Learning and Teaching Through Outdoor and Adventurous Activities

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 2 study.

1. Students will learn about the nature and demands of teaching OAA in order to meet the requirements of the programme of study in the National Curriculum for Physical Education (NCPE 2008).
2. This module aims to promote students’ knowledge of learning and teaching through outdoor and adventurous activities (OAA) which reflect inclusive approaches to learning, teaching and assessing through OAA.
3. Students will learn to critically reflect on the value and place of OAA within the secondary school PE curriculum in addressing the NCPE requirements of overcoming challenges and solving problems of an adventurous nature.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 2 study, by the end of the module students should be able to:

1. Demonstrate knowledge and critical reflection on the requirements of the NCPE (2008) programmes of study, key concepts and processes and level descriptors within the context of OAA.
2. Demonstrate knowledge and critical reflection on learning and teaching strategies which reflect inclusive approaches to learning, teaching and assessing through OAA.
3. Critically reflect on the value and place of OAA within the secondary school PE curriculum in addressing the NCPE requirements of overcoming challenges and solving problems of an adventurous nature.

• Risk assessment is covered in detail at the start of the module and relates to the principles and policies of The University of Brighton, and AfPE’s Safe Practice in Physical Education and School Sport (2008). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and policies in non-contact time.
• The nature and purpose of OAA in the physical education curriculum.
• OAA Programmes of Study and NCPE (2008) Level Descriptions.
• OAA teaching principles.
• Teaching strategies and styles in OAA.
• A framework for teaching OAA.
• Progression in OAA.
• Developing skills, making and applying decisions, developing physical and mental capacity, evaluating and improving, and making informed choices about healthy, active lifestyles in OAA.
• Lesson Planning.
• Observation and analysis of group work challenges.
• Personal and social education in OAA.
• Navigation and route planning.
• Problem solving and physical challenges.
• Orienteering activities. (BOF Level One Coaching Orienteering Award)

Contact time:

• Staff led lectures
• Student led presentations.
• Discussions in pairs and small groups.
• Question and answer sessions.
• Problem solving -individually and in small groups.
• Student practical work -individually and in small groups.
• Guidance on planning, organisation and management in the 'classroom'.

Non-contact time:

• Reviewing government documents/directives
• Guided reading and note taking
• Observation and analysis of  performance.
• Use of a range of ICT to enhance performance.

Books:

AfPE (2008) Safe Practice in Physical Education and School Sport, Leeds, Coachwise.

Balazik D, (2006) ‘Outdoor and Adventurous Activities’, Coachwise publications.

Balazik D, (2003) ‘Outdoor and Adventurous Activities for Juniors’, Leeds, Human Kinetics, 2^nd Edition

Glover D, & Anderson L, (2003) ‘Character Education’, Champaign Il, Human Kinetics

McNeill C, Martland J, & Palmer P, (2005), ‘Orienteering in The National Curriculum’, (3^rd Edition) Doune, Harveys

McNeill C, Corey-Wright J, & Renfrew T, (1998), ‘Teaching Orienteering’, Crowood Press

Midura D, & Glover D, (2005) ‘Essentials of Team Building: Principles and Practices’, Coachwise publications

Newstrom J, & Scannell E, (2007) ‘The Big Book of Team Building Games: Quick, fun activities for building morale, communication and team spirit’, Maidenhead: McGraw-Hill

Journals:

Physical Education Matters (formerly The British Journal of Teaching Physical Education)

Horizons (Inc Journal of Adventure and Outdoor Leadership JAEOL)

Stidder G & Hayes S (2007) ‘Trainee Teachers’ Experiences of teaching National Curriculum PE during School-Based Placements at Key Stages Three and Four in the South-East of England (1994 – 2004)’, ‘Physical Education Matters’ formerly The British Journal of Teaching Physical Education, Spring, (2), 1, pp 42 - 47

Stidder G (2007) ‘Outdoor and Adventurous Activities in secondary schools and the development of subject knowledge amongst trainee physical education teachers in south-east England’ ‘Physical Education Matters’ formerly The British Journal of Teaching Physical Education, Autumn, (2), 3, pp

Stidder G (2006a) ‘Raising the profile of Outdoor and Adventurous Activities – A developmental approach’, ‘Physical Education Matters’ (formerly The British Journal of Teaching Physical Education), (1), 1, p 12 - 14

Stidder G (2006b) ‘A Developmental Approach to teaching Outdoor and Adventurous Activities in Schools’, ‘Physical Education Matters’ formerly The British Journal of Teaching Physical Education, (1) Autumn, 2, pp 13 - 16

 Electronic sources:

British Orienteering Federation : http://britishorienteering.org.uk  (accessed August 2008)