| Module Title |
Teaching Personal & Social Responsibility through Outdoor & Adventure Activities |
| Module Code |
EDP1080 (ITS: AP302) |
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Faculty |
Arts Education & Movement |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
The curriculum model, teaching personal and social responsibility, will underpin all work in outdoor and
adventure activities. The theory of outdoor and adventure education with reference to social justice matter
will be explained and illustrated as students engage in activities related to the primary curriculum. Walking
activities, outdoor challenges and orienteering will provide the medium for exploration of the adventure
philosophy including risk, challenge, problem solving, cooperation, debriefing (reflective practice) and trust.
Students will be expected to work collaboratively to plan lessons that can be implemented in a school
setting and those that are undertaken off-site in natural environments. Theories of play will be explored with
the focus on the important role of outdoor physical play for all children.
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Learning Outcomes
1. Demonstrate an understanding of Hellison’s model of personal and social responsibility applied to physical education
2. Apply and reflect on the concept of experiential learning within outdoor and adventure education
3. Describe the benefits of outdoor play underpinned by reference to fundamental movement skill development and physical activity
4. Analyse and critique playgrounds (school and off-site) and parks as a places for learning in physical education
5. Plan creative and motivating outdoor and adventure activities that focus on children’s development and learning utilising the principles of Universal Design for Learning
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 16 | Theoretical and practical workshops exploring TSPR, Outdoor Education and Adventure Education and Play. | | Field Trip | 8 | Playgrounds and Park settings for orienteering and outdoor play exploration | | Independent Study | 71 | Reading, studying completing pre/post trip activities | | Assignment Completion | 30 | Planning, drafting and completing e-portfolio |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 20286 | Part of Term | Semester 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Cillian Brennan | Module Teacher | Frances Murphy, Maura Coulter |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Portfolio | Students will create an e-portfolio reflecting on their learning from the module with particular reference to Outdoor and Adventure Activities, Outdoor Play
and TPSR | 100% | Week 12 |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Personal and Social Responsibility in O&AA in PE
Applying Hellison’s model of personal and social responsibility; Integration of personal and social responsibility goals into physical education including outdoor education and outdoor physically active play; Teaching responsibility by empowering students; Implications of the model for practice in teaching outdoor and adventure activities. Experiential learning in outdoor and adventure education. Examining the rationale for introducing children to walking activities, outdoor challenges and orienteering. Researching and designing outdoor activities for all children. Development of basic orienteering skills for children: map reading leading towards point to point orienteering. Management of risk
taking. The importance of debriefing (reflection) following engagement in adventure activities. Outdoor Play: Benefits of play in the natural environment: play for physical activity, enjoyment of the outdoors, learning about the world. Meeting the child’s need for freedom, adventure, creativity, experimentation, risk-taking. Using playgrounds: selection of playgrounds and play activities, undertaking risk benefit analyses.
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Indicative Reading List
Books:
- Lund, J., & Tannehill, D.: 2014, Standards-Based Physical Education Curriculum Development, Jones & Bartlett Publishers,
- Griggs, G., & Randall, V.: 2022, An Introduction to Primary Physical Education, 2nd, Routledge, London,
- Gill, T., Power, M., & Brussoni, M.: 2019, Risk Benefit Assessment for Outdoor Play: A Canadian Toolkit, Child & Nature Alliance of Canada, Canada,
Articles:
- Heath, J.A.: 2017, A Little Adventure Can Go a Long Way! Reintroducing Adventure Education into the Curriculum Conversation, Strategies, Vol. 30, 513673
- 2017: Introducing TPSR into physical education, Active and Healthy: Promoting Informed Practice, Vol. 24 (4), 513674, 1
- Safe Danger - On the Experience of Challenge, Adventure and Risk in Education: Sport, Ethics and Philosophy, Vol. 11 (1), 513675, 1, Williams, A., & Wainwright, N.
- Physical Education and Sport Pedagogy: Vol. 21 (5), 513676, 1, Williams, A., & Wainwright, N., 2016
- Vol. 21 (6): 513677, 2, Marron, S., Murphy, F., & Coulter, M., 2011, Out and about: supporting a rural primary school implementing a programme of outdoor and adventure activities
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Other Resources
- 1: Report, The Heritage Council, Children and the Outdoors, Kilkenny,
- 411288: 1, Resource, Irish Wheel Chair Association, Great Outdoors: A Guide for Accessibility, Dublin
- 411289: 1, Resource, Irish Orienteering Association, Orienteering: A complete introduction, Dublin
- 411290: 1, Resource, Play Safety Forum, Managing Risk in play provision: A position statement,
- 411291: 1, Resource, Barnardos, 2014, Outdoor Play Matters, Dublin
- 411292: 1, Resource, Play Wales, 2018, Reflective Practice: What it is and why it is so important, Wales
- 411293: 1, Website, Leave No Trace Ireland, 2021, Leave No Trace, Mayo
- https://www.leavenotraceireland.org/: 411294, 1, Website, Professional Development Service for Teachers and DCU, 2020, Teaching Outdoor and Adventure Activities - PE at Home
- https://www.scoilnet.ie/pdst/peathome/:
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