglar´s work Introducing Foglar, his personality and work to a wider audience. Jaroslav Foglar being not only an important Czech writer and educator, but also potentially influencing the field of outdoor adventure and experiential education internationally. http://dx.doi.org/10.1080/147296 79.2017.1344557 Richmond, D., Sibthorp, J., & Gookin, J., Annarella, S., & Ferri, S. (2017) Complementing classroom learning through outdoor adventure education: out-of-schooltime experiences that make a difference. This study employed a grounded theory approach, semi-structured interviews with learners. Findings explain how shared OAE experiences among adolescent girls attending the same school contribute to greater social connectedness, self-efficacy in leadership competencies, and a recalibrated sense of self and personal potential. https://doi.org/10.1080/1472967 9.2017.1324313 Sibthorp, J., & Ewert, A. (2014) Outdoor Adventure Education: Foundations, Theory, and Research Monograph Outdoor Adventure Education offers a comprehensive view of the expanding discipline of outdoor adventure education in its various settings. http://dx.doi. org/10.5040/9781492595663