Strategies

A Journal for Physical and Sport Educators

ISSN: 0892-4562 (Print) 2168-3778 (Online) Journal homepage: http://www.tandfonline.com/loi/ustr20

Incorporating Outdoor Education into the Physical

Education Curriculum
Nhu Nguyen
To cite this article: Nhu Nguyen (2015) Incorporating Outdoor Education into the Physical
Education Curriculum, Strategies, 28:1, 34-40, DOI: 10.1080/08924562.2015.981126
To link to this article: http://dx.doi.org/10.1080/08924562.2015.981126

Published online: 06 Jan 2015.

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Date: 29 December 2015, At: 13:31

THEORY INTO PRACTICE

Column Editor: Brent Heidorn

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Incorporating
Outdoor Education into the
Physical Education
Curriculum

By Nhu Nguyen
iterature in the field of physical education in the 1980s helped to bring out-

door education into the physical education

classroom by defining the terminology and discussing its affective benefits (Ford, 1989; Knapp, 1989;
Nichols, 1989; Priest, 1989). Decades later, although
the outdoor education curriculum has gained interest, it is not widely practiced in physical education.
In a study by Mears (2007), less than 1% of female
respondents had experienced outdoor education in
their physical education programs. Crawford (1998)
described it as somewhat scattered . . . add-on experiences (p. 11). The annual Outdoor Participation
Report (Outdoor Foundation, 2013) reported that
Nearly half 49.4 percent of all Americans
participated in some form of outdoor recreation last
year . . . . Nearly 142 million people enjoyed outdoor
recreation, up about 800,000 since 2011 (p. 4). The
report also stated that Introducing outdoor recreation and physical activities early in life has a lasting effect. Among adults who are current outdoor
participants, 75 percent had physical education and
42 percent enjoyed outdoor activities in elementary
school (p. 5). With the numbers steadily increasing
for outdoor participation, the time is right to incorporate outdoor education into the physical education
curriculum for lifelong benefits.
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Strategies

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In physical education, many teachers have been stagnant for

too long, sticking to their favored team sports and staying in
their own comfort zone. Numerous research studies cite physical education as being transformed and describe the need to
liven up physical education, restructure the curriculum, and
teach students healthy lifetime activities (Beyer, 2008; Docheff, 1994; Liberman, 2012; Steward & Elliott, 2005). Vlieghe
(2013) described physical education as focusing mainly on the
physical (i.e., engaging mainly in sports, dance, and fitness activities) and suggested the need for a new perspective. Low
motivation to participate in traditional or team sports, apathy
toward competitive environments, and a low rate of transfer
of skills to lifetime activities and wellness can be barriers for
students pursuit of lifelong fitness. Dyson (2014) argued for
a more holistic approach to physical education coming from
a broader conception . . . . Physical education is much broader
than just physical activity, and we harm the future potential of
our field if we adopt a narrow agenda (p. 149). Adding an outdoor component can be a solution for some of these problems
( Jelley, 2005; Parker & Rose, 2001).

Literature in teacher education has echoed the idea by

stating, The development of special activities in the natural
outdoor environment may thus provide teachers with a way of
bridging this transition while also representing a first step towards realizing the potential of the outside environment and
of thinking about childrens learning in a more holistic and integrated way (Maynard & Waters, 2007, p. 264). Literature
in the field of outdoor education has also shared the positive
outcomes of outdoor education, including academic, physical,
social, and emotional well-being (Fiskum & Jacobsen, 2013;
Harun, 2014; Quay, Dickinson, & Nettleton, 2000).
Adding an outdoor education component can accomplish
all five National Standards (SHAPE America Society of
Health and Physical Educators, 2014) through the addition
of a variety of competencies, application of real-life situations,
health-enhancing outdoor activities, and the development of
social and personal responsibility when working together in nature to accomplish common outcomes.

