Risk is positioned as a distinguishing feature of outdoor adventure education (OAE) pedagogy. Risk defines much of what happens in OAE, from participants "taking" risks to instructors "managing" risks. The taken-for-granted centrality of risk continues to have currency due to the thrill and allure of adventurous outdoor activities. This paper…

Adventure programs attempt to control or limit injuries in high-risk programming. This risk management has concentrated on the physical safety of participants at the expense of emotional and developmental security. In the zeal for accident-free statistics, a highly controlled, directive approach is created that treats individuals according to a…

Making errors can be a salutary learning experience. The problem in outdoor adventure education is to protect the error makers from real harm, which requires careful structuring of the learning situation. Discusses error limits, how much error correction is appropriate, involving participants in decision making, video playback and debriefing…

A study of a coeducational outdoor/adventure program for 13- to 15-year olds at Shotmoor, England, where all participated in the same activities. The boys' beliefs about the abilities of girls were altered in a way that would not have occurred in a classroom. (DM)

Three entries address various outdoor education issues. The first outlines eight steps for promoting professional work. The second suggests ways to adapt 16 games, group initiatives, and ropes course elements to teach environmental concepts. The third explains the use of belay anchors, or cork-screw anchors designed to tether large dogs. (JHZ)

Paradox and therapeutic double bind techniques are used to overcome resistance in students with a history of success avoidance. Predictions of failure, restraining comments, and the use of paradox in the midst of an activity are defended theoretically by presenting historical roots and a rationale of effectiveness. A skill-building approach…

In an effort to increase the application of "transfer of learning" (a phenomenon of connecting experiences encountered during an adventure activity to future situations) in the field of adventure education, workshops were presented at the 1984 Association for Experiential Education Conference at Lake Junalaska, North Carolina and the 1984 National…

Asserts outdoor education leaders need to develop specific skills to aid participants in processing structured experiences to gain awareness and assist them in transferring learning to other life situations. Defines, organizes, and sequences specific components of the science of processing. Provides a sample processing scenario. (NEC)

In recent years, an increasing number of educators have opted for non-traditional programs that afford students opportunities that traditional classroom experiences do not. Many educators are utilizing the wilderness environment as a means of providing students and staffs with an experientially-based developmental program. Activities such as rock…

Suggests educational opportunities provided by well-planned campfire activities such as singing, skits, stories, cheers, and readings. Recommends planning a beginning, main body of the program, and an ending to create a meaningful, unified experience. (NEC)

Examines theories of specific, nonspecific, and metaphoric transfer of learning and outlines 10 factors and techniques to assist adventure educators in linking challenging experiences to students' future learning. (LFL)

A well-planned class camping trip is a learning adventure which develops personal values, generates lifelong learning skills, encourages group cooperation, and enhances knowledge of and appreciation for natural environments. This digest is a guide to help teachers offer this unique learning opportunity to their students. Separate sections present…

Experiential learning is a client-focused, supported approach to individual, group, or organizational development, which engages the young or adult learner, using the elements of action, reflection, and transfer. This book explores the theory and practice of experiential learning as the basis for designing and delivering effective learning…

This is a guide to leading nature and human nature activities in camp and other learning situations. The book provides a humanistic approach to environmental education to help people learn life skills that will enhance the quality of life, the quality of the human environment, and the quality of the natural environment. The book contains 12…

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…