Research on Adventure Education

Adventure Education Impact

Joonyoung Lee and Tao Zhang, "The impact of adventure education on students' learning outcomes in PE: A systematic review", JTRM in Kinesiology, 5/18/2019, ISSN 0778-3906

  • Reviewed research between 1976 and 2018; selected 11 articles

  • Explored PE teachers' perspectives toward AE in PE

  • Overall conclusion: AE benefits learning outcomes such as peer relationship and emotion

  • Specific results include

    • Greater increase of physical activity

    • Lower MVPA in AE than traditional PE (moderate to vigorous physical activity)

    • Increase in self-concept (social acceptance, behavioral conduct, happiness and satisfaction, ...) but that may decay over time months after the program

    • Increase in perceived behavioral conduct

    • Decrease depressive symptoms and anxiety levels; increase self-esteem

    • Increase in group dynamics; more cohesive group

    • Increase in social and emotional learning outcomes

    • Increase in resilience

Rationale for Adventure-Based Learning, for Safe Schools/Health Students grant awarded to Black Oak Mine Unified School District

  • Includes discussion of liability. Emphasis is on preparedness and risk mitigation, as well as providing information to students and parents and having signed waivers.

Project Adventure Effects

The Impact of Project Adventure on the Self Concept of Adolescents, thesis from 1981 by Sandra I. Jerstad, SD State. High school students evaluated before and after a Project Adventure course

  • Boys experienced enhanced self concept

  • Girls had a lower self concept!

Shaked, Nava, "The effect of "Project Adventure" on self-esteem of learning disabled students" (1995). Theses and Dissertations. 2290.

  • 22 regular education and 11 lerning disabled students

  • 9 week Project Adventure program

  • Coopersmith Self-Esteem Inventory

  • No significant change in self-esteem. Some individuals much higher; some much lower.

Quimby, Thomas R., "The effect of Project Adventure on selected affective and psychomotor outcomes," BU, School of Education 1982.

  • Questions were (1) does PA have a different effect on self-concept and fitness than regular PE class? and (2) does PA affect boys differently than girls?

  • Results:

    • PA can show significant affective gains within a wilderness immersion

    • There are no significant differences between boys and girls

    • Regular PE teachers can be trained to conduct a PA curriculum

    • Children reflect positively on PA experience

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