References and Further Readings


 

Alexander, R. (2004) Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education34 (1), pp. 7-33.

 

Alexander, R. (2010) Children, their world, their education. Final report and recommendations of the Cambridge Primary Review. London: Routledge.

 

Allison, P. and Thorburn, M. (2010) Are we ready to go outdoors now? The prospects for outdoor education during a period of curriculum renewal in Scotland. The Curriculum Journal, 21 (1), pp. 97-108.

 

Arnold, P. (1979) Agency, action, and meaning ‘in’ movement: an introduction to three new terms. Journal of the Philosophy of Sport6 (1), pp. 49-57.

 

Arnold, P. (1988) Education, movement, and the curriculum. London: Falmer Press.

 

Arnold, P. (1991) The preeminence of skill as an educational value in the movement curriculum. Quest43 (1), pp. 66-77.

 

Arnold, P. (1996) Olympism, sport, and education. Quest48 (1), pp. 93-101.


Aucoin, P. (unknown) Discovering a sense of place: Application through education. Pathways. pp. 14-18.


Baker, M. (2005) Landfulness in adventure-based programming: Promoting reconnection to the land. Journal of Experiential Education, 41 (4), pp. 267-276.

 

Barnes, P. and Sharp, B. eds. (2004) The RHP companion to outdoor education. Russell House Publishing Ltd.

 

Beames, S. and Brown, M. (2017) Adventure education redux. Journal of Adventure Education and Outdoor Learning, 17 (4), pp. 294-306.

 

Bornais, J., Andrews, D., Cassidy, A., Wright, W. and Monette, M. (2019) A Decade of Outdoors Experiential Workshops: Facilitator Reflections and Tips. Collected Essays on Learning and Teaching12 (unknown), pp. 107-118.

 

Brookes, A. (2003a) A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building”. Journal of Adventure Education and Outdoor Learning, 3 (1), pp. 49-62.

 

Brookes, A. (2003b) A critique of neo-Hahnian outdoor education theory. Part two: “The fundamental attribution error” in contemporary outdoor education discourse. Journal of Adventure Education and Outdoor Learning, 3 (2), pp. 119-134.

 

Brookes, A. (2004) Astride a long-dead horse: Mainstream outdoor education theory and the central curriculum problem. Australian Journal of Outdoor Education, 8 (2), pp. 22-33.

 

Brown, M. (2009) Reconceptualising outdoor adventure education: Activity in search of an appropriate theory. Journal of Outdoor and Environmental Education13 (2), pp. 3-13.

 

Brown, M. and Fraser, D. (2004) Re-evaluating risk and exploring educational alternatives. Journal of Experiential Education, 25 (2), pp. 305-310.

 

Brown, T. (2013) A vision lost? (Re) articulating an Arnoldian conception of education ‘in’ movement in physical education. Sport, Education and Society18 (1), pp. 21-37.

 

Brundrett, M. and Duncan, D. (2015). Leading curriculum innovation in primary schools project: A final report. Education 3-13, 43 (6), pp. 754-763.

 

Burrows, L. (2018) Developing the whole child in primary physical education. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 89-97.

Capel, S. (2007) Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject. The Curriculum Journal18 (4), pp. 493-507.


Carse, N., Jess, M. and Keay, J. (2020) Primary physical education in a complex world (part 4): Advocating for the education in primary physical education. PE Matters, Summer, pp. 21-23.

 

Casey, A. and Larsson, H. (2018) “It’s Groundhog Day”: Foucault’s Governmentality and Crisis Discourses in Physical Education. Quest, 70 (4), pp. 438-455.

 

Cooper, G. (1998) Outdoors with young people. Lyme Regis: Russell House Publishing.

 

Cooper, G. (2005) The value of outdoor learning for schools. Horizons2 (9), pp. 20-23.

 

Costas, B. and Barber, J. (2019) Outdoor Adventurous Activities: The Learner's Voice and Learning in, through and about movement. PE Matters. Spring, pp. 86-89.

 

Coulter, M. and Ni Chróinín, D. (2013) What is PE? Sport, Education and Society, 18 (6), pp. 825-841.

 

Coulter, M., McGrane, B. and Woods, C. (2020) ‘PE should be an integral part of each school day’: parents’ and their children’s attitudes towards primary physical education. Education 3-1348 (4), pp. 429-445.

 

Davis-Berman, J. and Berman, D. (2002) Risk, anxiety and adventure programming. Journal of Experiential Education, 25 (2), pp. 305-310.