Implementing Outdoor Education in the

Physical Education Curriculum

After deciding how ones curriculum meets the state standards and/or National Standards, one should analyze the
available facilities, time, and resources. Incorporating an outdoor education unit can be done even without leaving school
grounds. The following section is a sample two- to four-week
unit plan that can be modified for any K12 physical education
program, and it requires no travel and no field trips and can be
taught on school grounds.

Week 1: Outdoor Safety and Survival

National Standards: 1, 2, 3, 4, and 5
Unit length: two to four weeks

Day 1: Mobile scavenger hunt

Instructions: Take 10 to 20 pictures of natural features (e.g.,

magnified close-ups of a blade of grass, leaves, rock formation,
tree, trash, sticks, signs, etc.) on your school grounds, and load
the pictures onto an iPod or iPad or print the pictures that will
be used as the mobile scavenger list. Divide students into teams;
provide each team with one iPod/iPad/picture. Teammates
must jog/speed walk and travel together to find the pictured
item and take a group photo with each found item. No items
will need to be physically collected.

Suggested resources: These sites have examples of nature,

photo, and team-building scavenger hunts:
http://scavenger-hunt.org/nature-scavenger-hunt
http://www.team-building-bonanza.com/scavengerhunt-ideas.html
Goals:
Psychomotor jog/speed walk to retrieve items
Cognitive strategize travel routes inspect and analyze
pictures
Affective motivate teammates to travel quickly and efficiently

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Discussion: Awareness of the environment, connections with

nature.

Homework assignment/lesson extension: Identify the scientific

name, classification, and/or the biodegradability of the items
discovered.

Day 2: Tent camping

Instructions: Create index cards with various roles for groups

of five students (e.g., speaker, builder, organizer or team leader,
encourager, etc.). Each group will try to set up a tent using the
predefined roles within their team. The addition of nonverbal
communication and visual or physical limitations can be considered to increase the challenge of the activity.
Suggested resources: These websites offer step-by-step instructions on how to set up a tent:

36 Strategies

http://www.ehow.com/way_5503022_tent-set-upinstructions.html
http://camp.wonderhowto.com/how-to/set-up-tent232100

Goals:
Psychomotor manipulate and set up a tent
Cognitive discuss and implement various roles
Affective demonstrate effective communication by listening to and respecting teammates ideas

Discussion: Effective communication (verbal and nonverbal).

Homework assignment/lesson extension: Create a list of three

urban and three rural state parks. Describe the amenities at
each site, such as showers, bathrooms, grills, trailheads, water
features, recreation vehicle or tent camping pads, reservation
information, and fees.

Day 3: Survival skills and emergency

signals

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Instructions: Using materials found

in nature or on school grounds (e.g.,
branches, rocks, sand) and personal items
(e.g., hat, jacket, lipstick mirror, cell phone
without service signal), create visible signals for various types of rescue from three
different terrains: 1) mountains, 2) island,
and 3) desert.
Suggested resources: These websites describe how to create various types of emergency signals:
http://www.wilderness-survival.net/
chp19.php
http://www.simplesurvival.net/
articles/emergency_survival_signals.
htm
http://www.wilderness-survivalskills.com/signalingforhelp.html

Goals:
Psychomotor gather resources and
create emergency signals
Cognitive brainstorm ideas for
survival and rescue
Affective perseverance, will-power,
stamina.

Discussion: Write an email or text message with a list of 10 items that you would
recommend a family member or friend always have with him or her when traveling.

Homework assignment/lesson extension:

Create a miniature replica of the signal
each group created in class. Using the measurements of a soccer field, calculate the
ratios of equipment and resources needed
to scale the signal to a 150-mile-wide wilderness area.

