Presents models through which educators can examine rationale for putting lives of others at risk. Reviews "Adventure Experience Paradigm" for facilitating changes. Considers components of exploration, experimentation, adventure, peak adventure, misadventure, devastation, and disaster. Suggests "Normal Life Risk" model as common means to justify…

Presents a new definition of outdoor education. Describes the different approaches to outdoor education advocated in adventure education and environmental education. Proposes that an integration of approaches can result in a functional outdoor education experience. (ML)

Five stages of development in the facilitation of adventure experiences in order of sophistication are letting the experience speak for itself; speaking for the experience by the instructor; debriefing the experience through reflection; frontloading the experience with prebriefing; and framing the experience isomorphically. (KS)

Describes a 10-step process for analyzing danger as a way of reducing the chance that an accident will happen, or minimizing its consequences to acceptable and recoverable levels. Factors that can inhibit the process include inappropriate attribution, relaxed concentration, rushing to maintain a schedule, group or peer pressure, and poor judgment.…

Reviews socio-psychological theories regarding human motivation in adventure education. A synthesis of these theories produces a model of participant behavior based on combinations of varying degrees of perceived risk and competence, and resulting outcomes. Includes suggestions for modifying experiences so that all participants can achieve…

Examination of problem-focused and solution-focused facilitation approaches used with functional and dysfunctional corporate groups found that both approaches were equally effective at increasing teamwork in functional corporate groups; that problem-focused facilitation was less effective with dysfunctional corporate groups; and that…

Debriefing is a process of guiding reflection on experience. Ideally, facilitators conduct debriefing sessions frequently and in proximity to the experience location. Includes a model "debriefing funnel" into which the facilitators pour experiences, pass those experiences through five reflective filters, and distill a learning change in…

Presents a model for facilitators of adventure-education group initiatives, group problem-solving tasks requiring cooperation and trust. Discusses initial observation and assessment of individual and group behaviors, setting objectives, preparation, group orientation, structuring the task toward objectives, implementation, guided reflection,…

Describes a competence/risk theory that hypothesizes that people can use personal competence to influence the probabilities of success or failure in an adventure, providing their perceptions are correct. In a series of linked pathways and feedback loops, a model illustrates the impact of a risk-taking activity on the participant's emotional and…

A model to explain the adventure experience and to relate adventure experience to adventure education uses risk and competence as diagram axes with experimentation/exploration, adventure, peak adventure, misadventure, and disaster/devastation completing the framework. The model assumes that peak adventure, the point at which personal competence…

Outdoor leaders with sound judgment can gather many specific experiences, induce them into a collection of general concepts, store these as memory maps in the mind, later recall the general concepts as needed, and deduce a specific prediction from them. Proposes that evaluative reflection after a judgment is made is the component missing from most…