 

Dewey, J. (1903) Democracy in education. The Elementary School Teacher4 (4), pp.193-204.

 

Department for Education (DfE). (2013) The national curriculum in England: Framework document. London: HMSO.


Dillon, J., Morris, M., O'Donnell, L., Reid, A., Rickenson, M. and Scott, W. (2005) Engaging and Learning with the outdoors – The final report of the outdoor classroom in a rural context action research project. National Foundation for Educational Research. 


Donaldson, G. and Donaldson, L. (1968) In outdoor education: A book of readings. Minneapolis: Burgess.

 

Duncombe, R., Cale, L. and Harris, J. (2018) Strengthening ‘the foundations’ of the primary school curriculum. Education 3-1346 (1), pp. 76-88.

 

Edwards-Jones, A., Waite, S. and Passy, R. (2018) Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE). Education 3-1346 (1), pp. 49-63.

 

Ewert, A. and Sibthorp, J. (2014) Outdoor adventure education: Foundations, theory, and research. Champaign: Human Kinetics.

 

Fiennes, C., Oliver, E., Dickson, K., Escobar, D., Romans, A. and Oliver, S. (2015) The existing evidence base about the effectiveness of outdoor learning. Giving Evidence: Belgrave Trust.

 

Gair, N. (1997) Outdoor education: Theory and practice. London: Cassell.

 

Gilbertson, K., Bates, T., Ewert, A. and McLaughlin, T. (2006) Outdoor education: Methods and strategies. Champaign. Human Kinetics.

 

Griggs, G. (2015) Understanding primary physical education. London: Routledge.

 

Griggs, G. (2018) Educational discourses and primary physical education. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 40-47.

 

Griggs, G. and Petrie, K. eds. (2018) Routledge handbook of primary physical education. London: Routledge.


Griggs, G. and Ward, G. (2012) Physical education in the UK: Disconnections and reconnections. Curriculum Journal23 (2), pp. 207-229.


Hannay, J. and Campbell, A. (2014) OAA in the current political climate. PE Matters, Spring, pp. 24-26.

 

Harper, N. (2010) Future paradigm or false idol: A cautionary tale of evidence-based practice for adventure education and therapy. Journal of Experiential Education33 (1), pp. 38-55.

 

Hawman, C. (2012) OAA matters. PE Matters, Summer, pp. 8-10.

 

Hay, P. and Penney, D. (2009) Proposing conditions for assessment efficacy in physical education. European Physical Education Review15 (3), pp. 389-405.

 

Hay, P. and Penney, D. (2013) Assessment in physical education: A sociocultural perspective. London: Routledge.

 

Houlihan, B. and Green, M. (2006) The changing status of school sport and physical education: explaining policy change. Sport, Education and Society, 11 (1), pp. 73-92.

Howells, K., Carney, A., Castle, N. and Little, R. (2018) Mastering primary physical education. London: Bloomsbury Publishing.


Hunt, J. ed. (1989) In search of adventure. Guildford: Talbot Adair Press.

 

Ives, H. (2018) Primary physical education in England. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 183-193.

 

James, J. and Williams, T. (2017) School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education40 (1), pp. 58-71.

 

Jess, M., Carse, N. and Keay, J. (2018) The primary teacher, professional development and physical education. In: Griggs, G. and Petrie, K. eds. Routledge Handbook of Primary Physical Education. London: Routledge, pp. 112-121.

 

Jess, M., Carse, N. and Keay, J. (2019a) Primary physical education in a complex world (part 2): Curriculum and pedagogy futures. PE Matters, Autumn, pp. 22-25.

 

Jess, M., Keay, J. and Carse, N. (2019b) Primary physical education in a complex world (part 1): Setting the scene to move forward. PE Matters, Summer, pp. 23-25.

 

Keay, J., Carse, N. and Jess, M. (2020) Primary physical education in a complex world (part 3): Teachers’ professional learning. PE Matters, Spring, pp. 14-17.

 

Kemp, N. (2019) Views from the staffroom: forest school in English primary schools. Journal of Adventure Education and Outdoor Learning, (unknown), pp.1-12.

 

Kirk, D. (1999) Physical culture, physical education and relational analysis. Sport, Education and Society4 (1), pp. 63-73.

 

Kirk, D. (2010) Physical education futures. London: Routledge.

 

Knapp, C.E. (2005) The “I–thou” relationship, place-based education, and Aldo Leopold. Journal of Experiential Education27 (3), pp. 277-285.