Day 4: Dangerous animals and bear bagging

Instructions: Introduce the lesson with a clip from a movie

(e.g., Westerns always have cowboys cooking at the tent) or
a TV show (e.g., Arthur) that displays characters cooking or
roasting marshmallows near their tents. Discuss what is wrong
or inaccurate about the clip. Share with the class the rationale
of why cooking, storing food, or eating in or near your tent
can attract bears, raccoons, and other wildlife into your sleeping area. Provide a skills checklist for safe tent camping and
safe food storage. The checklist should cover safe distances
from cook site to tent, food security such as bear-tight containers, steps to bear bag, and the leave no trace philosophy.
Utilize trees and/or basketball hoops (if your school grounds
do not have many trees) to teach and have students perform
bear bagging.

Suggested resources: These websites have easy-to-use directions on setting up a bear bag:
http://www.wikihow.com/Make-a-Bear-Bag
http://survivallife.com/2014/03/04/how-to-hang-a-bearbag
http://www.trailspace.com/articles/2012/10/15/leave-notrace-bear-hanging-techniques.html
Goals:
Psychomotor use resources to create an effective bear
bag
Cognitive understand that food near your tent may attract wildlife to your sleeping area
Affective respect wildlife and leave no trace.
Discussion: What types of wildlife are at the local parks or
campgrounds?
Homework assignment/lesson extension: Create a credit cardsize informational card that hikers can carry in their wallet or
pocket that pictures and identifies a type of wildlife (e.g., bear,
snake, raccoon, bird, elk, deer) that could be encountered while
exploring the outdoors.

Day 5: Water and fire techniques

Instructions: Activity 1 Students will perform group experiments for water filter purification. Activity 2 Students
will work in pairs or groups of three to collect fuel and wood to
execute a variety of campfire methods: 1) lean-to/teepee, and b)
low-impact fires.
Suggested resources: These websites offer ideas for hands-on
water filtration techniques:
http://www.ehow.com/how_5507017_make-water-filterscience-experiment.html
http://www.teachengineering.org/view_activity.
php?url=collection/wpi_/activities/wpi_water_filtration/
water_filtration.xml
http://www.wilderness-survival-skills.com/how-tomake-a-fire.html
http://www.wikihow.com/Build-a-Campfire
Goals:
Psychomotor gather resources and make a working water filter or create a primitive fire
Cognitive apply knowledge of filtration, condensation,
and evaporation in the water cycle
Affective display patience and perseverance with yourself and with classmates when attempting to apply the
techniques.
Discussion: How have technological advances today helped
or hindered survival skills?
Homework assignment/lesson extension: During the weekend,
locate three water filtration devices that can be purchased at local markets and list the initial cost, maintenance/upkeep costs,
and cost if used during a one-year period drinking 36 ounces
of water each day.
Volume 28 January/February 37

Incorporating an outdoor education unit can

be done even without leaving school grounds.
Week 2: Exploration

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Day 6: Shelter

Instructions: Prepare four stations with equipment that can

be used to make the various types of tents. Students will rotate
through stations to create four types of shelters: 1) lean-to, 2)
tepee, 3) debris, and 4) A-frame.
Suggested resources: These websites offer descriptions and images of different types of shelters:
http://www.wilderness-survival.net/shelters-2.php
http://www.artofmanliness.com/2011/07/28/3-outdoorshelter-types

Goals:
Psychomotor utilize resources to successfully create
working shelters
Cognitiveevaluatetheresourcesanddeviseaplan
Affectiveshowrespectbylisteningtoclassmatesstrategies.

Discussion: Compare and analyze (based on resources, time,

and purpose) the different types of shelters.

Homework assignment/lesson extension: Describe shelter differences for cold weather and hot weather (e.g., rain, wind, sun,
snow).

