This WebQuest was created by LEONA MAY J. CABULA, taking up BACHELOR OF PHYSICAL EDUCATION- IV for TTL 2 subject at CSTC, Sariaya, Quezon.
NATURE AND BACKGROUND OF OUTDOOR RECREATION
Recreation is derived from the Latin word recreare which means "to be refreshed". Choices for recreation vary from person to person. What makes one happy may not be so for others. Therefore, recreational activities depend on one’s interests, pursuits, and needs which may reflective of one’s beliefs and level of gratification. For example, a natural park may serve as a bonding place for a family to have a picnic, a great fitness area for a jogger, and a place to commune with nature or meditate for others.
The outdoors in a broad sense is a space outside an enclosed area. Narrowing it down, outdoors, as used it in discussion, includes the natural environment and resources which comprises the land, water, wildlife, vegetation, open and scenery. The outdoors may be in their most natural state or “semi-natural” state, which is a state where it had gone through some human modification but has retained its natural features.
Outdoor recreation provides opportunities for people to be active, relax, develop friendships, spend time as a family, be challenged and develop new skills and abilities – both physical and mental. Active outdoor recreation provides an alternative option for people who do not want to participate in organized traditional sport.
BENEFITS OF OUTDOOR RECREATION
Physical Health Benefits. Being outdoors prevents a person from having a sedentary life. It allows people to move, whether by walking, running, swimming, biking, paddling, etc. Many people have documented the benefits of staying active that include reduced obesity, reduced risk of disease, enhanced immune system, and increased life expectancy.
Social Benefits. Outdoor activities are ways for families to become closer. They can be a “family bonding activity” as each family member participates in an activity, achieves a common goal, and goes through the same experience. Outdoor recreation also promotes stewardship. Activities done outdoors in the natural setting help in making people realize the great things that nature provides mankind.
Economic Benefits. People who have a relaxed body and mid tend to be more productive at work. This translates into efficiency at the workplace. It has been rewarding for the local folks as ecotourism in the country created jobs and other economic activities which have, one way or another, contributed to our economic growth.
Spiritual Benefits. Positive outdoor experiences can stir up spiritual values. Being one with nature brings certain calmness within a person. It strengthens an individual as it heals, rejuvenates, and soothes the body and soul.
Psycho-Emotional Benefits. Engaging in outdoor recreational activities helps people to rest, de-stress or unwind, and feel revitalized. In fact, some research showed that too much artificial stimulation and time spent in purely human environments can cause exhaustion and loss of vitality and health.
Please watch and learn:
At the end of the lesson, the students are expected to participate in outdoor recreational activities that promotes a lifelong physical activities. To attain this objective, students need to discuss the nature and background of outdoor recreation as well as the benefits of this recreational activities. Identify the outdoor recreational activities in enhancing physical fitness. And lastly, to recognize the importance of having participation in outdoor activities that will serve as to be healthy and become fit in everyday livings.
INQUIRY-BASED LEARNING APPLIED TO PHYSICAL EDUCATION
The Inquiry Based Learning (IBL) process provides a model for educators to help make deeper connections to physical education curriculum in the classroom. It is a strategic instructional process meant to produce and ignite questioning. Through this process, students gain deeper knowledge about the topic at hand and become more proficient with the skills involved.
Inquiry Based Learning is an instructional approach that supports student engagement with and analysis of ideas. It allows students to dive into an area of study through questioning, predicting, investigating, recording, discussing, and reflecting. In contrast to a lecture where students are supplied with answers, the IBL process creates an environment where students are actively developing habits of the mind. Students are asking questions, interacting with one another, gaining insights based on research and shared thoughts, and are supported to elevate their question levels as they get deeper and deeper into the work being done.
In the IBL process, teachers guide students through a series of steps designed to answer an essential question. These five steps are:
1) explore/ask foundation questions
2) investigate to gather information
3) create new knowledge and experiences
4) share/discuss discoveries, and
5) reflect and take stock.
The teacher starts by asking students questions about Outdoor Recreational Activities.
What to Know?
What I Want to know?
What I Learned?
Using this KWL question, the students active their prior knowledge and have a deep understanding about this lesson proper.
To begin lesson more active, the teacher start the lesson by having an activity: "IN or OUT" (5 mins.)
1. Group the class into five groups.
2. Show pictures of different outdoor recreational activities.
3. Using flashcard, let them classify/identify if the activities/games presented are held outdoor activities.
4. The group who earn highest points will be proclaim as winner.
After doing this kind of activity, teacher have a lot of questions to the students.
“How important is it to be physically active?”
“What are things that you do that help you to be physically active?”
Identify and know the different outdoor recreational activities in enhancing physical fitness.
To participate outdoor recreation activities, know the benefits of having actively participate in outdoor recreational activities. See and click the link. https://www.youtube.com/watch?v=pPwZUL6Dd3Q&t=10s
To evaluate the students, teacher provide another activity.
Let the student make a video presentation about participating in outdoor recreational activities. At least 3-5 activities done in daily living and the video consists of 2 minutes only. Make sure all of the students healthy and safe in this time of pandemic.
The grading will depends on the given criteria.
|Level of Engagement of Act.||20%|
TOWARDS BROADER IBL IN OUTDOOR RECREATION
One of the most important relationships investigated through inquiry learning centers around interrelationships. By providing students with a larger contextual framework that explores the relations between humans and nature, students are to understand "different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living". Well-designed inquiry learning activities and interactions should be set in a conceptual context so as to help students accumulate knowledge as they progress from grade to grade. Inquiry education should be taught with a greater understanding of the world in which they live, learn, communicate and work. This concept of interrelationships that is deeply rooted in the philosophy of inquiry learning corresponds directly with the principles of outdoor education. As the research indicated, "students are likely to begin to understand the natural world if they work directly with natural phenomena, using their senses to observe and using instruments to extend the power of their senses". A characteristic of inquiry learning stressed throughout the literature was the idea that it can be done anywhere. This includes the out of doors - a fabulous learning environment that is rarely utilized in formal education.
Inquiry provides a meaningful, hands-on learning experience that targets multiple learning styles, thus allowing students have a greater chance of success. Naturally with that feeling of accomplishment comes a sense of pride; stemming from a successfully inquiry experience, students are able to construct their knowledge in a different way, thus becoming self-motivated. When critiquing on outdoor education, students, a heavy emphasis was placed on the personal and group benefits, as opposed to the academic. It seemed that including students in an outdoor experience was a way for them to accomplish a once-thought "impossible" task, thus increasing their self-esteem. This would truly be an interesting and worthy avenue to pursue, since both philosophies of inquiry learning and outdoor education promote the ideal of life-long learning for all people.
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Ehron Nicol (2021). Nature and background of outdoor recreational activities.
Inquiry-Based Learning Workshop. (May 30, 2002), http://www.thirteen.org/edonline/concept2class/month6
Haury, D., (1993). Teaching Science Through Inquiry. May 30, 2002, http://www.ed.gov/databases/ERIC_Digests/ed359048.html.