 

Knight, S. (2016) Forest school in practice: For all ages. London: Sage.

 

Kretchmar, R. (2000a) Movement subcultures: Sites for meaning. Journal of Physical Education, Recreation & Dance71 (5), pp. 19-25.

 

Kretchmar, R. (2000b) Moving and being moved: Implications for practice. Quest52 (3), pp. 260-272.

 

Kretchmar, R. (2013) Mind-body holism, paradigm shifts, and education. FairPlay, Revista de Filosofia, Ética y Derecho del Deporte1 (1), pp. 28-43.


Lambert, K. (2020) Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy25 (2)pp.1-20.


Larsson, H. and Quennerstedt, M. (2012) Understanding movement: A sociocultural approach to exploring moving humans. Quest64 (4), pp. 283-298.

 

Leather, M. (2018) A critique of “Forest School” or something lost in translation. Journal of Outdoor and Environmental Education21 (1), pp. 5-18.

 

Loughran, J. (2013) Pedagogy: Making sense of the complex relationship between teaching and learning. Curriculum Inquiry43 (1), pp. 118-141.

 

Loynes, C. (1998) Adventure in a bun. Journal of Experiential Education, 21 (1), pp. 35-39.

 

Loynes, C. (2002) The generative paradigm. Journal of Adventure Education and Outdoor Learning, 2 (2), pp. 1-14.

 

MacAllister, J. (2013) The ‘physically educated’ person: Physical education in the philosophy of Reid, Peters and Aristotle. Educational Philosophy and Theory45 (9), pp. 908-920.

 

Marker, M. and Cooper, D. (2004) Comments on: A review of research on outdoor learning. Geographical Association.

 

Martin, P. and McCullagh, J. (2011) Physical Education & Outdoor Education: complementary but discrete disciplines. Asia-Pacific Journal of Health, Sport and Physical Education2 (1), pp. 67-78.

 

Martin, B., Breunig, M., Wagstaff, M. and Goldenberg, M. (2017) Outdoor leadership: Theory and practice. 2nd Ed. Champaign: Human Kinetics.

 

Martinkova, I. and Parry, J. (2017) Safe danger – On the experience of challenge, adventure and risk in education. Sport, Ethics and Philosophy, 11 (1), pp. 75-91.


McInerney, P., Smyth, J. and Down, B. (2011) ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education39 (1), pp. 3-16.


Miettinen, R. (2000) The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education19 (1), pp. 54-72.

 

Murphy, F. and O’Leary, M. (2012) Supporting primary teachers to teach physical education: Continuing the journey. Irish Educational Studies, 31 (3), pp. 297-310.

 

Penney, D. and Jess, M. (2004) Physical education and physically active lives: A lifelong approach to curriculum development. Sport, Education and Society9 (2), pp. 269-287.

 

Penney, D. and Dinan-Thompson, M. (2018) Curriculum drivers. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 51-60.

 

Penney, D. and Evans, J. (2005) Policy, power and politics in physical education. In Green, K. and Hardman, K. eds. Physical education: Essential issues. London: Sage, pp. 21-38.

 

Perlman, D. and Perlman, H. (2012) An interdisciplinary approach to infusing science with orienteering. PE Matters, Summer, pp. 44-45.

Pickup, I. and Price, L. (2007) Teaching physical education in the primary school: A developmental approach. London: A&C Black.

 

Pope, C. (2011) The physical education and sport interface: Models, maxims and maelstrom. European Physical Education Review17 (3), pp. 273-285.

 

Powell, D. (2018) Primary physical education and health. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 9-16.

 

Power, K. and Green, M. (2014) Reframing primary curriculum through concepts of place. Asia-Pacific Journal of Teacher Education42 (2), pp. 105-118.

 

Priest, S. (1988) “The ladder of environmental learning.” Journal of Adventure Education and Outdoor Leadership, 5 (2), pp. 23-25.  

 

Priest, S. (1991) The ten commandments of adventure education. Journal of Adventure Education and Outdoor Leadership8 (3), pp. 8-10.

 

Prince, H.E. (2019) Changes in outdoor learning in primary schools in England, 1995 and 2017: lessons for good practice. Journal of Adventure Education and Outdoor Learning, 19 (4), pp. 329-342.

 

Prouty, D., Panicucci, J. and Collinson, R. eds. (2007) Adventure education: Theory and applications. Champaign: Human Kinetics.

 

Quennerstedt, M. (2019) Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society24 (6), pp. 611-623.

