Pedagogical models in physical activity have gained relevance in recent decades. Emerging models in Spain context include Adventure Pedagogy (AP) (Fernández-Río et al., 2021). This contribution describe the experiences (succes, problems, subjects, ...) and results about how implemente the AP model in high education (Physical Education Teachers, primary and secondary). Adventure Pedagogy (AP) is a model based on the theoretical principles of experiential learning and positive development (Caballero-Blanco et al., 2020), with emphasis on activities in nature and sustainability. In this case, education is based on direct experiences through physical activities in nature and/or challenges/adventure activities, in nature or urban settings, for the purpose of contributing to the humanisation process (of both the student and the teacher). It emerged in the ‘90s in Spain from a working group led by Manuel Parra in view of the need to set methodological strategies in order to address physical activities in the natural environment (PANE) content in primary and secondary education (Parra et al, 2009). Over the years it has been applied at different levels of formal education (primary, secondary, university), informal education (summer camps, after school activities), by active tourism companies (hiking routes, camps, etc.) and in other contexts (other types of physical activities).