Outdoor Adventure Education Curriculum Model: Template for Youth Social and Emotional Learning

Outdoor Adventure Education Curriculum Model: Template 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 Model: Template for Youth Social and Emotional Learning Number of pages: 44 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 Model: Template 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 © 2025 Masaryk University ISBN 978-80-280-0720-1 (paperback) ISBN 978-80-280-0721-8 (online ; pdf) https://doi.org/10.5817/CZ.MUNI.M280-0721-2025 UNIVERSITY OF LUXEMBOURG Department of Education and Social Work Prof. Dr. Christopher Heim doc. PaedDr. Emanuel Hurych, Ph.D. Reviewed by: 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 2. CONCEPT OF THE CURRICULUM MODEL TEMPLATE 8 2.1 Aims and Goals 9 2.2 Basic principles 15 3. FACILITATING OAE/SEL 20 3.1 The Educator/Facilitator 21 3.2 Pedagogical Content Knowledge 24 3.3 Learning from Reflecting on Experience 24 3.4 How to Lead a Reflection Session 25 4. OAE/SEL PLANNING TEMPLATES 29 4.1 OAE/SEL planning a module template 29 4.2 OAE/SEL Planning a Unit Template 34 4.3 Example of OAE/SEL Unit 35 5. MODULE / UNIT REFLECTION 37 5.1 Reflection On a Unit/Module Template 39 6. REFERENCES 40 7. FIGURES 42 8. TABLES 42 9. APPENDIX 43 6 1. INTRODUCTION Developed as a result of the Outdoor Adventure Education through Physical Education project (OutAdvEd), this Outdoor Adventure Education Curriculum Model: Template for Youth Social and Emotional Learning1 serves as an illustrative resource for structuring and delivering Outdoor Adventure Education (OAE) with an emphasis on Social-Emotional Learning (SEL). This document is a continuation of the Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning (Vlček, Hřebíčková & Skotáková et al., 2025)2 from which we selectively incorporate certain components to demonstrate the interconnectedness and unified conception of these two texts. We hope that in this Curriculum Model Template, we will provide the reader with the necessary context, which is further discussed in the Curriculum Framework if needed. This Curriculum Model Template serves as a general resource for structuring OAE/SEL. We do not specify, for example, the characteristics of individual age groups of learners, nor do we address the area concerning specific groups of learners. This matter is left to the pedagogical and psychological expertise of educators who may be interested in using this material. We are aware that an educator is not a blank slate. Whether through personal experiences as a student, teacher, participant, or even a spectator, the OAE/SEL educator approaches the facilitation of the process with their own conception of what it is and how it should occur. We would like to thank all the readers interested in OAE/SEL, and we welcome any feedback or comments. 1 OutAdvEd Curriculum Model Template (work package n°2/R2) 2 OutAdvEd Curriculum Framework (work package n°2/R1). This document will be referred to as OutAdvEd Curriculum Framework in the subsequent text (Vlček, Hřebíčková & Skotáková et al., 2025). Figure 5. The reflective model according to Rolfe et al. (2001). 7 1. INTRODUCTION Developed as a result of the Outdoor Adventure Education through Physical Education project (OutAdvEd), this Outdoor Adventure Education Curriculum Model: Template for Youth Social and Emotional Learning1 serves as an illustrative resource for structuring and delivering Outdoor Adventure Education (OAE) with an emphasis on Social-Emotional Learning (SEL). This document is a continuation of the Outdoor Adventure Education Curriculum Framework for Youth Social and Emotional Learning (Vlček, Hřebíčková & Skotáková et al., 2025)2 from which we selectively incorporate certain components to demonstrate the interconnectedness and unified conception of these two texts. We hope that in this Curriculum Model Template, we will provide the reader with the necessary context, which is further discussed in the Curriculum Framework if needed. This Curriculum Model Template serves as a general resource for structuring OAE/SEL. We do not specify, for example, the characteristics of individual age groups of learners, nor do we address the area concerning specific groups of learners. This matter is left to the pedagogical and psychological expertise of educators who may be interested in using this material. We are aware that an educator is not a blank slate. Whether through personal experiences as a student, teacher, participant, or even a spectator, the OAE/SEL educator approaches the facilitation of the process with their own conception of what it is and how it should occur. We would like to thank all the readers interested in OAE/SEL, and we welcome any feedback or comments. 