I completed a week-long project adventure course last summer, and it was incredibly transformative to me as a person, teacher, and student. I will post more when I get back into town, I want to share some of my pictures with you!
Week 14 April 23 Hi everyone, I hope all of you enjoyed your break! The last time we had class I noticed a lot of you inquiring about project adventure. So, I decided to do some research to find an article which would provide you with a good introduction for the course with Professor Quimby. I would recommend that all of you take this course; it was one of the most interesting courses I have taken. I wish there were more activity based courses for graduate students offered at Bridgewater State. I teach a short unit on project adventure and I wish to expand it in time. This article discussed some new activities which I really liked and I plan to implement into my curriculum. When I first began teaching project adventure I had a difficult time because the role of the teacher changes from and instructor to a facilitator. The teacher asks questions and the students have to work together to figure out the answer. This part was not clear in the article so I figure I would mention it. The article title is “Sequencing Low Adventure Activities in Elementary Physical Education” by Brian D. Clocksin. The article is geared to elementary students, but I use them at the middle school by adjusting the degree of difficulty for each grade level Question #1 Do you teach project adventure at your school? Yes / No. Why? Question #2 What intrigued you most about the article? Question # 3 What did you learn after reading this article that you did not already know?
I took the course at the same time as Rick and I have to say it was an empowering experience. I did things that I never thought I could do and had a blast with people I did not even know. I have taught project adventure before, but I have not gotten to teach it this year. I used some of the icebreaker games and trusting games with my volleyball team before the season went into effect. I had my team partner up and one person was blind folded and the other had to lead them through my yard with only their voice like they did in minefield (Clocksin, 2006). This was more of a challenge because they could have gotten hurt if not led correctly. I even challenged some of my players to lead their partner to cross my very busy street. It was a great experience to see their reactions. I believe that project adventure is one of the best experiences some students can have. Everyone can be successful and empowered in a project adventure unit. What intrigued me about Clocksin’s (2006) article is that these lessons were done with elementary school students. As grown-ups in project adventure we had a tough time sometimes staying focused or trusting other people; never mind at the elementary age. I would love to see this process be taught to elementary school students, and how the facilitator gets the students to fully engage and stay on task. I learned a few new games to teach, which is always a great thing. I thought bullring (Clocksin, 2006) sounded very challenging and fun. I just really love how project adventure gives every student the opportunity to shine and if you have not taught it before I highly recommend it.
1. I have been using an Adventure P.E. Unit at my school since I was hired five years ago. In my undergraduate studies I had taken an Outdoor Adventure class and it was one of my favorites. I still use most of the activities from that class and have worked most of them into our field day as well. 2. During the article the “Full Value Contract” was mentioned and I’m intrigued by it. (Clocksin, 2006) Our department has bought the Adventure Curriculum for PE this school year and we have taken part in a full day training. It was some much fun and I’ve updated my Adventure Unit with some of their newer activities. I would like to try and use the full value contract at the beginning of the school year. Does anyone else use the full value contract in their school? 3. I am interested in learning more about the Transition to High Elements. I can remember after graduating from URI I had sent out probably fifty applications and I was really interested in getting High Ropes Certified and working at a Ropes Course. I thought that it would be the best alternative if I did not get a PE job the following school year. After countless rejections, no call backs, and a few interviews, I was hired at the Boston Renaissance Public Charter School. This was my first real first real teaching position. I never had a chance to further explore the High Ropes avenue. I’ve always wondered what it would have been like and where I would be. It seems to me that there are pretty awesome ropes courses in really interesting places.
#1 Yes, I really feel it gives the students who are not standouts athletically a chance to shine by being a leader. I like to use initiative activities at the beginning of the year to build cohesiveness in each class. # 2/3 I taught outdoor adventure at the Cardinal Cushing School in Hanover for 13 years before coming to Marshfield. Although I enjoyed reading the article, not much intrigued me. I did see that there is a slight change in the calls for spotting. I don’t remember the faller saying “off spot” (Clocksin, 2006 p.16). I know after climbing it is important to say to the person belaying “off belay”.
The frustrating part about having a ropes course in the schools is the cost. The elements and equipment for climbing are extremely expensive and you also need to get everything inspected each year. In a time when cutbacks are commonplace in the schools, it is difficult to fund this potentially important part of any physical education curriculum.
