An outdoor educator’s self-study of enacting a pedagogical model for outdoor adventure education to facilitate affective learning experiences

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ABSTRACT Background: Outdoor Adventure Education (OAE) has a long history of being associated with the facilitation of affective learning experiences. This research explores this relationship between OAE and the facilitation of affective learning experiences by enacting a pedagogical model. This inquiry was prompted by the publication of two papers in Physical Education and Sport Pedagogy – ‘A new pedagogical model for adventure in curriculum’ [Williams, A., and N. Wainwright. 2016a. “A New Pedagogical Model for Adventure in the Curriculum: Part One – Advocating for the Model.” Physical Education and Sport Pedagogy 21 (5): 481–500. doi:10.1080/17408989.2015.1048211; Williams, A., and N. Wainwright. 2016b. “A New Pedagogical Model for Adventure in the Curriculum: Part Two – Outlining the Model.” Physical Education and Sport Pedagogy 21 (6): 589–602. doi:10.1080/17408989.2015.1048212]. Purpose: Two research questions were developed for this exploration: (i) What are the realities of enacting a pedagogical model for OAE?; and (ii) When facilitating a programme for OAE, what affective learning experiences emerge and what are the processes involved in their facilitation? Method: A self-study methodology was used for this research and was guided by LaBoskey’s [2004. “The Methodology of Self-Study and Its Theoretical Underpinnings.” In International Handbook of Self-Study, of Teaching and Teacher Education Practices, edited by J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell, 817–869. Dordrecht: Springer] approach to self-study. Ciaran (first author) – a facilitator of OAE programmes – conducted a self-study of their enactment of the pedagogical model for OAE in facilitating affective learning outcomes/experiences. Data sources included reflective journal entries and micro (a co-instructor of OAE) and macro (Dylan [second author]) critical friend meetings. Data was analysed following Charmaz’s [2014. Constructing Grounded Theory. Sage] approach to data analysis. Findings: The findings are captured in three categories: (i) Handing over the control to the students: realities of enacting a pedagogical model for OAE; (ii) The importance of creating an environment where affective learning can occur; and (iii) The potential of the pedagogical model for the creation of an environment where affective learning can be facilitated. Discussion: Throughout the findings, examples and considerations are given where the ‘non-negotiables’ of the pedagogical model for OAE can support and/or enhance and/ or facilitate affective learning outcomes/experiences of motivation, emotional responses, self-concept, and resilience [Teraoka, E., H. J. Ferreira, D. Kirk, and F. Bardid. 2021. “Affective Learning in Physical Education: A Systematic Review.” Journal of Teaching in Physical Education 40 (3): 460–473. doi:10.1123/jtpe.2019-0164]. Conclusion: This research highlights the possibilities and potentialities of a pedagogical model for OAE [Williams, A., and N. Wainwright. 2016a. “A New Pedagogical Model for Adventure in the Curriculum: Part One – Advocating for the Model.” Physical Education and Sport Pedagogy 21 (5): 481–500. doi:10.1080/17408989.2015.1048211; Williams, A., and N. Wainwright. 2016b. “A New Pedagogical Model for Adventure in the Curriculum: Part Two – Outlining the Model.” Physical Education and Sport Pedagogy 21 (6): 589–602. doi:10.1080/17408989.2015.1048212] in facilitating affective learning experiences/outcomes. We strongly encourage and advocate OAE facilitators/teachers to adopt, adapt, and enact the model to benefit the students’ affective learning development in OAE settings.