Day 7: Poisonous plants/edible plants, use of plants, and

food procurement

Instructions: Activity 1 Share the real-story film Into the

Wild and discuss edible versus poisonous plants. Prepare laminated pictures of both poisonous and edible plants with separate laminated descriptions of each plant. Students will attempt
to match the picture with the appropriate description of the
plant. Activity 2 Students will procure edible plants (e.g.,
clover, dandelion), taste-test the edibles, and research uses (e.g.,
tea, medicinal uses, stain) of the edible plants.
Suggested resources: These websites have graphics of poisonous and edible plants:
http://www.lessonplanet.com/search?keywords=
poisonous+plants
http://www.artofmanliness.com/2010/10/06/survivingin-the-wild-19-common-edible-plants
http://www.eattheweeds.com/ufos-2

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Strategies

Goals:
Psychomotor jog to match the plant pictures and
descriptions and to travel on school grounds to procure
edibles
Cognitivedetermineplantselection,discoverrecipes
Affectiveparticipateinsharingthoughtsregardingthe
taste test.
Discussion: Ecology; what is sustainability?

Homework assignment/lesson extension: What does poison ivy

look like, and what are the symptoms and remedies?

Day 8: Hiking, backpacking, and trail running

Instructions: Mark off field space, outdoor track, bleachers,

or desired areas for hiking distance and terrain. Students can
carry a weighted backpack or weighted vests to simulate hiking
with gear or to demonstrate workload differences. Using stopwatches and pedometers, calculate the total distance traveled
and how long it would take them to hike in a specific location
(e.g., St. Marys Glacier, Pikes Peak).

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Suggested resources: These websites provide step equivalents

for various exercises and a lesson idea to map distances traveled:
http://walking.about.com/od/measure/a/stepequivalents.
htm
http://www.lessonplanet.com/search?keywords=
pedometer&page=2
Goals:
Psychomotor simulate a hike while carrying a weighted
backpack or vest
Cognitive calculate and understand the relationship
between distance and time to compare actual mountain
hikes
Affective display a positive attitude by encouraging/
cheering on your hiking partner.

Discussion: Physical education/outdoor education literacy

(e.g., terms such as ascent, descent, cairn, breathability, bivy
sack, bald, register, switchback).

Homework assignment/lesson extension: Walk with a family

member, friend, or pet. How many steps are registered on your
pedometer after the first 10 minutes? How many steps would
it take you to walk a mile at your family members pace? How
many minutes would it take to accomplish the mile? Compare
these findings to your in-class pace.

Day 9: Map reading with a compass and orienteering

Instructions: Teach students how to read a compass and a

map. Introduce beginning orienteering and have students fol-

low a provided handout that includes landmarks, compass

bearings, and walking segments to create shapes, letters, and
treasures.
Suggested resources: These websites have additional information on how to teach orienteering:
http://www.us.orienteering.org/content/orienteeringskills
http://www.ehow.com/list_6577390_orienteeringgames-kids.html
http://www.pecentral.org/lessonideas/ViewLesson.asp?
ID=2983

Goals:
Psychomotor walk compass bearings
Cognitive apply knowledge of compass use to determine the correct landmark
Affective volunteer to demonstrate or share your ideas.

Discussion: What are some alternative navigation methods?

Homework assignment/lesson extension: Interview a grandparent or older person. Ask him or her how he or she navigated
when traveling by car to new locations.

Day 10: Mountain and road biking

Instructions: Students will work in pairs to be guided through

a bike maintenance and tune-up activity that includes how to
1) clean your chain, 2) fix a flat tire, 3) tighten brake pads, 4)
change gears, 5) position the body when ascending and descending, 6) brake, and 7) handle various terrains.
Volume 28 January/February 39

Suggested resources: These websites share mountain-biking

techniques and bike maintenance tips:
http://www.mountainbikeskills.com/Skills.html
http://www.abc-of-mountainbiking.com/mountainbiking-techniques
http://www.wikihow.com/Maintain-a-Mountain-Bike

Goals:
Psychomotor manipulate and tune up a bike, imitate
appropriate body position, and perform skill practice
Cognitive explanation of body positioning
Affective evaluate what terrain would be most challenging.
Discussion: Benefits of clip versus clipless pedals.

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Homework assignment/lesson extension: During the weekend,

find and ride one family-friendly bike path or trail.

