Adventures and challenges in Physical Education classes at school

Abstract

BACKGROUND: Adventure Body Practices are an important part of Physical Education and are included in the BNCC as one of its thematic units for Elementary School. 
OBJECTIVE: This study aimed to implement a thematic unit on Adventure Physical Practices through challenging activities, promoting safe, exploratory, and formative physical experiences with 4th-grade elementary school students. 
METHODS: This is a qualitative research study of the pedagogical intervention type, carried out in a municipal school in Cuiabá, with the participation of 46 students (26 boys and 20 girls). The intervention was developed over a two-month period, in ten 120-minute classes once a week, covering content related to Adventure Physical Practices, with an emphasis on skateboarding, surfing, and tree climbing. 
RESULTS: The data were analyzed using source triangulation and qualitative interpretation. The results showed that 87% of the students were unfamiliar with the concept of PCA (Physical Activities and Activities) before the intervention, although 54% had already experienced some related activity. The activities that aroused the most interest were surfing and tree climbing (17% each), followed by skateboarding (15%). Throughout the intervention, an expansion of conceptual knowledge about the developed bodily practices was observed, as well as advances in procedural and attitudinal dimensions. The strengthening of cooperation, autonomy, decision-making, problem-solving, emotional control, and responsibility for safety stood out. The methodology based on progressive challenges and controlled risk favored high student engagement and meaningful learning experiences.
CONCLUSION: PCA are pedagogically viable in the school context and, when planned intentionally, safely, and contextually, contribute to the integral development of students, expanding their bodily and cultural repertoire and strengthening the educational role of Physical Education in schools.