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Boyes, Michael A.; O'Hare, David – Journal of Adventure Education and Outdoor Learning, 2003
Decision making by outdoor adventure educators revolves around balancing risk and competence. A model of outdoor adventure decision making is presented that draws on naturalistic decision-making processes and emphasizes the importance of situational recognition and prior experience. Leaders draw key information from the natural environment,…
Descriptors: Adventure Education, Case Studies, Context Effect, Decision Making

Grube, Danny P.; Phipps, Maurice L.; Grube, Angela Johnson – Journal of Experiential Education, 2002
A case study of an outdoor leader training expedition illustrates how the experiential leadership education model works. A leadership style inventory shows which leadership styles are strong and which need practicing. Data from participants compare leader perceptions of group dynamics with those of the group. A journal of leadership decisions…
Descriptors: Case Studies, Decision Making, Educational Strategies, Experiential Learning
Curtis, Rick – 1994
College outdoor program leaders are often paraprofessionals, who may have less training than professional outdoor educators, yet must deal with the same types of problems on the trail. This paper describes the Outdoor Action (OA) Program at Princeton University, and outlines the training assessment and development model used to train OA program…
Descriptors: College Programs, College Students, Course Content, Higher Education
Ringer, Martin – 1994
This paper describes the competencies in the domain of human interaction that are required of leaders in various outdoor adventure programs. These programs may be grouped on a continuum from recreational outdoor adventure to primary (adventure) therapy. In the middle of the continuum, educational, enrichment, and adjunctive (adventure) therapy…
Descriptors: Adventure Education, Experiential Learning, Foreign Countries, Group Dynamics
Ringer, Martin; Gillis, H. L. – 1998
This paper outlines a model for assessing and managing psychological depth in outdoor and experiential group work, and presents two case studies of the complexity of such management in real life. The model contains eight levels of emotional risk and presents four criteria for assessing the level to which a particular event or discussion may lead…
Descriptors: Adventure Education, Case Studies, Emotional Response, Experiential Learning

Raiola, Ed – Journal of Experiential Education, 2003
A communication and problem-solving model is presented for individuals who lead extended field-based courses. The model focuses on the positive aspects of a situation and on encouraging individuals to accept responsibility for their behavioral choices. The four steps in the model are establishing rapport, what needs to change, where are we going,…
Descriptors: Adventure Education, Conflict Resolution, Educational Strategies, Group Dynamics

Priest, Simon – Journal of Experiential Education, 1988
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…
Descriptors: College Programs, Curriculum Design, Degree Requirements, Environmental Education
Priest, Simon – Journal of Adventure Education and Outdoor Leadership, 1990
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…
Descriptors: Adventure Education, Cognitive Processes, Decision Making, Deduction
Mitten, Denise – 1996
Traditional ethics are founded on unquestioned principles that transcend the limitations of a particular person. The result is that behavior is judged on how well people follow rules, not on how well they treat one another. This essay contends that applying this patriarchal approach to teaching situations ignores the needs of students in…
Descriptors: Adventure Education, Educational Philosophy, Ethics, Experiential Learning
Kiewa, Jackie – Journal of Adventure Education and Outdoor Leadership, 1992
Too much excitement leads to anxiety, resulting in the impetus to reduce stimuli. Adventure experience leaders, in their enthusiasm for challenge and self-discovery through adventure, may ignore those clients who exist in a state of anxiety. This warning is particularly salient in regards to captive populations, such as a school group in a…
Descriptors: Adventure Education, Anxiety, Elementary Secondary Education, Group Dynamics

Sugerman, Deborah – Journal of Experiential Education, 2001
A model of facilitating outdoor adventure groups that include people with and without disabilities is presented. Steps include developing a resource base, addressing personal attitudes and using appropriate language, obtaining information specific to client disabilities, designing individualized adaptations, implementing the program, and…
Descriptors: Accessibility (for Disabled), Adventure Education, Assistive Devices (for Disabled), Attitudes toward Disabilities

Wurdinger, Scott; Paxton, Todd – Journal of Adventure Education and Outdoor Learning, 2003
Presents a model of four levels of experience in training adventure education leaders: direct instruction, student interaction in class, technical skill development, and internships. Internships allow students to think for themselves and solve real-world problems while experiencing teaching on their own. Utilizing all levels increases student…
Descriptors: Adventure Education, Education Work Relationship, Educational Strategies, Experiential Learning
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