The Clocksin article (Clocksin, 2006) reminded me of trainings I have been through in the past. I have a climbing wall that was installed more than ten years ago. I have not used it in more than a year because I need to replace equipment and go through the certification process. CJ is scaring me a little about the cost. I would be interested in knowing the specifics of getting my wall certified. The adventure activities are wonderful because of the way students are encouraged to support each other instead of compete. I have to do adapt so much of the curriculum that I forget the original activities. Imagine playing minefield (Clocksin, 2006) with Deaf kids. I think I will use some of these activities to keep my high school students engaged as graduation nears. It is a good equalizer because few students have a great deal of experience in these activities. The better athletes are the best climbers for the most part but there are always surprises. Climbing has become a much more accessible lifetime activity in the last twenty years. I am interested in the adventure course in the fall. Can anyone tell me what it will do for me and my school in terms of being able to certify our wall or train people to belay?
I am glad to hear that most of you are teaching project adventure.
I agree that money can be a problem. I have modified some of the activities by using some of the equipment in the gym to help with this concern. For example I used hoola hoops for the spider web and have the students go through without touching. I also have the students build human bridges and chains (centipedes) with their bodies to reach certain destinations. These activities involve a small amount of set up and money.
I have not taught a specific adventure curriculum. However some of the activities in the article I have tried (Clocksin, 2006). The Giants game, Cross the river with poly spots, and some other teamwork strategy games I have used are very similar but are called different names. The team work games I play could definitely be more focused and progressively coordinated better. It is something I would like to try and after reading this article I plan on doing. What intrigued me the most was the progression of activities? I would like a more structured curriculum that successfully teaches teamwork, cooperation, and leadership. The Inch worm activity sounds like it would be a lot of fun to see elementary age students’ problem solve (Clocksin, 2006). It is nice when you see these activities develop those qualities that are so important throughout life. I would agree with Rachel that Bull Ring sounds like it would be challenging and fun and I want to try it (Clocksin, 2006). I also realize that the sequencing of activities can be vastly beneficial in achieving the goals of the adventure curriculum.
When I started teaching at Bridgewater-Raynham Regional High School, I was able to touch on a little bit of adventure education with my students. I used games like minefield, traffic jam, and group juggle that were mentioned in the "Sequencing Low Adventure Activities in Elementary Physical Education," along with others from the book Silver Bullets. I found that most students really enjoyed the activities, but wondered what they were doing in P.E. We would discuss how the activities would relate to other games or sports in P.E. and how to transfer the lessons learned onto the court or field. I would love to bring Project Adventure to Bristol-Plymouth where I currently teach, but fear for the expense, as well! I was surprised to see how prevalent Adventure Education is becoming in the P.E. classroom, despite the cost. In the article Mr. Clocksin mentioned that the number of adventure education clinics provided at AAHPERD has increased tremendously within four years from 2001 to 2005. I think most students would be positively effected by adventure education. To this day I still remember going to a high ropes course with other students in my youth group as a teenager. I loved every minute of it. I remember tackling one of my biggest fears, heights, by crossing a very long log suspended from a very high height. I felt so empowered afterwards. After reading this article, I learned that adventure education is something that I would still like to pursue teaching in my own classroom. I am very excited to take Adventure Education in the fall!
Hi all! For professional development this year we had a women come in to teach us some project adventure games. I enjoyed most of them. I always start off my first couple of weeks with cooperative games and use them throughout the year. Having this PD only helped me to add more activities into the school year. I enjoyed reading about some of the different activities I have not done yet. I am thinking I am going to add Italian Golf into my field day this year and maybe even Bull Ring (Clocksin, 2006). (Those of you that use cooperative games for field day, I will take any other suggestions you have). What intrigued me about the article is learning about some of the activities I have never done before. The only thing I do not like about project adventure and that I feel as though sometimes the games do not improve fitness and there can be a lot of standing around. When you only have PE once a week and some classes only for 30 minutes, this can be concerning. From this article I learned about some games I have never done before. I would like to take the project adventure course in the fall but have a MAJOR, MAJOR fear of heights. I cannot even get on a ladder. I am not sure if I will be able to do it, but we will see! I suppose if I was tied up I might not feel as scared but who knows.
