Experiential education in a physical education adventure program

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dc.contributor.authorFiddes, Grant Evansen_US
dc.date.accessioned2024-08-13T22:23:07Z
dc.date.available2024-08-13T22:23:07Z
dc.date.copyright2003en_US
dc.date.issued2003
dc.degree.departmentSchool of Physical Education
dc.degree.departmentSchool of Exercise Science, Physical and Health Education
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe experiences of four teenage participants on two similar, but separate five-day adventure trips was· investigated through participant observation and semi-structured interviewing. Initial reflections from the participants indicated that these programs were effective m producing positive constructs of themselves, others, and their environment. The purpose of this study was to investigate the participants' perspective of these new constructs, as well as their long-term impacts (1 ½ and 2 ½ years later). The narrative case study research process produced the following self-perception themes: novelty, escape, challenge, environment, activities, social interactions, and adult interactions. The participants' collective responses suggest that these seven themes are related to the overall experience of the adventure. Emerging from the relationship between these seven themes, are three dominant components: the personal, social. and contextual. The participants suggest that it is the interconnectedness between the components that has made their experience memorable. The results of the study point to the need to continue to utilize experiential education within the physical education framework.
dc.format.extent168 pages
dc.identifier.urihttps://hdl.handle.net/1828/17808
dc.rightsAvailable to the World Wide Weben_US
dc.titleExperiential education in a physical education adventure programen_US
dc.typeThesisen_US

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