Suggestions for Additional Days in the Unit

Week 3: Outdoor pursuits (dual/group)

Day 11: Bouldering

Day 12: Slacklining
Day 13: Longboarding
Day 14: Wheels skateboarding
Day 15: Adventure racing/The Amazing Race-Team Version

Week 4: Outdoor pursuits (individual)

Day 16: Water sports paddleboarding, kayaking, canoeing/boating

Day 17: Water sports fishing/fly fishing
Day 18: Snow sports snowshoeing, cross-country skiing, ice skating
Day 19: Snow sports downhill skiing, snowboarding
Day 20: Adventure racing/triathlon

References

Beyer, R. (2008). Restructuring the secondary physical education curriculum to meet new challenges. Journal of Physical Education, Recreation & Dance, 79(9), 2732.
Crawford, S. (1998). Should outdoor education be a regular part of
physical education programs addressing the national standards?
Journal of Physical Education, Recreation & Dance, 69(6), 11.
Docheff, D. (1994). Physical education: A new focus to meet changing
needs. The Clearing House, 67, 244245.
Dyson, B. (2014). Quality physical education: A commentary of effective physical education teaching. Research Quarterly for Exercise and
Sport, 85, 144152.
Fiskum, T. A., & Jacobsen, K. (2013). Outdoor education gives fewer
demands for action regulation and an increased variability of affordances. Journal of Adventure Education and Outdoor Learning, 13,
7699.
Ford, P. (1989). Outdoor education. Journal of Physical Education, Recreation & Dance, 60(2), 30.
Harun, M. T. (2014). Promoting social skills through outdoor education and assessing its effects. Asian Social Science, 10(5), 7178.

40 Strategies

Jelley, S. (2005). Outdoor education physical activities: A primary prevention for adolescent male obesity. Journal of Science and Medicine
in Sport, 8(4), 91.
Kapp, C. (1989). Humanizing outdoor education: Exploring the affective domain. Journal of Physical Education, Recreation & Dance,
60(2), 4043.
Liberman, L. (2012). Ensure a lifetime of sports and recreation for all.
Journal of Physical Education, Recreation & Dance, 83(2), 45.
Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27, 255265.
Mears, D. (2007). High School Physical Education and Physical Activity in Young Women. Perceptual and Motor Skills, 104(3), 844
854.
Nichols, D. R. (1989). Enhancing learning in the outdoors. Journal of
Physical Education, Recreation & Dance, 60(2), 4446.
Outdoor Foundation. (2013). Outdoor participation report 2013.
Retrieved from http://outdoorindustry.org/images/researchfiles/
ParticipationStudy2013.pdf ?193
Parker, M., & Rose, T. (2001). Incorporating the outdoors in physical
education. Journal of Physical Education, Recreation & Dance, 72(6),
1718.
Priest, S. (1989). A model of G.I.F.T. A model of group initiative facilitation training. Outdoor Communicator, 20(1), 813.
Quay, J., Dickinson, S., & Nettleton, B. (2000). Community, caring
and outdoor education. Australian Journal of Outdoor Education,
5(1), 418.
Society of Health and Physical Educators. (2014). National PE standards. Retrieved from http://www.shapeamerica.org/standards/pe
Steward, A., & Elliott, S. (2005). Helping new teachers liven up physical education. Strategies, 18(4), 3738.
Vlieghe, J. (2013). Physical education as means without ends. Towards a new concept of physical education. Educational Philosophy
S
and Theory, 45, 934948.
Nhu Nguyen (nnguye57@msudenver.edu) is an associate professor in the
Department of Human Performance and Sport at Metropolitan State University in Denver, CO.

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The purpose of the Strategies column Theory into
Practice is to distill high quality research into understandable and succinct information and to identify key resources to help teachers and coaches
improve professional practice and provide high
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or roughly four typed, double-spaced pages) summarizes research findings about a timely topic of
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