I can help Brad and some others of you who are interested in the graduate course in the fall, PHED 560. In terms of Brad's question, to recertify your climbing wall, you probably need to be licensed by the state of MA and to do that you will probably need to get your wall inspected and your staff inspected (ha ha ha). Project Adventure, based in Beverly, MA, is the place I would look for more details regarding state requirements. In the fall course, you will learn and practice a variety of belay techniques. Some participants, like Aimee, may choose to stay on the ground and do the belaying while others climb. You will be exposed to the experiential learning cycle and a variety of lead up games. You also may find me at a number of your classes since I am still collecting experience hours and am planning to teach this type of course in the future.
THE FEAR …. I noticed a lot of you talking about the aspect of fear. A major reason why I like project adventure so much is because it helps the students to overcome their fears. Some of my best project adventure students do not do so well in other activities. I believe they fear physical education and do not realize what they are capable of. They sometimes just fear working with others because they do not trust them. It amazes me how this activity brings the students closer together and makes them better students in the future.
I do not teach project adventure at my school. I would like to, but I do not. We just received a new curriculum this year so there is not a lot of room for creativity from us (which I do not like).
What intrigued me about this article was that after reading about these activities, I should be using them at the beginning of each school year to set the standard of teamwork and mutual respect amongst peers. Our curriculum is so drill and sport skill oriented that PA is the complete opposite of what we are teaching. Next year I hope to integrate more PA activities into the curriculum.
I learned that the best part of PA activities is that they develop cognitive, affective and psychomotor domains rather than just psychomotor like drilling activities. Physical education is about teaching to the whole student, not just their body. Making them think critically and affectively will really teach the whole student.
Hey Rick... In response to your first question about teaching Project Adventure, when I used to teach Elementary P.E. I would use some forms of Project Adventure skills in different ways. For example, I would use certain tag games, such as "Super Ball Tag," which is a game that requires sharing of the rescue balls in order to unfreeze teammates. I would transfer over these concepts when practicing manipulative skills, such as when practicing the tennis forehand, i would play a game called Jailbreak in which students work together as a unit to rescue all of these teammates from jail....I would also use the rope as a station during a fitness unit in which I would have students play Nitro Crossing, using their upper body strength to swing on the rope, and using their teamwork skills to accomplish the common goal of getting all players across safely....Finally, I would use other teamwork games like Pipeline for Field Day events at my school, which involved the entire class working together as a team to transfer a golf ball and/or ping pong ball, from one end of the class to the other, without the ball ever touching the floor.
As for your second question about Clocksin's article, "Sequencing Low Adventure Activities in Elementary Physical Education," and what intrigued me the most about it, I would have to say would be the section on Trust Sequence—Spotting. I found it very interesting that Clocksin suggests having students as spotters even at a young elementary level. I would never in a million years trust a second grader spotting another second grader on a climbing wall, even from low heights. For me, there is just way too much liability involved and things that can go wrong. For example, a climber could easily fall on top of the spotter, and as they both hit the ground, both break bones leading to a double lawsuit. If I were to do a climbing wall in Elementary P.E., I would require an adult spotter, either myself, or a class aide to ensure the safety of the student who is climing.
Finally, from an activity standpoint, one game I had never heard of before reading this article was Italian Golf. Even though when reading the description for the game, it really had nothing to do with golf, it sounded like a fun, cooperative partner activity. To me, it sounded more of an Ultimate Frisbee like activity, in which teammates toss a round object (ring) to a partner with the tosser not being able to move. Once caught the tosser advances down the field past the catcher to become the new catcher. I had never thought of using this concept as just a 2 player activity or game without have defense present, so I think this type of activity would be a great lead up game to Ultimate Frisbee, which in itself is an excellent teamwork game.
I have not taught project adventure in my class because I dont no have any experience and the other teachers I work with do not teach it either. I belive that it is a excellent tool to use in PE because it teaches team work, confidence, and cognitive development. I agree with the article, teach PA at the beginning of the year because it is good to build trust and team work at the beginning of the school year. I am looking forward to taking the PA course this fall so I can incorporate it into my classroom.
Hello everyone! Let me begin by saying that I really enjoyed Clocksin's article about project adventure activities in elementary physical education. I like a lot of the activity ideas, some of which I've done before and some that I've never heard of before, and would really like to use many of them in my own classes.
This year in Milford, we got a new curriculum for K-4 physical education and unfortunately there is not a lot of room for creativity and implementation of my own ideas, which is too bad. I hope that next year, we are able to implement our own ideas a little bit more because of our familiarity with the new curriculum so I can teach units such as project adventure. I think it would be doable because many of the concepts that are emphasized in our new curriculum such as cooperation and compassion for others lend themselves very well to the activities that can be done with project adventure.
