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ERIC Number: ED545847
Record Type: Non-Journal
Publication Date: 2012
Pages: 330
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9992-9
Transforming Physical Educators through Adventure-Based Learning
Ressler, James Donald
ProQuest LLC, Ph.D. Dissertation, The Ohio State University
Adventure-based Learning (ABL) is the purposeful use of activities in sequence to improve personal and social development of participants (Cosgriff, 2000). ABL goes beyond instant activities (i.e. ice-breakers, cooperative games) to create an environment in which students enjoy the challenge while developing emotional and social competencies (Panicucci, Faulkingham Hunt, Kohut, Rheingold, & Stratton, 2002). The ABL curriculum model serves as a good fit in schools for the personal and social development of children and as an alternative to the multi-activity curriculum model (Sutherland, Ressler, Stuhr, 2009). The responsibility of successful, meaningful, adventure based programming lies in how the content is facilitated (Panicucci et al., 2002), and a reason for the limited number of P-12 physical education professionals using ABL as a content area is due to a lack of experience and formal training in this curriculum (Sutherland et al., 2009). The purpose of this study is to review the experiences of two novice ABL facilitators (i.e. two in-service physical education teachers) during training in, and facilitation of a completed 10-day ABL instructional unit in their respective classes. Transformative Learning Theory (TLT) (Mezirow, 1997) guided this qualitative case study. TLT is a reconstructive theory that focuses on adult learning and adult educator, grounded on the nature of human communication, and seeking agreement on our own interpretations and beliefs is central to human communication and the learning process (Mezirow, 1991; 1997). Three themes emerged for each participant. Findings suggest: (a) further training and support of in-service teachers prior to facilitating ABL, (b) development of more in-depth content knowledge in ABL, and (c) an identification of effective and ineffective ABL pedagogies through critical self-reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A