Including an Adventure Education Training Program in Physical Education Teacher Education Programs

Participants

A total of 28 participants were involved in this study, which included: five PETE professors, six PETE senior professors serving as consultants or “experts” because of their expertise (two in education research, two in recreation, and two in PETE training), and 17 undergraduate students; out these students seven participated in cycle 1 (diagnosis) and 10 participated in cycle 3 (implementation and evaluation). This study is a part of a larger research project and for the purposes of this manuscript, we will present only one faculty member (noted in this manuscript as “professor”) perspective, performance, and engagement of the PE and games class. This class is taught in the second year of the undergraduate degree. The professor identified himself as a male, with 28 years of professional experience in higher education serving as instructor and faculty the last few years. He had taught this specific course for 15 years. He holds a bachelor's degree in PE and a graduate degree in psychomotricity. As part of this professor's class, seven undergraduate students participated. The average age of the undergraduate students was between 19 and 20 years old. We employed a convenience sample and students with the highest academic average and without any class absences were selected. It is important to mention that these students had not yet completed their student-teaching experience and their participation was in cycle 1.

In addition to the undergraduate students and the professor, the study utilized six experts. These experts were carefully selected because of their expertise in different PETE areas, and were asked to participate at different times. In this way, their opinion as consultants contributed to the validation of this research project (Sandelowski, 1998). The following describes the academic experience of each of them:

Expert 1: PhD in Physical Culture Sciences, professor and researcher at the UACH, Member of the National System of Researchers (SNI) level 1, co-author of books and articles in journals of national and international impact. Evaluator in accreditation processes in higher education in the field of physical culture in México.

Expert 2: PhD professor, senior researcher at the Faculty of Education Sciences at the University of Granada, Spain; with more than 190 articles published in international impact journals, and author of book chapters on pedagogy and outdoor activities.

Expert 3: PhD in Physical Culture Sciences with basic training in PE. Professor and researcher at the UACH. Author of book chapters and scientific articles on the development and training of teaching skills. Director of more than 105 completed undergraduate and postgraduate theses.

Expert 4: Teacher and researcher with a doctorate from the UACH and the Autonomous University of Nuevo León, expert in educational research and the application of the M-DECA.

Expert 5: Teacher and researcher with a PhD degree from the University of Granada, Spain. Member of the National System of Researchers (SNI) level 2, co-author of the book Curricular Reform of the Faculty of EF and Sports Sciences.

Expert 6: Director of the Recreational Sports Department (RSD) of the University of Texas at El Paso (UTEP) until 2018, with 30 years of experience performing this role. National evaluator (México) in accreditation processes in higher education in the field of physical culture.

Data Collection

Semi-structured interviews were conducted with participants. In this process, a series of pre-established questions were developed. This process is flexible, because it allows modification of the wording of the question for a more complete understanding and allows the researcher to add questions in order to obtain more information or follow up on what the participant says (Díaz-Bravo et al., 2013).

For the implementation and evaluation cycle of the professional development program, the researchers employed nonparticipatory observation. Using this type of observation means observing in a holistic way without any direct influence of the researcher (Campos & Martínez, 2012). The researchers utilized a video recording technique because it facilitates observing the object of study in detail, in addition it has the advantage of being able to send a copy to experts and researchers for analysis, which allows the researchers to check for internal reliability (Stigler et al., 1999).

The qualitative data analysis program Atlas Ti (Version 7.5) was used to categorize and organize the data. This software is friendly and facilitates the coding and categorization process, however, the results are the product of the interpretation of the researchers (Silva & Carneiro, 2018). Atlas Ti has been used in various educational research projects (San Martín, 2014).

During the interviews, the PX370 mono digital voice recorder was used. This tool allows for recording audio in MP3 format and has a USB connector (Digital Voice Recorder Mono PX370, 2021).

The Sony camcorder model FDR-AX700 4K HDR was used to capture video. This model has an autofocus function that allows images to be in high definition (Camcorder FDR-AX700 4K HDR, 2021).