16 comments:
Week 14 April 23
Hi everyone,
I hope all of you enjoyed your break! The last time we had class I noticed a lot of you inquiring about project adventure. So, I decided to do some research to find an article which would provide you with a good introduction for the course with Professor Quimby. I would recommend that all of you take this course; it was one of the most interesting courses I have taken. I wish there were more activity based courses for graduate students offered at Bridgewater State.
I teach a short unit on project adventure and I wish to expand it in time. This article discussed some new activities which I really liked and I plan to implement into my curriculum. When I first began teaching project adventure I had a difficult time because the role of the teacher changes from and instructor to a facilitator. The teacher asks questions and the students have to work together to figure out the answer. This part was not clear in the article so I figure I would mention it.
The article title is “Sequencing Low Adventure Activities in Elementary Physical Education” by Brian D. Clocksin. The article is geared to elementary students, but I use them at the middle school by adjusting the degree of difficulty for each grade level
Question #1
Do you teach project adventure at your school? Yes / No. Why?
Question #2
What intrigued you most about the article?
Question # 3
What did you learn after reading this article that you did not already know?
I took the course at the same time as Rick and I have to say it was an empowering experience. I did things that I never thought I could do and had a blast with people I did not even know. I have taught project adventure before, but I have not gotten to teach it this year. I used some of the icebreaker games and trusting games with my volleyball team before the season went into effect. I had my team partner up and one person was blind folded and the other had to lead them through my yard with only their voice like they did in minefield (Clocksin, 2006). This was more of a challenge because they could have gotten hurt if not led correctly. I even challenged some of my players to lead their partner to cross my very busy street. It was a great experience to see their reactions. I believe that project adventure is one of the best experiences some students can have. Everyone can be successful and empowered in a project adventure unit. What intrigued me about Clocksin’s (2006) article is that these lessons were done with elementary school students. As grown-ups in project adventure we had a tough time sometimes staying focused or trusting other people; never mind at the elementary age. I would love to see this process be taught to elementary school students, and how the facilitator gets the students to fully engage and stay on task. I learned a few new games to teach, which is always a great thing. I thought bullring (Clocksin, 2006) sounded very challenging and fun. I just really love how project adventure gives every student the opportunity to shine and if you have not taught it before I highly recommend it.
1. I have been using an Adventure P.E. Unit at my school since I was hired five years ago. In my undergraduate studies I had taken an Outdoor Adventure class and it was one of my favorites. I still use most of the activities from that class and have worked most of them into our field day as well.
2. During the article the “Full Value Contract” was mentioned and I’m intrigued by it. (Clocksin, 2006) Our department has bought the Adventure Curriculum for PE this school year and we have taken part in a full day training. It was some much fun and I’ve updated my Adventure Unit with some of their newer activities. I would like to try and use the full value contract at the beginning of the school year. Does anyone else use the full value contract in their school?
3. I am interested in learning more about the Transition to High Elements. I can remember after graduating from URI I had sent out probably fifty applications and I was really interested in getting High Ropes Certified and working at a Ropes Course. I thought that it would be the best alternative if I did not get a PE job the following school year. After countless rejections, no call backs, and a few interviews, I was hired at the Boston Renaissance Public Charter School. This was my first real first real teaching position. I never had a chance to further explore the High Ropes avenue. I’ve always wondered what it would have been like and where I would be. It seems to me that there are pretty awesome ropes courses in really interesting places.
#1 Yes, I really feel it gives the students who are not standouts athletically a chance to shine by being a leader. I like to use initiative activities at the beginning of the year to build cohesiveness in each class.
# 2/3 I taught outdoor adventure at the Cardinal Cushing School in Hanover for 13 years before coming to Marshfield. Although I enjoyed reading the article, not much intrigued me. I did see that there is a slight change in the calls for spotting. I don’t remember the faller saying “off spot” (Clocksin, 2006 p.16). I know after climbing it is important to say to the person belaying “off belay”.
The frustrating part about having a ropes course in the schools is the cost. The elements and equipment for climbing are extremely expensive and you also need to get everything inspected each year. In a time when cutbacks are commonplace in the schools, it is difficult to fund this potentially important part of any physical education curriculum.
The Clocksin article (Clocksin, 2006) reminded me of trainings I have been through in the past. I have a climbing wall that was installed more than ten years ago. I have not used it in more than a year because I need to replace equipment and go through the certification process. CJ is scaring me a little about the cost. I would be interested in knowing the specifics of getting my wall certified.
