Interviews and surveys of 98 students and 7 instructors in Outward Bound Canada found that specific aspects of course activities, the physical environment, instructors, and participants influenced course outcomes. As role models, instructors made a greater contribution to student interpersonal skills than most other course components. Implications…

Outdoor adventure educators need a solid foundation in theoretical knowledge that will influence and guide equally important practical skills. A strong sense of professional practice should be instilled in new outdoor adventure educators to prevent them from becoming insulated in their ideas and practices. Philosophical underpinnings and good…

Examines need for realignment of outdoor experience into non-competitive mode, suggesting similar changes in outdoor leadership training. Develops training model from experts' ideas of important components of outdoor leadership training. Applies model to four-year North American university program. Recommends program model for scrutiny and…

Outdoor adventure education is an experiential method of learning which takes place primarily through sensory involvement with the outdoors. Characteristics of adventure education include uncertain outcomes, risk, inescapable consequences, energetic action, and willingness to participate. Adventure education occurs in a diversity of venues,…

Examines traditional outdoor education leadership training, emphasizing value of "soft" or "people" skills. Describes how Experiential Leadership Education, a systematic approach to teaching outdoor leadership, uses three teaching and group dynamics models. Examines Experiential Leadership Education applications. Suggests…

Discusses effective outdoor leadership as the key to successful adventure programs in camping. Emphasizes unique qualities of adventure tripping and required leadership skills and styles: activity/safety skills, organizational skills, instructional skills, group counseling skills, and experience-based judgment. Provides suggestions for selecting…

This paper examines the changing attitudes and personal development of 20 college students participating in an advanced class on ethical outdoor leadership. Students took part in short outdoor activities and tasks for which they selected their own leaders, determined strategies, and evaluated their task and group process performances. Course…

The handbook is intended for three leadership groups: leaders of land-based trips in the Pacific Northwest with youth or adults for an agency such as a city recreation department, experienced leaders, and leaders conducting high-adventure programs for juvenile delinquents. The handbook contains current information regarding: (1) trip planning and…

This presentation provides wilderness rescue workers with an overview of the psychological reactions of victims of accidents and natural disasters and suggested responses for rescuers and caregivers. A personal account of rescue and death in a drowning accident illustrates how the rescuer can also be traumatized by such an incident and may suffer…

A panel of 8 professionals in the field of wilderness adventure programming reviewed, evaluated, and commented on a list of 53 skill, technical, human relations, and philosophical understanding competencies and 46 personal and professional qualities derived from a literature search of 136 sources in a study to determine accepted minimum skill…

This teaching guide provides basic information on training outdoor leaders for a wilderness course at the National Outdoor Leadership School (NOLS) in Lander, Wyoming. The first chapter, "Teaching at NOLS," overviews teaching fundamentals and describes teaching techniques such as the use of demonstrations, modeling, formal classes,…

Beyond the ability to exhibit good judgment and common sense while performing duties as a leader under stress and pressure, an outdoor adventure program leader should possess technical skills, human relations skills, and philosophical understanding of outdoor programming. Technical skills include knowledge of initiatives/ropes course activities,…

Analyzes characteristics of outdoor leaders. Lists outdoor program types. Suggests course content, areas of competency, and 38 personal leadership traits for prospective leaders. Describes human resources, natural resources, and cultural awareness as parts of the "holistic domain" of the outdoor leader. Intended for training purposes. Includes…

The paper is intended to provide resource information and an annotated bibliography on psychological theories and counseling techniques specifically written for outdoor educators, to stimulate research on the subject, and to stimulate outdoor leaders to make themselves aware of various options for solving interpersonal problems that might occur in…

Information related to selecting, training, and certifying outdoor leaders for high adventure pursuits, is provided by selected experts from five English-speaking nations (Great Britain, Australia, New Zealand, Canada and the United States). Patterns of differences and similarities among these nations regarding outdoor leadership components and…