Abstract
The purpose of this article is to study the process of school form of two wilderness activities: Orienteering and climbing. In the context of secondary school physical education, they are most taught in this field of outdoor activities. However, programming this type of practice remains marginal, and the conditions of schooling are ambivalent to the extent that academic and social anchoring is crossed by a dialectical continuum from the most controlled and standardized to the most adventurous. The Physical Education and Sport Review which has published professional articles since 1950, constitutes a relevant analyzer for examining this schooling process. Through a discourse analysis of orienteering and climbing articles, supplemented by interviews and an opening towards other written productions, the results characterize three distinct periods which reflect singular issues in this process of taught adventure schooling. The first period is characterized by a strong heritage to the outdoors and a rising sportivisation in these activities between 1975 and 1989. Then, from 1990 to 2004, a trend towards school orthodoxy on evaluations and disciplinary content. Finally, from 2005 to 2019, the activities are presented as contributing to the acquisition of the common core.