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Programs based on Adventure Education models are increasingly applied in schools, thanks, among otherreasons, to the inclusion of physical activity in the natural environment as a compulsory part of current educationallegislation. Scientific literature has demonstrated over the years the wide-ranging benefits that these educationalmodels offer students in terms of personal aspects, social aspects, health and the habit of staying active,among others. For a better application of this model, it is necessary to identify the different existing programs thatuse “adventure” as a means to educate and, through this, select the most appropriate model for the target group,available space and opportunities. For all these reasons, the aim of the present study was to analyze and comparethe characteristics of the best known and most widely used Adventure Education models on the internationalscene, highlighting those most widely used in Spain. For the elaboration of this work, the models addressedwere: outdoor adventure education, adventure learning, experiential learning, challenge rope courses, adventurepedagogy and adventure education. Following analysis of each of these educational models, it is concluded thatfor correct educational application knowledge is required about the way in which each typology should be applied, aswell as the differential benefits they produce.