 

Quennerstedt, M. and Larsson, H. (2015) Learning movement cultures in physical education practice. Sport, Education and Society20 (5), pp. 565-572.

 

Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, D. and Benefield, P. (2004) A review of research on outdoor learning: Executive summary. National Foundation for Educational Research.

 

Riley, K. (2020) Posthumanist and Postcolonial Possibilities for Outdoor Experiential Education. Journal of Experiential Education43 (1), pp. 88-101.

 

Ringer, M. (1999) The facile-itation of facilitation? Searching for competencies in group work leadership. Scisco Conscientia, 2 (1), pp. 1-19.

 

Sharples, G. and Phillips, S. (2020) Physical education or sport? An exploration into primary school pupils' perceptions of outdoor education. PE Matters, Summer, pp. 18-20.

 

Slade, M., Lowery, C. and Bland, K. (2013) Evaluating the impact of forest schools: A collaboration between a university and a primary school. British Journal of Learning Support, 28 (2), pp. 66-72.

 

Slee, V. and Allan, J. (2019) Purposeful outdoor learning empowers children to deal with school transitions. Sports7 (134), pp. 1-14.

 

Somerville, M.J. (2010) A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory42 (3), pp. 326-344.

 

Somerville, M. and Green, M. (2011) A pedagogy of “organized chaos”: Ecological learning in primary schools. Children Youth and Environments21 (1), pp. 14-34.

 

Stan, I. (2009) Recontextualizing the role of the facilitator in group interaction in the outdoor classroom. Journal of Adventure Education and Outdoor Learning, 9 (1), pp. 23-43.

 

Stirrup, J. (2018) Performance pedagogy at play: Pupils perspectives on primary PE. Sport, Education and Society25 (1), pp. 14-26.

 

Sutton, K. and Coldrey, M. (2018) Delivering Outdoor and Adventurous Activities in KS2 Physical Education Part 1: What it is and Why it Matters. PE Matters, Autumn, pp. 19-21.

 

Sutton, K. and Coldrey, M. (2019) Delivering Outdoor and Adventurous Activities in KS2 Physical Education Part 2: The experience of a pre-service primary school teacher. PE Matters, Spring, pp. 55-56.

 

Timken, G. and McNamee, J. (2012) New perspectives for teaching physical education: Pre-service teachers’ reflections on outdoor and adventure education. Journal of Teaching in Physical Education. 33 (1), pp. 21-38.

 

Tinning, R. (2010) Pedagogy and human movement. London: Routledge.

 

Tolgfors, B. (2018) Different versions of assessment for learning in the subject of physical education. Physical Education and Sport Pedagogy23 (3), pp. 311-327.

 

Wagstaff, M. and Attarian, A. (2009) Technical skills for adventure programming: A curriculum guide. Champaign: Human Kinetics.

 

Waite, S. (2010) Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3-13, 39 (1), pp. 65-82.

 

Walmsley, N. and Westall, D. (2018) Forest school adventure: Outdoor skills and play for children. East Sussex: GMC Publications Ltd.

 

Wattchow, B. and Brown, M. (2011) A pedagogy of place: Outdoor education for a changing world. Victoria: Monash University Publishing.

 

Ward, G. (2014) Learning movement culture: Mapping the landscape between physical education and school sport. Sport, Education and Society19 (5), pp. 569-604.

 

Ward, G. (2018) Moving beyond sport in primary physical education. In: Griggs, G. and Petrie, K. eds. Routledge handbook of primary physical education. London: Routledge, pp. 20-39.

Ward, G. and Quennerstedt, M. (2015) Knowing in primary physical education in the UK: Negotiating movement culture. Sport, Education and Society20 (5), pp. 588-603.

 

Williams, A. and Wainwright, N. (2016a) A new pedagogical model for adventure in the curriculum: part one–advocating for the model. Physical Education and Sport Pedagogy21 (5), pp. 481-500.

 

Williams, A. and Wainwright, N. (2016b) A new pedagogical model for adventure in the curriculum: part two–outlining the model. Physical Education and Sport Pedagogy21 (6), pp. 589-602.

 

Webber, C. and Hardwell, A. (2019) ‘Perhaps a bit different to what we did twenty years ago’: Senior teachers’ perceptions of outdoor adventure within primary education in England. Sport, 7 (92), pp. 1-15.

 

Zink, R. and Burrows, L. (2008) ‘Is what you see what you get?’ The production of knowledge in-between the indoors and the outdoors in outdoor education. Physical Education and Sport Pedagogy13 (3), pp. 251-265.

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