Procedure and Data Analysis

This is part of a much larger inquiry project, which was submitted and approved by the revision committee of the Faculty of Physical Culture Sciences of the Autonomous University of Chihuahua with number 21022017-093. However, for the purposes of this project, the scope was shared to the department head as it is required to get authorization to invite participants. After obtaining the authorization of the higher education institution, an open invitation was made to one professor and students of the course titled Physical Education and Games. Once participants accepted the invitation a consent form was given to be part of the project. This project was two-fold that included two cycles; cycle 1 of the project included document analysis, observations, and interviews with students and the professor of the pedagogy class. The second cycle utilized the results from cycle 1 to design a professional development training program using the M-DECA approach.

Two types of interview scripts were designed, one for the students and the other for the professor. Questions were focused on identifying the strengths and weaknesses of the professor's performance. Both interview scripts were monitored and validated by experts one and five.

The class syllabus was analyzed (e.g., the purpose, competencies, and domains) with an emphasis on the topics and references. The purpose of the analysis was to identify the relevance of the contents developed for the class. The seven students were interviewed during the last week of classes in Spring 2018, followed by an interview with the professor once the semester ended. Both types of interviews were approximately 25 min long. Interviews were recorded and transcribed verbatim in RTF format and uploaded to the Atlas Ti software.

A collaborative qualitative analysis process was used (Richards & Hemphill, 2018). Experts one, three, four, and six carried out the coding and categorization process individually based on emerging design (Glaser, 1992). These experts met once to discuss and unify coding and categories, to be used in the final document. Finally, the results of the three primary sources (class syllabus, student’s interviews, and the professor interview) were compared. From this, the researchers obtained a diagnosis and identified the strengths and opportunities for improvement of the subject.

Upon the diagnosis, a professional development training program was designed using the M-DECA. In order to include innovative content in the training, communication was established with experts in pedagogy and didactics of PE and recreation (experts two and six).

The process of topics, pedagogical design, and the training facilitator were validated by experts one, two, four, and six. The training program was divided into five modules with the following objectives for the participating professors. The first one was a reflection and conceptualization of class planning; in the second one, disciplinary contents and design of a didactic sequence with an analyzed topic of particular interest were addressed; in the third one, group feedback of the sequence was sought; in the fourth module, application of the sequence with undergraduate students in PE was tested; and the last module was a process of self-analysis of the professor's performance. The design of this program is shown in detail in the findings section in Table 1.

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Table 1.

Design of the Training Program.

Module	Purpose	Didactic strategies	Competencies
1. Training models and teaching skills	Reflect on teaching practice in the competency-based education model	Exposition Debate	DCT, CN
2. Pedagogy of integration	Design a didactic sequence using contents of Physical Activities in the Natural Environment (models of AE and design and implementation of low ropes)	Cooperative learning Flipped classroom Adventure Education (Baena-Extremera, 2011)	DCT, TD, DT, CN, C, F, V
3. Authentic assessment and competency design	Develop strategies for the evaluation of competencies and design of the didactic sequence	Video recording	TD, DCT, VAC
4. Classroom intervention	Intervention in the classroom, didactic sequence	Self-learning	TD, MPC, CN, VAC
5. Research and integration	Analyze the teaching performance during the application of the didactic sequence	Round table Debate	DCT, TD, CN

Note. Pedagogical competencies: develops its continuous training (DCT), carries out processes of didactic transposition (DT), teaching design (TD), management and progression of competencies (MPC), communication (CN), values the achievement of competencies (VAC). Disciplinary competencies: cognitive (C), functional (F), and values (V).

During the application of the fourth module, permission was asked from the professor and the students of the PE and games course to video record the application of the didactic sequence. This allowed the researchers to combine the techniques of nonparticipatory observation and video recording. The audio from the video recordings was transcribed and the same inductive analysis of the diagnosis (collaborative) cycle was performed, but this time with a focus on the professor's performance. The video recording was analyzed paying special attention to the way in which the professor appropriated the innovative contents of AE in his class. Finally, the transcripts and audiovisual material were analyzed through the Atlas Ti software.

