Students’ perception of relationship skills during an adventure-based learning unit within physical education

Abstract

Adventure-based Learning (ABL) is a sequence of highly structured physical activities and periods of reflection (i.e., debriefs) with the aim to promote personal and social development (Cosgriff, 2000). ABL has been used as a synonym in describing Adventure Education or adventure programming conducted within physical education (PE) programmes (Dyson & Sutherland, 2014). ABL has been shown to have a positive effect on intrapersonal and interpersonal relationship skills (IIRS) amongst students, such as enhanced leadership skills, patience, and working with others (Passarelli, Hall, & Anderson, 2010; Quezada & Christopherson, 2005). Adventure youth camps have also shown positive results in regard to promoting IIRS (e.g., improving self-esteem and friendship) among adolescent populations (Thurber, Scanlin, Scheuler, & Henderson, 2007). Within PE settings ABL has the potential to help students develop IIRS (Cosgriff, 2000; Dyson, 1995; Sutherland & Stuhr, 2014), yet our knowledge regarding student outcomes from ABL within structured PE is limited, reflecting a paucity of research in this area. This qualitative case study aimed to narrow this research gap through an investigation of middle school students' perceptions of their IIRS while involved in a 15-lesson ABL unit of instruction during PE. Conceptual framework The social emotional learning (SEL) literature was used to help frame this study and as a means to connect the importance of using ABL to promote IIRS. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL is the ability to problem solve, make responsible decisions, manage one's emotions, and build positive relationships with others (Collaborative for Academic, Social, and Emotional Learning, 2013). The study of SEL has risen since the 1990s and as such, many researchers believe SEL should be an integral part of the educational experience provided to our youth (Hoffman, 2009). The primary reason to teach and promote inclusion of SEL experiences within school is to help students acquire social skills (Cohen, 2006). SEL also plays a role in student academic success (Elias, Zins, Graczyk, & Weissberg, 2003). Specifically, CASEL has successfully examined and found advantages of using evidence-based SEL programmes to promote academic success within schools (CASEL, 2013). SEL instruction has also had positive effects on health, citizenship, IIRS, and improved happiness (Zins & Elias, 2006). Why use SEL to frame a study in ABL? There are similarities between the use of an ABL curriculum and SEL instruction that provide sound rationale for using the latter to frame this study. Studying ABL outcomes through the lens of SEL is supported by commonalities between these two types of programming. For example, the philosophical foundation of ABL is predicated on students learning how to develop community, cooperation, trust, and problem solving abilities (Frank, 2013), a commonality shared, and proven to be enhanced through SEL instruction (Zins & Elias, 2006). ABL and SEL specifically focus attention on the affective domain of learning and student learning outcomes associated with IIRS. Theoretically, both types of programming are designed to create community within the classroom and provide students with opportunities to work through issues of conflict (Cohen, 2006; Frank, 2013). ABL and SEL place high importance on providing students with the opportunity to talk and reflect on social-emotional experiences (Cohen, 2006; Stuhr & Sutherland, 2013; Zins & Elias, 2006). Other characteristics seen in ABL and SEL include the focus on creating emotionally safe, caring, and inclusive classroom environments in order to create ideal learning conditions for students (Cohen, 2006; Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, in press). Thus, ABL can be seen as a type of SEL programme that focuses on promoting social and emotional competencies. …