1 OutAdvEd Curriculum Model Template (work package n°2/R2) 2 OutAdvEd Curriculum Framework (work package n°2/R1). This document will be referred to as OutAdvEd Curriculum Framework in the subsequent text (Vlček, Hřebíčková & Skotáková et al., 2025). Figure 5. The reflective model according to Rolfe et al. (2001). THIS TEMPLATE CONSISTS OF THREE DIFFERENT PARTS: The FIRST (Chapters 2, 3) • is a supporting planning guide that describes the essential elements and learning outcomes of the OAE curriculum model to meet the social and emotional needs of young people. The SECOND (Chapters 4, 5) • is a blank template with the steps to follow to facilitate teachers work in planning a unit of learning following the directions of instructional alignment. The THIRD (Chapters 6, 7) • is an example of an OAE/SEL learning module and unit and assessment of the processes and outcomes. 1 2 3 14 THE ‘BIG FIVE’ DOMAINS SKILLS DESCRIPTION BEHAVIOURAL EXAMPLES OPEN-MINDEDNESS (Openness to Experience) CURIOSITY Interest in ideas and love of learning, understanding and intellectual exploration; an inquisitive mindset. Likes to read books, to travel to new destinations. Opposite: dislikes change, is not interested in exploring new products. TOLERANCE Is open to different points of view, values diversity, is appreciative of foreign people and cultures. Have friends from different backgrounds. Opposite: dislikes foreigners. CREATIVITY Generating novel ways to do or think about things through exploring, learning from failure, insight and vision. Has original insights, is good at the arts. Opposite: seldom daydreams, dresses conventionally. ENGAGEMENT WITH OTHERS (Extraversion) SOCIABILITY Able to approach others, both friends and strangers, initiating and maintaining social connections. Skilled at teamwork, good at public speaking. Opposite: avoids large groups, prefers one-to-one communication. ASSERTIVENESS Able to confidently voice opinions, needs, and feelings, and exert social influence. Takes charge in a class or team. Opposite: waits for others to lead the way, keeps quiet when disagrees with others. ENERGY Approaching daily life with energy, excitement and spontaneity. Is always busy; works long hours. Opposite: gets tired easily. COMPOUND SKILLS SELF-EFFICACY The strength of individuals’ beliefs in their ability to execute tasks and achieve goals. Remains calm when facing unexpected events. Opposite: avoids challenging situations. CRITICAL THINKING/ INDEPENDENCE The ability to evaluate information and interpret it through independent and unconstrained analysis. Good at solving problems, at ease in new and unknown situations. Opposite: dependent on others’ guidance. SELF-REFLECTION/ META-COGNITION Awareness of inner processes and subjective experiences, such as thoughts and feelings, and the ability to reflect on and articulate such experiences. Good exam preparation strategies, able to master skills more effectively. Opposite: overor underestimates time needed for exam preparation or project completion. 15 2.2 Basic principles Constructivism historically served as the theoretical framework for OAE. It draws inspiration from John Dewey’s work and emphasizes learning, which places great importance on the experience itself, combined with reflective practice to facilitate learning. 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. It often incorporates elements of risk and challenge, which encourage participants to overcome obstacles, develop trust, and work collaboratively within a group.4 Activities that make up OAE encourage participants to solve problems and overcome risk, gain respect for, confidence in, and trust in themselves and their peers (Tannehill, Van der Mars, MacPhail, 2015). Taking part in an OAE programme encourages young people to challenge themselves physically, emotionally, and cognitively through learning to work cooperatively with others within a group. Activities should be challenging and adventurous for learners. Uncertainty should be present in them, even the perception of a certain risk (controlled by the educator). To overcome these challenges, learners will develop their creativity and imagination, as well as their ability and willingness to debrief and share emotional experience. 4 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). 16 Designing an experiential learning curriculum requires careful consideration of various factors to ensure effective learning outcomes. The 4CID (FourComponent Instructional Design) model is a valuable framework that can be incorporated into the curriculum to enhance the learning experience. Here are some design principles for an experiential learning curriculum: • 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 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). 