Cycle 1. Diagnosis

The class content noted in the syllabus of the PE and games class unveiled a trend toward the different types of games such as: traditional, sports-like, scavenger hunt-like games, and pre-Hispanic games. However, the class syllabus was not up to date. It was not based on current scientific evidence (according to the requirements of the academic unit) and included obsolete references in some cases from 1978, 2000, 2010, 2011, and 2014. The learning activities were mainly class presentations and laboratory practices. The competencies were basic, specific, and professionally aligned with the domains and contents of the games. The purpose of the program was as follows:

The student will value the game as a pedagogical tool, applying its methodology, typology in the design, using the principles and techniques for the systematic and methodological teaching of the physical or recreational activities in the different educational levels. He will be prepared to integrate with a participatory attitude in inter and multidisciplinary teams.

The students noted that they were satisfied with the content of the class syllabus, mainly due to the knowledge acquisition about the benefits, typology, and methodology for the implementation of games in the educational context. The students were also satisfied with the level of creativity they were able to impart in the class:

… yes, it is new to me, it opens my panorama on the benefits of the game…. (Student 2)

In the interview with the professor, he said that the class allows students to acquire competencies about the design and application of recreational activities to promote physical activity in schools and community centers. However, he recognized the need for disciplinary updates, also as well as didactic resources and bibliographies.

… Yes, because the next semester the students will begin their teaching practices in schools, and this subject helps students to be trained in skills in the recreational activities and promote physical activities with the scholarships. I believe that to improve the learning we need more didactic resources, disciplinary actualization and recreation books….

The class of PE and games contemplates the development of competencies related to recreational activities for the promotion of physical activity in the school context. To the students, the content of the class syllabus contributed to their professional training, and they reported being satisfied. However, the class syllabus needed updating and the professor identified a need for disciplinary actualization through attractive, innovative, and pertinent contents in the teaching performance of PE, specifically at the level of basic education (preschool, primary, and secondary). Therefore, analysis of the first cycle made it clear that the class had relevant curricular contents but needed reinforcement.

Cycle 2. Development of Action Plan

Since the previous cycle identified the importance of disciplinary updating, a focus on recreational activities in the natural environment as innovative content was proposed for the professor and students. A teacher training program was designed based on the M-DECA, with a disciplinary approach focusing on two types of competencies: pedagogical (Guzmán et al., 2014) and disciplinary (Marinho et al., 2017). The following is the structure of the teacher training program, in which the development of low ropes was the learning goal (see Table 1).

Cycle 3: Implementation and Evaluation

The third cycle consisted of the implementation of the training program which was attended by the professor participating in this research. Module one was carried out in the classroom, where the structure and pedagogical planning of the professors were reinforced. Module two, which was a core part of this study, was developed intensively outdoors. The second module combined didactic strategies of cooperative learning and a “Flipped Classroom.” It took the basic structure of AE integration based on the Baena-Extremera (2011) framework which proposes two phases of intervention. In this framework, Phase 1 is experiential and Phase 2 is practice oriented.

Phase 1: Experiential

Phase 2: The Practice of Activities

Cycle 4: Feedback

In the fifth module of the training program, after the class professor analyzed the video of his session, he presented the analysis of his practice in a group presentation. In order to perform this activity, he was given an observation guide that included different indicators of teacher performance. The professor identified aspects that must be improved in his teaching practice. He recognized the inclusion of low ropes as a strength and as innovative content that was stimulating for the students. Likewise, he referred to aspects that must be improved in his teaching. Mainly this was the use of didactic strategies that placed the student as the protagonist of his learning process and included challenges to motivate his students. The professor also recognized the need for the development of communication skills:

… for me it was a challenge to learn all the knots, in fact, I was practicing a lot, because I had many doubts about how to do it, so I had to rehearse, especially because there were students who did handle all this knots very well … but I think I did well, I have to keep practicing the knots and the tightening of the rope so that I don’t forget… I liked it a lot, the students too, it is something different that I had not contemplated but yes, I will leave it permanently in my program …

The results suggest that the training program favored the self-reflective process of the professor of the PE and games course, the acquisition of specific competencies, strengths and weaknesses of their teaching performance, and the inclusion of recreational activities in the natural environment through the AE model. In this same line, the professor developed disciplinary skills, mainly in relation to knots and in the design of low ropes.

