Adventure education within physical education : the influence on the physical literacy development of students

Abstract

With the placement of adventure-based learning as one of the learning outcomes within the Maltese physical education (PE) curriculum, this study explored physical educators’ and parents’ perspective on the role of adventure education (AE) in enhancing physical literacy (PL) development in secondary school students. Participants were selected through random sampling and semi-structured interviews were conducted with four physical education teachers and four parents of secondary students. The data was analysed through reflexive thematic analysis. The findings indicate that AE significantly strengthens students’ physical literacy, including improved physical competence, confidence, and motivation to engage in physical activity. Participants also highlighted that AE fosters social and emotional development contributing to students’ holistic development. These experiences led to the development of teamwork, leadership skills, resilience, and overall engagement in learning. Participants also identified several barriers in implementing AE within the PE curriculum. Key factors included limited resources, safety concerns, and curricular constraints. Overall, the research suggests that while AE can enrich students’ physical literacy and holistic development for lifelong activity, addressing the implementation barriers is necessary for its successful incorporation within PE.