This study identified the highest heart rates attained on a ropes course for a corporate population; examined relationships between highest heart rate and other physical measures (basal heart rate, blood pressure, height, weight, body girths, cholesterol, maximum number of pushups, and heart rate after brisk walk); and developed an equation for…

Describes a model for using therapeutic adventure experiences to assess client or group behavior. Elements include accessing information from previous experiences with similar clients, hypothesizing about client behavior, introducing a novel adventure experience, examining potential interventions, integrating information to develop diagnoses, and…

Discusses participant rights and the responsibilities of outdoor recreation programs in complying with the Americans with Disabilities Act (ADA). Describes situations in outdoor programing and the manner in which they should be managed to meet ADA standards of accessibility. Distinguishes levels of responsibility between public and private…

The Americans with Disabilities Act demands a proactive approach in developing effective and integrated adventure education programs for the disabled. Programs cannot exclude qualified disabled individuals; modified participation is a choice, not a requirement; and staff must work toward removing physical barriers and providing reasonable…

Frontloading is a learning strategy used in adventure education in which participants are briefed on the learning objectives prior to the activity, thereby encouraging learning to take place before or during the event. Describes indirect frontloading techniques (paradox and double binds) that facilitate learning with clients who have…

Explains principles pertaining to safety in outdoor education followed by member organizations of the Development Training Advisory Group (United Kingdom). Emphasizes protecting the emotional safety of participants during adventure activities and developing a safety attitude whereby safe conduct becomes second nature. (LP)

This paper discusses subjective hazards in wilderness activities and suggests means of assessing and managing related risks. Wilderness educators conveniently group hazards into objective and subjective ones. Objective hazards such as rockfall, moving water, and weather, while not necessarily predictable, are visible and understandable. Subjective…

Bicycling is a valuable medium for outdoor experiential learning. Bicycling shares with other outdoor learning activities some common elements such as environmental contrast, physical activity, a small group context, and a self-reliant form of transportation. However, bicycling has several unique characteristics that set it apart from other common…

Activities commonly associated with outdoor adventure education can be used effectively in therapy for couples. The adventure education concepts of risk, trust, fear, anxiety, dependence/independence, problem solving, and intimacy are all dealt with in therapy and enrichment experiences for couples. While the outdoor environment has a tremendous…

Most take canoeing, leadership, first aid, CPR and other courses to help cope when something happens, but there is more to dealing with crisis than learning proper procedures and techniques. Three areas of concern interlock to form the Crisis Management Triangle: knowledge and skill, preventive awareness, and crisis management planning. (ERB)

Gathers comprehensive information about accidents and near misses occurring in outdoor programs. Includes checklists for types of injury/illness, program activity, and contributing factors. Asks for analysis and recommendations, comments by the program director, and a narrative description of how the accident happened, treatment given, and…

An account of an early outdoor leadership experience illustrates that a trip leader's role is to build a team capable of accomplishing goals without dependence on the leader. Only when campers are taken beyond their comfort zones does true learning and emotional growth begin. Sidebar presents eight dos and three don'ts of good trip leadership. (TD)

Applies the four-stage reviewing sequence of Experience, Express, Examine, and Explore to climbing, skiing, expedition, and group adventures to show how the experiences of success, learning a skill, responsibility, and cooperation can be enhanced. Discusses things a leader can do before, during, and after the experience that will reinforce the…

Clarifies "team building" within the context of adventure education and professional development. Suggests that corporate programs begin with a preprogram assessment of the group and include corporate involvement in designing the curriculum. Discusses current trends and provides questions that can be used by corporate leaders to identify the right…

Emphasizes the importance of leader awareness of the discomfort and need for emotional safety that may surface for women survivors of sexual abuse during an outdoor experience. Discusses survivor's self-perception and how this affects the outdoor experience; the impact of natural elements on survivors; and how to help survivors develop coping…