17 By integrating these design principles, along with the emphasis on real-world tasks and experiences, learners can have a more engaging, relevant, and effective experiential learning journey. Outdoor adventure education incorporates various pedagogical approaches that facilitate learning in natural and adventurous settings. Commonly used pedagogies to support outdoor adventure education are the following: • Place-based education: Place-based education focuses on connecting learners with the local environment and community. It utilizes the natural and cultural resources of a specific place to provide meaningful learning experiences. In outdoor adventure education, place-based education encourages participants to develop a deeper understanding of the natural environment, cultural heritage, and ecological systems through activities in specific outdoor locations. • Adventure-based learning: Adventure-based learning integrates adventure activities, such as rock climbing, backpacking, and kayaking, with educational goals. It emphasizes personal and group development, problem-solving, and skill acquisition through adventure experiences. Participants engage in challenging activities that require them to work together, communicate effectively, and develop critical thinking skills. It involves designing activities that require participants to collaborate, problem-solve, communicate effectively, and develop leadership skills while engaging in adventurous experiences. • Challenge education: Challenge education involves presenting participants with intellectually, physically, or emotionally challenging tasks. These challenges are carefully designed to promote personal growth, self-efficacy, and problem-solving skills. In outdoor adventure education, challenge education uses outdoor activities to create opportunities for participants to push their limits, overcome obstacles, and develop resilience. • Cooperative learning: Cooperative learning promotes collaboration, teamwork, and positive interdependence among participants and is commonly used in outdoor adventure education. It involves structured group work where individuals work together to achieve common goals. In outdoor adventure education, cooperative learning encourages participants to work in teams, communicate effectively, and support each other in achieving shared objectives. Collaborative and cooperative learning foster teamwork, communication, and interpersonal skills. 18 • Reflective practice: Reflective practice involves structured reflection on experiences, thoughts, and emotions to enhance learning and personal growth. In outdoor adventure education, reflective practice encourages participants to debrief and discuss their outdoor experiences, identify lessons learned, and connect those experiences to their own lives and the broader world. This involves structured discussions, journaling, and guided reflection on experiences, emotions, and lessons learned during outdoor adventures. Reflection and debriefing allow participants to make meaning from their experiences and connect them to personal growth and learning outcomes. • Transformational learning: Transformational learning focuses on deep personal transformation and shifts in perspective. It involves challenging participants’ existing beliefs, assumptions, and values, leading to new insights and personal growth. In outdoor adventure education, transformational learning aims to expand participants’ understanding of themselves, others, and the natural world through adventurous and reflective experiences. • Challenge by choice: The “Challenge by Choice” approach respects individual autonomy and allows participants to choose the level of challenge they are comfortable with. It emphasizes personal decision-making and encourages participants to stretch their limits, take risks, and step outside their comfort zones while participating in outdoor adventure activities. OAE is a goal-oriented process (in our case aiming at SEL), where selected methods and pedagogical strategies are tools for achieving goals. Neville et al. (2023) developed three themes model for outdoor learning (Figure 3.5). The three interrelated components (the environment, the learner and the educator) require consideration to gain maximum benefit from outdoor learning experiences. The model supports educator to plan and facilitate immersive outdoor experiences that promote learning. 5 See also in OutAdvEd Curriculum Framework – Chapter 4. (Vlček, Hřebíčková & Skotáková et al., 2025). The Environment • Understanding of place • Safe learning environment • Immersive experience The Learner • Facilitative teaching style • Purposefully selected and sequenced activities • Engagement of multiple senses • Knowledge of participants • Reflection The Educator • Discipline understanding • Responsive to learning moments • Flexibility • Systematic reflexivity Links between the environment and the learner Educator’s in-depth knowledge of the environment Pedagogy Outdoor Learning 19 • Reflective practice: Reflective practice involves structured reflection on experiences, thoughts, and emotions to enhance learning and personal growth. In outdoor adventure education, reflective practice encourages participants to debrief and discuss their outdoor experiences, identify lessons learned, and connect those experiences to their own lives and the broader world. This involves structured discussions, journaling, and guided reflection on experiences, emotions, and lessons learned during outdoor adventures. Reflection and debriefing allow participants to make meaning from their experiences and connect them to personal growth and learning outcomes. • Transformational learning: Transformational learning focuses on deep personal transformation and shifts in perspective. It involves challenging participants’ existing