The adventure activities are wonderful because of the way students are encouraged to support each other instead of compete. I have to do adapt so much of the curriculum that I forget the original activities. Imagine playing minefield (Clocksin, 2006) with Deaf kids. I think I will use some of these activities to keep my high school students engaged as graduation nears. It is a good equalizer because few students have a great deal of experience in these activities. The better athletes are the best climbers for the most part but there are always surprises. Climbing has become a much more accessible lifetime activity in the last twenty years.
I am interested in the adventure course in the fall. Can anyone tell me what it will do for me and my school in terms of being able to certify our wall or train people to belay?
I am glad to hear that most of you are teaching project adventure.
I agree that money can be a problem. I have modified some of the activities by using some of the equipment in the gym to help with this concern. For example I used hoola hoops for the spider web and have the students go through without touching. I also have the students build human bridges and chains (centipedes) with their bodies to reach certain destinations. These activities involve a small amount of set up and money.
I have not taught a specific adventure curriculum. However some of the activities in the article I have tried (Clocksin, 2006). The Giants game, Cross the river with poly spots, and some other teamwork strategy games I have used are very similar but are called different names. The team work games I play could definitely be more focused and progressively coordinated better. It is something I would like to try and after reading this article I plan on doing. What intrigued me the most was the progression of activities? I would like a more structured curriculum that successfully teaches teamwork, cooperation, and leadership. The Inch worm activity sounds like it would be a lot of fun to see elementary age students’ problem solve (Clocksin, 2006). It is nice when you see these activities develop those qualities that are so important throughout life. I would agree with Rachel that Bull Ring sounds like it would be challenging and fun and I want to try it (Clocksin, 2006). I also realize that the sequencing of activities can be vastly beneficial in achieving the goals of the adventure curriculum.
When I started teaching at Bridgewater-Raynham Regional High School, I was able to touch on a little bit of adventure education with my students. I used games like minefield, traffic jam, and group juggle that were mentioned in the "Sequencing Low Adventure Activities in Elementary Physical Education," along with others from the book Silver Bullets. I found that most students really enjoyed the activities, but wondered what they were doing in P.E. We would discuss how the activities would relate to other games or sports in P.E. and how to transfer the lessons learned onto the court or field.
I would love to bring Project Adventure to Bristol-Plymouth where I currently teach, but fear for the expense, as well!
I was surprised to see how prevalent Adventure Education is becoming in the P.E. classroom, despite the cost. In the article Mr. Clocksin mentioned that the number of adventure education clinics provided at AAHPERD has increased tremendously within four years from 2001 to 2005. I think most students would be positively effected by adventure education. To this day I still remember going to a high ropes course with other students in my youth group as a teenager. I loved every minute of it. I remember tackling one of my biggest fears, heights, by crossing a very long log suspended from a very high height. I felt so empowered afterwards. After reading this article, I learned that adventure education is something that I would still like to pursue teaching in my own classroom. I am very excited to take Adventure Education in the fall!
Hi all! For professional development this year we had a women come in to teach us some project adventure games. I enjoyed most of them. I always start off my first couple of weeks with cooperative games and use them throughout the year. Having this PD only helped me to add more activities into the school year. I enjoyed reading about some of the different activities I have not done yet. I am thinking I am going to add Italian Golf into my field day this year and maybe even Bull Ring (Clocksin, 2006). (Those of you that use cooperative games for field day, I will take any other suggestions you have).
What intrigued me about the article is learning about some of the activities I have never done before. The only thing I do not like about project adventure and that I feel as though sometimes the games do not improve fitness and there can be a lot of standing around. When you only have PE once a week and some classes only for 30 minutes, this can be concerning.
From this article I learned about some games I have never done before. I would like to take the project adventure course in the fall but have a MAJOR, MAJOR fear of heights. I cannot even get on a ladder. I am not sure if I will be able to do it, but we will see! I suppose if I was tied up I might not feel as scared but who knows.
I can help Brad and some others of you who are interested in the graduate course in the fall, PHED 560. In terms of Brad's question, to recertify your climbing wall, you probably need to be licensed by the state of MA and to do that you will probably need to get your wall inspected and your staff inspected (ha ha ha). Project Adventure, based in Beverly, MA, is the place I would look for more details regarding state requirements. In the fall course, you will learn and practice a variety of belay techniques. Some participants, like Aimee, may choose to stay on the ground and do the belaying while others climb. You will be exposed to the experiential learning cycle and a variety of lead up games. You also may find me at a number of your classes since I am still collecting experience hours and am planning to teach this type of course in the future.
