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challenges. In the UK, similar to Ireland, outdoor and adventurous activities (OAA)
refers to; ‘those activities which are taught as part of the normal school curriculum;
using the existing facilities and campus of the primary school; by the generalist
class
teacher, without the need for additional qualifications, and to the whole class at the
same time’ (Martin, 2000, p. 187). Pickup and Price (2007) believe that OAA holds the
most potential for learning in the affective, social and cognitive domains. According to
the Curriculum (Government of Ireland, 1999c) the O&AA strand offers ‘alternative
avenues for pupil achievement and encouragement to adopt a
healthy life-style based on
an enjoyment and appreciation of the outdoors’ (p. 5). The final strand unit of O&AA
is, understanding and appreciating Outdoor and Adventure Activities, which Priest and
Gass (1997) in their book, identify as environmental education, which focuses on the
child’s awareness and knowledge of the environment and their relationship with the
environment. Although ‘understanding and appreciation’ is part of O&AA within
physical education there are overlaps and links
can be made with the Social,
Environmental and Scientific Education Curriculum (Government of Ireland, 1999d).
According to Priest and Gass (1997) school based outdoor and adventure education
focuses on learning
in
and
through
the outdoors emphasising personal and social
development. Pickup and Price (2007) state that Outdoor and Adventurous Activities
(OAA as termed in the UK) are perhaps the most misunderstood area of the National
Curriculum in Physical Education. Just as adults’ perceptions of games
as being rugby,
basketball or hockey, likewise many teachers equate OAA with rock climbing, canoeing
and potholing. These specialist activities are well beyond the scope of the generalist
classroom teacher. While these activities can be introduced by appropriately qualified
leaders and staff during residential experiences or day trips to outdoor activity/education
centres, curricular OAA ‘can provide meaningful opportunities for children to
experience very distinct learning tasks’ (Pickup & Price, 2007, p. 151). Stidder and
Haasner (2011) acknowledge the reason why outdoor and adventurous
activities in UK
primary schools is neglected is the relative lack of expertise amongst primary school
teachers. This may also be the case why only 16% of children (Woods et al., 2010), in
fifth and sixth class, have experienced O&AA in Irish primary schools. O&AA was
introduced as a strand in 1999 and teachers received two hours National In-service in
O&AA in 2005, which may account for their lack of competence and confidence in
teaching O&AA, along with the fact that teachers themselves would not have
experienced the strand taught to them when they were in school.
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The following outcomes are all possible for children, through a taught
programme of O&AA following the Physical Education Curriculum (Government of
Ireland, 1999b) and Teacher Guidelines (Government of Ireland, 1999c), supplemented
by the resource materials for teaching physical education (Primary Schools' Sports
Initiative, 2006):
Use simple plans and
diagrams of their environment, use simple maps,
use maps and recognise signs and symbols, use maps of known and
unknown environments.
Respond to a set challenge.
Work co-operatively with others.
Discuss how to follow trails and solve problems.
Comment how they went about tasks.
Use ideas they have learned from one task to help them solve another.
Recognise other possible approaches.
Develop trust.
Give opportunities to develop leadership skills.
Learn through fun activities.
According to Martin (2000), ‘the primary focus of OAA is to teach problem
solving skills to focus on process, to learn to co-operate and to learn from group
mistakes while participating’ (p. 188). There is limited
exposure to danger in the
O&AA primary curriculum content, however the challenging nature of the activities
must be acknowledged. Therefore, the teachers must ensure they have planned and
organised all activities thoroughly paying particular attention to any possible risks that
may present themselves. Teachers also need to appreciate that in O&AA the learning
processes are ‘essentially practical, enquiry based, and pupil orientated and that there is
always potential for personal and social development’ (Hopper, Grey & Maude, 2000,
p. 78).
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