beliefs, assumptions, and values, leading to new insights and personal growth. In outdoor adventure education, transformational learning aims to expand participants’ understanding of themselves, others, and the natural world through adventurous and reflective experiences. • Challenge by choice: The “Challenge by Choice” approach respects individual autonomy and allows participants to choose the level of challenge they are comfortable with. It emphasizes personal decision-making and encourages participants to stretch their limits, take risks, and step outside their comfort zones while participating in outdoor adventure activities. OAE is a goal-oriented process (in our case aiming at SEL), where selected methods and pedagogical strategies are tools for achieving goals. Neville et al. (2023) developed three themes model for outdoor learning (Figure 3.5). The three interrelated components (the environment, the learner and the educator) require consideration to gain maximum benefit from outdoor learning experiences. The model supports educator to plan and facilitate immersive outdoor experiences that promote learning. 5 See also in OutAdvEd Curriculum Framework – Chapter 4. (Vlček, Hřebíčková & Skotáková et al., 2025). The Environment • Understanding of place • Safe learning environment • Immersive experience The Learner • Facilitative teaching style • Purposefully selected and sequenced activities • Engagement of multiple senses • Knowledge of participants • Reflection The Educator • Discipline understanding • Responsive to learning moments • Flexibility • Systematic reflexivity Links between the environment and the learner Educator’s in-depth knowledge of the environment Pedagogy Outdoor Learning Figure 3. Pedagogical practices that support outdoor learning experiences (Neville et al. 2023). 20 3. FACILITATING OAE/SEL In OAE/SEL, 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 et al., 2016). A facilitative teaching style must be flexible enough to work with the emergent learning opportunities that present themselves (Blenkinsop et al., 2016). The integration the experiential learning cycle is part of the foundation of the OAE/SEL approach. There are four levels through which learning passes6: 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 on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding. 6 Kolb´s model is one of various illustration emphasizing individual and psychological processes, however it has its limitations. Experiential learning, foundational in education, is approached through various perspectives. Both humanistic and Deweyan philosophies influence the discourse on its pedagogy. Current academic discussions emphasize the need for a clear definition of „experience“, especially when considering prevalent models like Kolb’s learning cycle, rooted in humanistic principles. For further insight on Experiential Learning articles and critiques of David Kolb‘s theory, please refer to https://reviewing.co.uk/research/experiential. learning.htm). Nevertheless, Kolb‘s Learning Cycle is widely recognized as one of the most used learning models and, if not overly rigidly applied, it can effectively serve in facilitating OAE/SEL processes. Figure 4. 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 21 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. 3.1 The Educator/Facilitator7 When planning and implementing outdoor learning experiences, it´s essential to recognize that certain environments are better suited for fostering wonder, reflection, quietness, or releasing energy. Having knowledge, awareness, and sensitivity to different places allows educators to choose an environment that facilitates an immersive and safe learning experience, aligned with the desired learning or curriculum outcomes (Neville et al., 2023). As an outdoor adventure education specialist focusing on socio-emotional learning, there are several competences to prioritize. These competences will help effectively facilitate meaningful experiences that promote personal growth, self-awareness, and social-emotional development in participants. Some key areas to focus on are: • Empathy and active listening: Develop the ability to listen attentively and empathetically to participants, understanding their thoughts, feelings, and perspectives. This skill is essential for establishing trust, building rapport, and creating a supportive environment. • Group facilitation: Learn effective group facilitation techniques to encourage collaboration, communication, and cooperation among participants. Create opportunities for group reflection, problem-solving, and decision-making that promote social-emotional growth. • Emotional intelligence: Enhance your own emotional intelligence by developing self-awareness, self-regulation, empathy, and social skills. This will enable you to model and teach these skills to participants, fostering their emotional intelligence development. • Conflict resolution: Acquire skills in conflict resolution and mediation to help participants navigate interpersonal challenges. Teach strategies 7 See also in OutAdvEd Curriculum Framework – Section 4.4 (Vlček, Hřebíčková & Skotáková et al., 2025). 