The Diagnosis

The diagnostic cycle or cycle 1 uncovered the need to improve pedagogical planning from a disciplinary perspective. PETE programs have documented various levels of student dissatisfaction. Opportunities for improvement in various aspects of teaching performance have been identified including didactic strategies as well as content and learning evaluation (Elzel et al., 2016; Martínez et al., 2017). Similar results were found by González-Rivas, Zueck et al. (2021) as there were inconsistencies found in the didactic planning, the development of competencies, and didactic strategies. Specifically in the subject of PE and games, planning and didactic strategies are two aspects that must be strengthened (González et al., 2019). The above results suggest the need to perform analyses and evaluations of teaching performance in universities that train physical educators from pedagogical and disciplinary perspectives. Particularly in the case of the subject of PE and games, results indicate the relevance of the training programs consisting of innovative content.

Development of an Action Plan, Implementation, and Evaluation

The training program based on the M-DECA allowed for the inclusion of AE into a PETE program and stimulated professor reflection about opportunities for improvement in his teaching performance. The collaborative work that was applied throughout the intervention stimulated the development of pedagogical and disciplinary change. Hence, the professor's teaching practice benefited from approaches that improved planning and didactic strategies.

The results from our current research align with Canquiz et al. (2019) because in their study, the M-DECA contributed to the acquisition of different skills or competencies. In another study by Franco et al. (2020), the model favored the development of pedagogical teaching competencies in the context of inclusion with university students with disabilities. Montes et al. (2020), found that the M-DECA allowed teachers to identify opportunities for improvement in their practice, leading to educational improvement with transdisciplinary pedagogical approaches. Professor training programs must be based on the self-critical reflection of practice and always include the professor, which makes it possible to improve educational processes (Soto et al., 2017), and the M-DECA makes these approaches possible. Our results indicate that using the M-DECA as a model allows the acquisition of pedagogical and disciplinary competencies in training programs in various contexts of higher education and can be applied in versatile ways.

During module two of the professor training program, using the AE model, the professor developed cognitive, social, and technical skills for the development of recreational activities in the natural environment. These results align with those of Caballero et al. (2020), Ee and Ong, 2014, González-Rivas, Zueck-Enríquez et al. (2021), and Marinho et al. (2017). Karaarslan and Teksöz (2019) found that physical activity programs in the natural environment facilitate the development of systematic thinking skills, and suggested the benefits are not only physical but that they are relevant in the educational context as well. The studies noted above were all qualitative studies, which suggests that this methodology is suitable for the identification of competencies developed during the application of activities in the natural environment. These results were consistent with the current study.

AE programs can also help in the development of leadership competencies (Kourtesopoulou & Kriemadis, 2020), which are considered an essential characteristic for physical educators. According to Houshyar et al. (2020), there are different styles of leadership in PE teachers highlighting the importance of coaching styles and creating other opportunities, which are consistent with AE programs. As such, it is important to be thoughtful and inclusive in the way activities are presented since AE programs have a hidden curriculum that can discriminate against women (Warren et al., 2019). Most of the studies above concur that physical activities in the natural environment stimulate the development of personal and professional skills. For this reason, AE programs could be a relevant aspect that should be included within the training of PETE students and in-service teachers.

Feedback

In the last cycle, the class professor reflected on his performance finding strengths and areas for improvement. This process was enriching and aimed to enhance the training of PE teachers. Specifically, in the implementation of outdoor content, because Legge (2022) agrees with the value of reflection and self-criticism, it implies that individuals must be in a constant process of improving and updating content and teaching methods.

The training program was carried out according to the areas of opportunity identified in the diagnostic cycle and was designed to address the needs of the class professor that were uncovered. For this purpose, the initial cycle was important for the design and greater use of the training program, and findings align with González-Rivas, Zueck et al. (2021) and Henríquez et al. (2020). These results indicate the need to carry out in-depth research to identify real areas of opportunity for improvement of PETE professors, leaving aside practices of design and application of courses that are not of interest nor adding to the teaching performance. At the beginning of the intervention, the professor was completely unaware of the AE models. Following the steps mentioned in the M-DECA, the professor managed to develop his pedagogical and specific competencies. Additionally, in the last module, he reflected on his own teaching performance. In this sense, the combination of M-DECA and AE worked in harmony.