THE FEAR …. I noticed a lot of you talking about the aspect of fear. A major reason why I like project adventure so much is because it helps the students to overcome their fears. Some of my best project adventure students do not do so well in other activities. I believe they fear physical education and do not realize what they are capable of. They sometimes just fear working with others because they do not trust them. It amazes me how this activity brings the students closer together and makes them better students in the future.
I do not teach project adventure at my school. I would like to, but I do not. We just received a new curriculum this year so there is not a lot of room for creativity from us (which I do not like).
What intrigued me about this article was that after reading about these activities, I should be using them at the beginning of each school year to set the standard of teamwork and mutual respect amongst peers. Our curriculum is so drill and sport skill oriented that PA is the complete opposite of what we are teaching. Next year I hope to integrate more PA activities into the curriculum.
I learned that the best part of PA activities is that they develop cognitive, affective and psychomotor domains rather than just psychomotor like drilling activities. Physical education is about teaching to the whole student, not just their body. Making them think critically and affectively will really teach the whole student.
Hey Rick... In response to your first question about teaching Project Adventure, when I used to teach Elementary P.E. I would use some forms of Project Adventure skills in different ways. For example, I would use certain tag games, such as "Super Ball Tag," which is a game that requires sharing of the rescue balls in order to unfreeze teammates. I would transfer over these concepts when practicing manipulative skills, such as when practicing the tennis forehand, i would play a game called Jailbreak in which students work together as a unit to rescue all of these teammates from jail....I would also use the rope as a station during a fitness unit in which I would have students play Nitro Crossing, using their upper body strength to swing on the rope, and using their teamwork skills to accomplish the common goal of getting all players across safely....Finally, I would use other teamwork games like Pipeline for Field Day events at my school, which involved the entire class working together as a team to transfer a golf ball and/or ping pong ball, from one end of the class to the other, without the ball ever touching the floor.
As for your second question about Clocksin's article, "Sequencing Low Adventure Activities in Elementary Physical Education," and what intrigued me the most about it, I would have to say would be the section on Trust Sequence—Spotting. I found it very interesting that Clocksin suggests having students as spotters even at a young elementary level. I would never in a million years trust a second grader spotting another second grader on a climbing wall, even from low heights. For me, there is just way too much liability involved and things that can go wrong. For example, a climber could easily fall on top of the spotter, and as they both hit the ground, both break bones leading to a double lawsuit. If I were to do a climbing wall in Elementary P.E., I would require an adult spotter, either myself, or a class aide to ensure the safety of the student who is climing.
Finally, from an activity standpoint, one game I had never heard of before reading this article was Italian Golf. Even though when reading the description for the game, it really had nothing to do with golf, it sounded like a fun, cooperative partner activity. To me, it sounded more of an Ultimate Frisbee like activity, in which teammates toss a round object (ring) to a partner with the tosser not being able to move. Once caught the tosser advances down the field past the catcher to become the new catcher. I had never thought of using this concept as just a 2 player activity or game without have defense present, so I think this type of activity would be a great lead up game to Ultimate Frisbee, which in itself is an excellent teamwork game.
I have not taught project adventure in my class because I dont no have any experience and the other teachers I work with do not teach it either. I belive that it is a excellent tool to use in PE because it teaches team work, confidence, and cognitive development. I agree with the article, teach PA at the beginning of the year because it is good to build trust and team work at the beginning of the school year. I am looking forward to taking the PA course this fall so I can incorporate it into my classroom.
Hello everyone! Let me begin by saying that I really enjoyed Clocksin's article about project adventure activities in elementary physical education. I like a lot of the activity ideas, some of which I've done before and some that I've never heard of before, and would really like to use many of them in my own classes.
This year in Milford, we got a new curriculum for K-4 physical education and unfortunately there is not a lot of room for creativity and implementation of my own ideas, which is too bad. I hope that next year, we are able to implement our own ideas a little bit more because of our familiarity with the new curriculum so I can teach units such as project adventure. I think it would be doable because many of the concepts that are emphasized in our new curriculum such as cooperation and compassion for others lend themselves very well to the activities that can be done with project adventure.
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