22 for active listening, respectful communication, and problem-solving to promote healthy relationships within the group. • Mindfulness and self-reflection: Incorporate mindfulness practices into your programs to help participants develop self-awareness, emotional regulation, and stress management skills. Encourage regular self-reflection to foster personal growth and understanding. • Positive reinforcement and feedback: Learn techniques for providing constructive feedback and positive reinforcement to support participants’ social-emotional learning. Recognize and celebrate their achievements, reinforcing positive behaviors and attitudes. • Cultural competence: Cultivate cultural competence and inclusivity to create a welcoming and respectful environment for participants from diverse backgrounds. Promote cross-cultural understanding, empathy, and appreciation for differences. • Risk management and safety: Prioritize the safety and well-being of participants by developing robust risk management protocols. Ensure that activities are designed with participant safety in mind, providing a secure environment for emotional exploration and growth. • Program design and evaluation: Design well-structured programs that incorporate intentional socio-emotional learning outcomes. Regularly assess and evaluate the effectiveness of your programs to make informed improvements and adjustments. • Continuous learning and professional development: Stay updated with current research, best practices, and emerging trends in outdoor adventure education and socio-emotional learning. Engage in continuous learning through workshops, conferences, professional networks, and self-study. These competences should be complemented by a strong foundation in outdoor skills, safety protocols, and risk management practices. By combining outdoor adventure experiences with intentional socio-emotional learning, it is possible to create transformative experiences for participants, fostering personal growth, resilience, and interpersonal skills. One model that can be used for understanding if an instructor’s leadership style matches with a concrete situation is the COLT model, which focuses on connecting planned learning outcomes with leadership and management style (Love every challenge, 2023). “For example, if one of the planned outcomes would be encouraging creativity, activities should be led with an approach that encourages mutual cooperation and creative thinking instead of a leader with authocratic leadership style. It’s also important that leadership style can be 23 significantly impacted based on concrete situation and surrounding environment – in case of an emergency, the priority is to react fast and get the group in safety, while in a more relaxed environment an instructor is advised to step back and involve more participants in decision making” (Priest & Chase 1989). Table 2. Comparison of management styles (Love every challenge, 2023). DIRECTIVE EFFECTIVE WHEN: NOT EFFECTIVE WHEN: • The „do it the way I tell you” • Manager closely controls employees • Motivates by threats and discipline • There is a crisis situation • When deviations are risky • Team members are underdeveloped – little learning happens with this style • Team members are highly skilled – they become frustrated and resentful at the micromanaging Authoritative Effective when: Not effective when: • The “firm but fair” manager • Gives team clear direction Motivates by persuasion and feedback on task performance • Clear directions and standards needed • The leader is credible • Team is underdevelopedthey need guidance on what to do • The leader is not credibleteam will not follow vision if they do not believe in it Affiliative Effective when: Not effective when: • The “people first, task second” manager • Avoids conflict and emphasizes good personal relationships between team members • Motivates by trying to make people feel happy • Used with other styles Tasks routine, performance adequate • Managing conflict • There is crisis when directions are needed • Performance is inadequate Participative Effective when: Not effective when: • The “everyone has input” manager • Encourages team to make input in decision making • Motivates by rewarding team effort • Team works together • Staff has experience and credibility • Steady working environment • Team members must be coordinated • There is a crisisno time for meetings • There is a lack of competency Pace setting Effective when: Not effective when: • The “do it myself” manager • Performs many tasks personally and expects team to follow his example • Motivates by setting high standards • People are highly motivated, competent • Little coordination required when managing experts • When workload requires assistance of others • When development, coaching and coordination needed Coaching Effective when: Not effective when: • The “developmental” manager • Helps and encourages team • to develop their strengths and improve their performance • Motivates by providing professional development opportunities • Skills needs to be developed • Team members