Applying a pedagogical model for adventure education in physical education programmes

This chapter documents and evaluates an intervention in the physical education (PE) curriculum within the Curriculum for Wales, using a refined pedagogical model for adventure education (AE) to promote affective learning among students aged 11–14. The intervention employed a models-based practice (MBP) framework and focused on developing personal and social skills through experiential, outdoor learning. Developed from the theoretical model proposed by Williams and Wainwright (2015b), the refined AE model was implemented across one academic year in a North Wales secondary school. Teachers engaged in collaborative planning and reflective journaling, while student feedback was gathered via focus groups. Thematic analysis revealed key outcomes, including increased engagement, intrinsic motivation, and improved communication and independence—clear indicators of affective learning. Despite these successes, challenges emerged, particularly in assessing affective outcomes within a performance-oriented educational culture and in addressing epistemological tensions between subjective experience and objective assessment. The study concludes that AE, when delivered through a structured MBP framework, can effectively support affective learning, but its success depends on teacher training, professional capital, and curricular alignment. Recommendations are provided for practitioners and policymakers seeking to embed AE in PE to foster holistic student development.