Strategies for preparing PETE students to teach the adventure education curriculum model

Abstract

The affective domain can be difficult to teach and define and is under-actualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE professors’ training and acculturation into PE of decades-old approaches and conceptions of the subject. The authors performed a literature review with theoretical, critical perspectives on assessing and teaching the affective domain through adventure education (AE) learning experiences. Literature indicates that Pre-Service Teachers (PSTs) need more experience participating and teaching affective-based curriculum models and pedagogical content like AE during PETE. By giving PETE PSTs affective-based experiences as participants and facilitators, PSTs have more holistic perspectives (learning and teaching through all three domains of learning) and are more culturally competent teachers. The authors propose five strategies to implement AE within PETE programs and requirements sequencing. As PETE evolves and improves content and delivery mechanisms to meet learners’ needs (PSTs and students in K-12 PE), the propensity for change in the enterprise of PE increases as positive benefits of affective-based teaching ripple through generations of new students acculturated into the field every day.