are motivated and wanting development • The leader lacks expertise in a crisis when performance contradiction is too great 30 Table 3. Planning a module template (From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk) TITLE OF THE MODULE Developed by Grade Level Subject Time Frame 1 - Identify desired learning outcomes Broad areas of learning in physical education: What physical education/OAE learning areas are incorporated into this unit? SEL Competencies: What are the SEL competencies that will be incorporated in this unit? Learning outcomes: What learning outcomes will this unit address? (Come from the curriculum framework) Knowledge: What knowledge will student acquire as a result of this unit? Skills: What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a result of their work in this unit. Students will know... Students will be able to… 31 2 – Assessment Evidence Standards and Criteria for Success: By what criteria will task performance, knowledge, skill and understanding be judged? Attach rubric to Unit Plan Formative and summative assessments: Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Student Self-Assessment: How will students reflect upon or self-assess their learning? 32 3 – Lesson Planning Context: What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning? How will you engage students during the unit? What are the instructional approaches, teaching methods and strategies you will use? (must come from the curriculum framework) What OAE activities will you use in the unit? How will you connect them with physical education goals and SEL competencies? # Lesson Title Lesson Activities Physical education goals SEL competencies 1 2 3 4 5 6 7 33 4 – Teacher’s Reflection Considerations Comments Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? Adaptive dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students? For ‘struggling’ students: For students who need a challenge: Instructional Approaches: Do I use a variety of teacher directed and student cantered instructional approaches? Resource Based Learning: Do the students have access to various resources on an ongoing basis? FNM/I Content and Perspectives/Gender Equity/Multicultural Education: Have I nurtured and promoted diversity while honouring each child’s identity? 34 4.2 OAE/SEL Planning a Unit Template Introduction: In the initial section under Learning outcomes, the template focuses on three core areas: Physical Education/OAE outcomes, SEL outcomes, and interdisciplinarity outcomes. The following section contains the Prologue, description of the unit assignment, the environment where the unit will take place, the educator´s role, and the characteristics and needs of the learners involved. Subsequently, the Pedagogical approach section outlines the specific methods to be employed within the unit including potential collaborative methods like peer cooperation. This section also covers the management – whether it’s face-to-face, online, blended, etc. Finally, the template includes the last sections focused on Aids and Equipment, Learning resources, Main hazards, and Additional information, providing comprehensive insight into the necessary tools, resources, potential risks, and any supplementary details crucial for effective unit planning and execution. TITLE OF THE UNIT Learning outcomes: PE/OAE outcomes: SEL outcomes: Interdisciplinary outcomes: Prologue: The assignment of the unit: The environment: The educator: The learners: Pedagogical approach: Learning format (e.g., F2F, Online, Blend, …) and organisational forms (e.g., peer cooperation, …) Methods: · Icebreaking, evoking and motivation: · Process: · Reflection: ·Feedback: Aids and equipment: Learning resources: Main hazards: Additional information: Table 4. Planning a unit template (OutAdvEd Curriculum Framework – Section 3.3; 3.4; Vlček, Hřebíčková & Skotáková et al., 2025). 35 4.3 Example of OAE/SEL Unit Title of the unit Low ropes – A bridge made from the hair of the Mohawk people PE specific outcomes: the learner improves and applies his/her basic motor competences: balancing; motor abilities: strength, endurance, coordinative abilities. Interdisciplinary outcomes: the learner understands better the history of people of North America19 Explicit SEL outcomes (see Appendix 2, 3); the learner:  Cooperates efficiently with other members of his or her group; participates – together with teachers – in setting up the rules of team work; helps teamwork to succeed based on recognising and accepting new roles in activities;  Contributes to the creation of a friendly atmosphere in the team; contributes to a strengthening of interpersonal relations based on his or her consideration for others and respect for others; offers help or asks for help when needed;  Thinks creatively and critically; makes prudent decisions and is able to defend them; is aware of the responsibility for his or her own decisions; evaluates the outcomes of his or her decisions. Further SEL skills: creativity, decision making, responsibility, stress management, willingness, building team, trust building, getting out of comfort zone, creative thinking Motivation/prologue – story telling: The Mohawk people were in danger. Enemies drove them into swamps, and they could no longer retreat. That’s when they used their beautiful long hair, weaving ropes from it, which they used to overcome the swamps. 