A survey examining social group participation of 584 whitewater kayakers found that friends and fellow paddlers of similar skill were the most popular choices as kayaking companions. Social group choice was predicted by psychological outcomes, personal involvement in kayaking, and group size. Discusses implications for development and marketing of…

To date, little empirical research has been conducted to support the claim that outdoor adventure education (OAE) develops desirable psychological characteristics in participants. This study examined the effects of an OAE foundation degree curriculum on positive psychological development. Fifty-two students (26 OAE students, 26 controls on an…

The popularity of adventure recreation and adventure education has arisen, in part, from an assumption that adventure experiences are radically different from those of everyday life in modern societies. A paradox previously pointed out is that those seeking adventurous experiences often make use of technical and technological prosthetics, thus…

This article provides an overview of courses for hearing-impaired individuals that have been conducted at the Voyaguer Outward Bound School in Minnesota since 1977. Through participation in outdoor challenge activities, skills training, and adventure experiences, hearing-impaired students have shown gains in self-esteem, self-reliance, and…

Three main concepts relating to risk recreation are: (1) understanding how an individual evaluates a recreational activity; (2) understanding that the reasons individuals initially participate in risk recreation may be different from those which perpetuate participation; and (3) understanding that factors other than the individuals and the…

The outdoor education experience continues to be influenced by a proliferation of modern technological innovations, most of which have been accepted and even embraced by educators with little inquiry. Seldom do instructors of outdoor programmes consider the impact that modern techniques and equipment can have upon students' learning. This paper…

With the ambition of penetrating into the very core of the Norwegian and Nordic "friluftsliv": An ecologically responsible life in the open air-in nature, people will have to become acquainted with Fridtjof Nansen--with the thinker as well as the practitioner. Outdoor life with natural and strong links to the national…

The fundamental dilemma in adventure programming is eliminating unreasonable risks to participants without also reducing levels of excitement, challenge, and stress. Most accidents are caused by a combination of unsafe conditions, unsafe acts, and error judgments. The best and only way to minimize critical human error in adventure programs is…

This annual collection promotes scholarly writing, applied research findings, and innovative programs and activities in experiential education. Topics of the 1988 papers include (1) "Gender Issues in Outdoor Adventure Programming" (Natalie L. Bartley and Daniel R. Williams) about the effects of outdoor leaders' gender, personality, soft skills…

Model programs are briefly described which use outdoor education to carry out individualized education programs for handicapped students. Sample objectives for individuals and their corresponding activities are listed for such areas as outdoor cookery, wilderness camping, and participation in local outdoor recreational facilities or areas.…

Organizations that offer outdoor adventure activities can integrate programs to include individuals with disabilities. The paper describes how one organization includes diverse groups of people with and without disabilities in its outdoor activities, focusing on each member's strengths and encouraging cooperation. (SM)

Reviews recent research on outdoor adventure (risk) recreation which exposes participants to real or perceived danger. The research examines several professional issues (leadership certification, leadership style, program outcomes, and retention and turnover of program staff), and discusses social, individual, and therapeutic benefits. (SM)

Means-end theory provides a useful approach for characterizing the relationship among the attributes or components of an experiential education course (the "means"), the benefits, or the outcomes associated with these attributes/course components, and the personal values (the "ends") these outcomes help to reinforce for course participants. The…

A description is given of a physical education course in outdoor education for junior and senior high school students. Sports featured are hunting, fishing, and backpacking. For each sport the objectives and activities are described and needed materials listed. Included in this booklet is an outline of an eighteen week semester of lifetime sport…

The Duke University (North Carolina) experience using adventure-based or wilderness learning programs for staff development is discussed, focusing on the program rationale, planning, common responses of participants and nonparticipants, and outcomes. Quotations from program assessments are included. A brief list of relevant industry resources is…