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“If only”: outdoor and adventurous activities and generalised academic development

“If only”: outdoor and adventurous activities and generalised academic development
“If only”: outdoor and adventurous activities and generalised academic development
This paper reports on research conducted as part of a project, the aim of which was to utilise outdoor and adventurous experiences to help schools address their ‘if only’ factor — that aspect of learning perceived to be key to raising standards, whether it be the acquisition of knowledge, skills or a change in attitudes to learning. The project involved nine schools and 671 children, all engaged in the “I Can!” project and the follow-up activities that took place at schools. The research was carried out with children, teachers and parents and consisted of a series of focus groups and analysis of children's work. Limitations inherent within the research opportunity prevent the confident attribution of causation. However, the study's findings do offer insight into an under-researched, yet potentially valuable educational experience. The findings suggest that outdoor and adventurous activities can impact upon children's learning in school by addressing their intellectual, affective and social development
1472-9679
9-19
Dismore, Harriet
9981d51e-d034-4da1-8f07-289095572001
Bailey, Richard
63ce614a-cf3c-444a-aca7-579a3d53cf71
Dismore, Harriet
9981d51e-d034-4da1-8f07-289095572001
Bailey, Richard
63ce614a-cf3c-444a-aca7-579a3d53cf71

Dismore, Harriet and Bailey, Richard (2005) “If only”: outdoor and adventurous activities and generalised academic development. Journal of Adventure Education & Outdoor Learning, 5 (1), 9-19. (doi:10.1080/14729670585200561).

Record type: Article

Abstract

This paper reports on research conducted as part of a project, the aim of which was to utilise outdoor and adventurous experiences to help schools address their ‘if only’ factor — that aspect of learning perceived to be key to raising standards, whether it be the acquisition of knowledge, skills or a change in attitudes to learning. The project involved nine schools and 671 children, all engaged in the “I Can!” project and the follow-up activities that took place at schools. The research was carried out with children, teachers and parents and consisted of a series of focus groups and analysis of children's work. Limitations inherent within the research opportunity prevent the confident attribution of causation. However, the study's findings do offer insight into an under-researched, yet potentially valuable educational experience. The findings suggest that outdoor and adventurous activities can impact upon children's learning in school by addressing their intellectual, affective and social development

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Published date: 2005

Identifiers

Local EPrints ID: 344551
URI: https://eprints.soton.ac.uk/id/eprint/344551
ISSN: 1472-9679
PURE UUID: 96d6ffb7-3799-4a9b-8485-bb6393037cfd

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Date deposited: 29 Nov 2012 08:39
Last modified: 18 Jul 2017 05:15

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