Positive youth development settings to and barriers through rock climbing in physical education

• Published in: Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación
• Main Authors: Muhammad Ihsan, Amung Ma’mun, Nurlan Kusmaedi, Helmy Firmansyah, Rola Angga Lardika
• Format: Article
• Language: English
• Published: FEADEF 2025-03-01
• Subjects: Positive youth development; outdoor education; rock climbing
• Online Access: https://recyt.fecyt.es/index.php/retos/article/view/111600
• ISSN: 1579-1726; 1988-2041

Introduction: This study aims to describe the setting of contexts, types of environments, and barriers through rock climbing that promote positive youth development in Physical Education at one of the High Schools in Pandeglang Regency, Banten, Indonesia. Objective: Based on the theoretical framework of outdoor adventure education and the positive youth development model. Methodology: Researchers interviewed nine teachers with and without experience in rock climbing adventure education through semi-structured interviews regarding the setting of contexts and environments that promote positive youth development. Results: The teachers conveyed the influence of considering the contexts and types of environments that promote positive youth development, such as physical, emotional, and community aspects. Potential barriers include the risk of falling or injury, the nature of rock climbing activities, infrastructure, and safety. Discussion: The teachers stated that they can facilitate positive youth development by considering the contexts and types of environments through rock climbing adventure education. Conclusions: The setting of contexts and types of environments for positive youth development through rock climbing adventure education has the potential to generate synergies with positive impacts.