19 Mohawk people: https://en.wikipedia.org/wiki/Mohawk_people 36 The assignment: put rope between the trees in a zig-zag formation a tighten the ropes as hard as possible. The team has to complete the course without falling – if a person falls the whole team has to begin from the start again (or can carry on from the same spot). You can apply different pressure conditions to differentiate and challenge by choice: time limit to create a more time pressure, sing a song while climbing, or carry an object (something valuable for the team members) to create a situational and complexity pressure etc. (see Scheuer & Heck, 2020; Scheuer, Heck & Vlček et al, 2021) The environment: forest, grove The educator: participates in initial brainstorming and storytelling, motivates and facilitates the process – ensure safety (see Additional information), gives continuous feedback, facilitates the reflection and feedback. The learners: try to recognize and understand the problem, consider discrepancies and their causes, consider and plan ways to solve the problem based on their own reasoning, test practically the adequacy of approaches to solving the problem, monitor their progress in tackling the problem. Pedagogical approach: place-based education, adventure-based learning, challenge education and challenge by choice, cooperative learning, reflective practice Used forms: F2F, group work, peer cooperation Used methods: • Evoking: brain-storming, question-storming (questions: Who were Mohawk people? How they lived? What would you ask a Mohawk man of woman?) • Motivation: story telling (see the prologue) • Process: Problem solving (see the task) • Reflection: In the groups; Questions: How was it? What happened? How did you work as a team? What would you do differently? Gibbs reflective cycle template (Appendix 1; reflection questions and prompts: Chapter 4; Appendix 2, 3) • Feedback: Records of reflections - mental maps, portfolio, journal entry, procedures and photo documentation Aids and equipment: static ropes (carabines, pulleys, stopper, sling, mats to protect the trees, working gloves, repellent) Learning resources: Hofmann, E. & Svobodová, H. (2021). Outdoor Education and its Inclusion into Teaching at Pdf MU. Brno: Masaryk University Press. Main hazards: Important is safety – safe spotting (see the photo above) Additional information: Wearing solid shoes is recommended. Table 5. Example of OAE/SEL unit 37 5. MODULE / UNIT REFLECTION Educators are implementing assessment for learning when they are using the information from the evidence of learner advancement to provide descriptive feedback to learners and to develop meaningful learning tasks to help move learners´ achievement to a higher level. Educators use a variety of assessment strategies to elicit information about learner development (see also Examples of tools for formative assessment and reflection, Footnote 14). These strategies should be triangulated to include observation, learner-educator conversations, and learners’ products as shown in the Figure 7. Figure 7. Triangulation of Data – Learning Evidence for Assessment of Learning (STAO, 2023). 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 38 Blenkinsop et al., (2016 in Neville et. al., 2023) define five areas of reflexivity to apply when reflecting on outdoor learning experiences. The first area focuses on teacher self-examination (e.g., How am I deepening my own understanding and connection with this context? Why am I choosing to do x and not y right now?), followed by a focus on learners (second area), both individually and as a group (e.g., What learning did I observe today? What is a logical learning progression from here?). The third area addresses the same questions as area one and two, but through co-reflection with responses gathered from the community which may include learners themselves, parents and/or teachers. The fourth area of reflection considers the role of the environment (e.g., In what ways can and did the place make a difference in our practices? Was I successful in integrating the natural environment?), and the final area considers the learning within the context of the larger learning community (e.g., What kind of traditions, metaphors, systems are establishing themselves in these new, outdoor learning experiences, and are those appropriate?). For reflecting on these five topics (however, the educator may not always reflect on all the topics), the following Table 6 can be used. 39 5.1 Reflection On a Unit/Module Template Title of the unit: Location: Unit No. Age of learners: No. of Learners: Describe the Scene – Outline the situation including the learners, what they were doing, what happened. What did you learn from the reflection/discussion: What will you try in the next unit/module (personal improvement goal): Any other comments/notes: Table 6. Reflection on a unit/module template.