sequencing low adventure activities in elementary physical education（在小学体育教育序列低冒险活动）.pdfVIP

Sequencing Low Adventure Activities in Elementary Physical Education by Brian D. Clocksin ncreasingly, schools are purchasing adventure equip- Each day of the unit builds on students’ previous Iment, hiring teachers with adventure backgrounds, experiences, a typical Project Adventure (PA) sequence. and even building climbing walls and other high ropes Thus, the sequence is constructed and maintained elements. The popularity of Adventure Education has throughout the unit to reinforce student learning. Many led to an increase in convention sessions aimed at of the activities can be found in Silver Bullets (Rohnke, teachers. For example, at the 2001 National AAHPERD 1984) or similar activity books. Convention there was only one such Adventure session. By 2005, there were twelve. So, it seems Adventure Education activities and initiatives are likely DAY 1 becoming more commonplace in physical education. While students point out the “fun” aspect of adven- The first day of an Adventure Education unit sets the ture education, teachers are realizing its potential for tone for the subsequent days. We use the first day to improving communication and problem solving skills, focus on safety, both emotional and physical, and as enhancing teamwork and trust, and developing goal an orientation to Adventure Education. We begin with setting and responsibility. There are also opportunities a discussion called the Full Value Contract to help stu- for students to demonstrate competency in motor skills, dents start to understanding strengths and weaknesses