Authors: Leonard Stoica1, Răzvan Sandu Enoiu2, Dana Bădău3
1Department of Individual Sports and Kinetotherapy, Dunărea de Jos University, Galați, Romania 2Department of Motric Performance, Transylvania University, Brașov, Romania
3Department of Human Movement Sciences, University of Medicine, Pharmacy, Science and Technology, Târgu Mureș, Romania
This research had as an objective to identify modern theoretical aspects which define education through adventure. Experiential education can be found in the performance systems of education, contributing to acquiring general competences from the syllabus but also to developing non-cognitive social abilities.
Together with formal, non-formal and informal education, outdoor education comes to complete the student’s image, thus curricular adaptations being required. The boundaries of adventure education are expanding continuingly due to the programs that are analyzed, observed and implemented at a worldwide level. This can involve a wide range of participants, from students from the primary level to adults.
The activities are based on recreation but also involve values and abilities extremely useful in daily living. During the adventure education activities, abilities and theoretical knowledge from History, Psychology, Ecology, or Geography are correlated with experience during the practical application performed throughout a program of specific activities.
The effects that the participants benefit from are especially those of developing the manifestation index of motor skills, vital skills usefully applied and coordinative capacities. Its practical nature establishes it as an extension of Physical Education, which has as an objective the formation of a healthy lifestyle and makes the transition from passive to active learning.
Keywords: adventure education, outdoor education, physical education, conceptual delimitations