Authors: Leonard Stoica1, Dana Bădău2
1 Department of Individual Sports and Kinetotherapy, Dunarea de Jos University, Galati, Romania
2 Department of Human Movement Sciences, University of Medicine, Pharmacy, Science and Technology of Targu Mures, Targu Mures, Romania
* All authors have equal contributions to this study
The present article focused on two aspects, i.e. the identification of the modern theoretical components that define outdoor adventure education and the distribution of these specific activity programs in Romania. Along with formal, non-formal and informal education, outdoor adventure education holds the tools needed to create the image of the European student. Creating and adapting the activities that belong to a component or the interrelation between them is the main objective of the program managers.
The purpose of the article was to identify common contents in order to achieve a classification of the specific defining components regarding adventure education activities, to identify activities according to their usage degree and to the programs used in the development regions.
The research was carried out during the year 2018 and presents a classification of the specific activity programs on 5 components: educational, adventure, nature, recreation and environment. The content of adventure programs is based on the notion of recreation, but they presuppose a number of skills and values that are extremely useful for real life, with a major contribution to the development of social, personal, management and motor skills.
In Romania, we have identified 39 programs, specific to adventure education, the southern region having the maximum number of programs, i.e. 13, which represent 33.29% from the total number of activities. The main activity is represented by games or walking on ropes mounted in the forest at higher or lower distance from the ground, climbing and zip lining, in a percentage of 32%.
The practical character of these activities attributes to these programs the idea of extending school physical education by contributing to the formation of a healthy lifestyle and by ensuring the transition from passive to active learning.
Key words: structure of adventure education programs, educational component, adventure component, nature component, recreation component and environmental component, percentage of activities, regional distribution in Romania.10-stoica134-138